English Back To Basics

6317UK
Vi ew in g Sa m pl e
English Back To Basics (Yr 6 Ext/S 1)

Published by R.I.C. Publications 2010 Republished under licence by Prim-Ed Publishing 2010 Copyright Jenni Harrold 2010 ISBN 978-1-84654-249-7 PR 6317UK
This master may only be reproduced by the original purchaser for use with their class(es). The publisher prohibits the loaning or onselling of this master for the purposes of reproduction.
Copyright Notice
Blackline masters or copy masters are published and sold with a limited copyright. This copyright allows publishers to provide teachers and schools with a wide range of learning activities without copyright being breached. This limited copyright allows the purchaser to make sufficient copies for use within their own education institution. The copyright is not transferable, nor can it be onsold. Following these instructions is not essential but will ensure that you, as the purchaser, have evidence of legal ownership to the copyright if inspection occurs. For your added protection in the case of copyright inspection, please complete the form below. Retain this form, the complete original document and the invoice or receipt as proof of purchase. Name of Purchaser:
Titles available in this series:
English Back To Basics (Yr 1/P 2) English Back To Basics (Yr 2/P 3) English Back To Basics (Yr 3/P 4) English Back To Basics (Yr 4/P 5) English Back To Basics (Yr 5/P 6) English Back To Basics (Yr 6/P 7) English Back To Basics (Yr 6 Ext/S 1)
in g ew
Internet websites View all pages online
In some cases, websites or specific URLs may be recommended. While these are checked and rechecked at the time of publication, the publisher has no control over any subsequent changes which may be made to webpages. It is strongly recommended that the class teacher checks all URLs before allowing pupils to access them.
Vi
Sa m
Supplier:
Date of Purchase:
School Order# (if applicable):
Signature of Purchaser:
pl e
Website: www.prim-ed.com
Foreword
Teacher notes
English Back To Basics is a comprehensive resource designed to teach and revise basic literacy concepts. Essential skills are covered in spelling and word study, punctuation and grammar; with phonics included in Books Yr 1/P 2, Yr 2/P 3 and Yr 3/P 4. Each of the pages focuses on one concept, which is developed through relevant, graded activities. Although intended as a homework series, these books are also ideal for: teachinganewconcept consolidation Titles in the series are: English Back To Basics Yr 1/P 2 English Back To Basics Yr 2/P 3 English Back To Basics Yr 3/P 4 English Back To Basics Yr 4/P 5 English Back To Basics Yr 5/P 6 English Back To Basics Yr 6/P 7 English Back To Basics Yr 6 Ext/S 1 assessment revision.
Teacher notes
Overview..............................................................................iv Curriculum links ..................................................................v Spelling and vocabulary lists............................................vi Spelling rules.......................................................................vi Spelling list word building.............................................vii Glossary..................................................................... viii xii Additional word lists..........................................................xii Vowel sounds....................................................................xiii Consonant sounds............................................................xiv Prefixes................................................................................xv Suffixes...............................................................................xvi Word origins.....................................................................xvii Words commonly misspelt................................... xviii xx Words easily confused or misused..................... xxi xxii
Sa m
iii
Identifying correct spelling....................................... 2829 Consonant digraphs................................................... 3031 Dictionary use............................................................. 3233 Word origins................................................................ 3435
Vi
Capital letters.............................................................. 3637 Sentence endings....................................................... 3839 Commas........................................................................ 4041 Quotation marks.......................................................... 4243 Apostrophes................................................................ 4445 Colons........................................................................... 4647 Semicolons, dashes and hyphens........................... 4849 Brackets, ellipses and forward slashes.................. 5051 Editing........................................................................... 5253
ew
in g
Spelling and word study

Spelling 1.......................................................................... 23 Spelling 2.......................................................................... 45 Plurals............................................................................... 67 Base words...................................................................... 89 Prefixes......................................................................... 1011 Suffixes......................................................................... 1213 Alphabetical order...................................................... 1415 Syllables....................................................................... 1617 Synonyms..................................................................... 1819 Antonyms..................................................................... 2021 Homophones and homographs................................ 2223 Compound words........................................................ 2425 Abbreviated words..................................................... 2627
Nouns............................................................................ 5455 Verbs............................................................................. 5657 Verb tenses.................................................................. 5859 Pronouns...................................................................... 6061 Adjectives.................................................................... 6263 Adverbs........................................................................ 6465 Conjunctions................................................................ 6667 Prepositions................................................................. 6869 Elements of a sentence............................................. 7071 Phrases and clauses.................................................. 7273 Sentences.................................................................... 7475 Paragraphs.................................................................. 7677 Review.......................................................................... 7879 Editing........................................................................... 8081
pl e
Contents
Punctuation
Grammar
Prim-Ed Publishing
www.prim-ed.com
English Back To Basics
Overview
Format
This series of books contains pupil and teacher pages focusing on skills in the following areas: spelling and word study punctuation grammar phonics (Books Yr 1/P 2, Yr 2/P 3 and Yr 3/P 4).
Teacher notes
Features
This series of books: provides activities on each page that relate to one literacy concept follows an organised format in which concepts are repeated and expanded across year levels uses a focal list of vocabulary has a pupil page supported by a corresponding teachers page has a teachers page that includes answers and detailed information explaining each concept provides additional reference information for teachers.
Purpose
This series of books is ideal for: teaching a new concept consolidating and revising knowledge and skills homework activities to revise skills taught in class assessment.
Spelling and vocabulary
This book includes: a word-building table which shows the base word, plural form, prefixes, suffixes, syllables, synonyms and antonyms an extensive glossary of terms used in spelling and word study, punctuation and grammar vowel sounds and the different ways they are represented consonant sounds and the different ways they are represented spelling rules prefixes, their meanings and examples suffixes, their meanings and examples word origins Latin and Greek root words with their meanings and examples words commonly misspelt words easily confused or misused prepositions and prepositional phrases words that can be used as adjectives or adverbs.
Vi
There are two different lists of words used in each book: an age-appropriate spelling list of 40 words, and a high-frequency vocabulary list. Both lists are used frequently throughout each book in the areas of spelling and word study, punctuation and grammar.
ew
Additional reference material
in g
Sa m
iv Prim-Ed Publishing
www.prim-ed.com
pl e
Curriculum links
Country/Subject/Level Curriculum Objectives
England Literacy Year Six progression to Year Seven Word Structure and Spelling secure knowledge of pluralisation, prefixes, word endings and high frequency words learn from errors and corrections Text Structure and Organisation organise ideas into paragraphs Sentence Structure and Punctuation use punctuation to convey and clarify meaning Northern Ireland Language and Literacy Key Stage Two Republic of Ireland English Sixth Class Receptiveness to Language Writing use a variety of skills to spell words correctly
Teacher notes
develop increasing competence in the use of grammar and punctuation to create clarity of meaning
improve ability to recognise and understand words by using root words, prefixes, suffixes and syllabification Competence and Confidence in Using Language understand the functions and know the names of the parts of speech learn about and name the basic properties of nouns and verbs become familiar with compound and complex sentences, and know and understand the terms phrase and clause observe the conventions of grammar, punctuation and spelling
Scotland Literacy and English Second and Third
Second - Reading Second - Writing
develop knowledge of punctuation and grammar to read texts spell most words I need to communicate, using spelling rules Second - Reading Third - Writing
use appropriate punctuation, vary sentence structures and divide work into paragraphs develop knowledge of punctuation and grammar to read texts
spell most of the words I need to use and ensure spelling is accurate
Wales English Key Stage Two
Reading - Skills
develop phonic, graphic and grammatical knowledge and word recognition
Vi
ew
Writing - Skills
develop understanding of the structure, vocabulary, grammar and punctuation of English, and of how these clarify meaning use a range of sentence structures, linking them coherently and developing the ability to use paragraphs effectively use punctuation to clarify meaning choose and use appropriate vocabulary use the standard forms of English: nouns, pronouns, adjectives, adverbs, prepositions, connectives and verb tenses
in g
punctuate and structure different types of sentences with sufficient accuracy and arrange them to make meaning clear
Sa m
v
pl e
Prim-Ed Publishing
www.prim-ed.com
Word lists
Spelling list
accept achieve advantage argument automatic avoid behaviour character competition decision definite description difficult disappear extreme foreign frequent humour independent medicine mystery necessary nervous occasion occupation opinion permission pressure process purpose receipt recognise require serious source
Teacher notes
success suggest suitable unconscious various
Vocabulary list
adventure angle average awareness calendar charity concept data decimal discussion environment essay estimate explanation fiction function identify information instruction issue kilometre official percentage political possible punctuation represent result role schedule sequence statistic structure survey symbol technology theme traditional viewer
Vi
For example: friend, believe, receive, receipt Some exceptions: foreign, either, science, weird, height, species
ew
Write i before e, except after c.
in g

Spelling rules
Write ie after c for words with a shuhn sound.

For example: sufficient, ancient, conscience, efficient
Write ei when the vowel sounds like an a.

For example: weigh, rein, reign, neighbour
For words ending in y:

retain the y when adding ing; for example: crying, studying retain the y if it is preceded by a vowel, when adding s or a suffix; for example: employs, employer change the y to i if it is preceded by a consonant, when adding a suffix; for example: cries, studies ome exceptions: dryness, shyness. S
Sa m
Drop the final e to most words when adding a suffix beginning with a vowel.
For example: useusable makemaking
Double the consonant when adding a suffix starting with a vowel (e.g. -ing) to:
a word of one syllable ending in a single consonant, preceded by a vowel; for example: dripdripping sitsitting a word of more than one syllable ending in a single consonant, preceded by a vowel if the stress is on the final syllable; for example: beginbeginning commitcommitted. When the stress is not on the final syllable, the single consonant remains; for example: developdevelopingdeveloped. Exceptions include many words ending in l, where the l is always doubled; for example: appalappalling traveltravelling.
vi Prim-Ed Publishing
pl e
www.prim-ed.com
Spelling list Word building

Word accept achieve advantage argument automatic avoid behaviour character competition decision definite description difficult disappear extreme foreign frequent humour independent medicine mystery necessary nervous occasion occupation opinion permission pressure process purpose receipt recognise require serious source success suggest suitable unconscious various
Prim-Ed Publishing
Teacher notes
Synonym believe accomplish gain dispute programmed shun actions nature rivalry choice certain account vanish hard excessive strange regular funniness self-sufficient drug puzzle essential anxious event job view consent stress procedure intent acknowledgment identify need solemn basis achievement propose appropriate unaware assorted failure oppose unsuitable conscious same English Back To Basics lighthearted invoice unnecessary calm appear easy moderate familiar infrequent seriousness dependent cooperation indecision unsure manual face Antonym deny fail disadvantage
Base
Plural
Prefixes un(able) un(able)
Suffixes ed ing able(ly) ed ing er ment ous ative ally
Syllables accept achieve advantage argument automatic avoid behaviour character competition
advantages argue arguments
dis
un(able) behave behaviours characters compete decide competitions decisions in in scribe appear descriptions mis un(ise)
ed ing ance able ist ally ise
decision ly definite description
y extremes un ly ist ity ness er ness
in
depend medicines mysteries
in g
un ly al ly al ly ated un(ed) ed un(able) re un(ful) un ly ly
ew
occasions occupations opinions pressures processes purposes receipts sources successes
nerve
occupy
Vi
permit press
suit conscious vary

www.prim-ed.com
Sa m
ly ed ing ous less ly al ally ious(ly) ly ness ed ing ed ing ful(ly) ed ing able tion ed ing ment ly ness ed ing (re)ful ful(ly) or ed ing ion able ive ly ness vii
pl e
difficult extreme foreign frequent humour independent medicine mystery necessary nervous occasion occupation opinion permission pressure process purpose receipt recognise require serious source success suggest suitable unconscious various
ed ing
disappear
Glossary
Teacher notes
Abbreviation
An abbreviation is a word written in shortened form. A full stop may be used to show part of the word is missing. However, if the last letter of the word is used, there is no full stop. For example: Mon. for Monday Dr for Doctor
Digraph
Two letters representing one phoneme. For example: th, sh, wh, er, ck, ou
Plural
Indicates more than one person or thing. For example: two books three wishes four children
Eponyms
Eponyms are words that come from a persons name or name of a place. For example: Jules Leotard Anders Celsius Earl of Cardigan
Prefix
Used at the beginning of a base word to change meaning. For example: inedible, unconscious, illegal, disobey
Acronym
A word made up from the initial letters of a phrase. For example: SIDS (sudden infant death syndrome) radar (radio detecting and ranging) (Note: If it is not pronounced as a word, it is an intialism; e.g. LPG.)
Etymology
The study of the origin and history of words. For example: annual from the Latin word annu, meaning year
Singular
Only one person or thing. For example: one book, a table, an apple
Antonyms
Words that are opposite in meaning. For example: hot/cold dark/light wet/dry
The written representation of a sound. For example: ew, ing, th
Base word
The root word or main part of the word. Prefixes and suffixes can be added to the base word. For example: reading, misguided, carefully
Homographs
in g
Homophones Morpheme Phoneme Phonetics
Words that are spelt the same but have different origins and meanings and are sometimes pronounced differently. For example: cricket, wind
ew
Compound word
Vi
Two or more words joined together. For example: pancake, teaspoon, underground
Consonant
Words that sound the same but are spelled differently. For example: peace/piece threw/through bored/board
Any letter of the alphabet that is not a vowel. For example: b, c, d, f, g, h, j
The smallest unit of meaning. For example: house/keep/ing
Contraction
A shortened form of a word. An apostrophe is used to replace the deleted letters. For example: Im, were, theyll, shed, cant
The smallest unit of sound in a word that can be represented by one, two, three or four letters. There are 44 phonemes in English. For example: to, shoe, through
Derivative
A word made from adding prefixes and suffixes to a base word. For example: sleeping, unusual, happily
System of spelling words that represents sounds by symbols.
Sa m
Grapheme
viii Prim-Ed Publishing
pl e
Suffix Syllable Synonyms Thesaurus Trigraph Vowel
Used at the end of a base word. For example: working, lonely, walked, editor
A unit of sound which contains a vowel sound. All words are made up of one or more syllables. For example: talk, nerv-ous, in-de-pen-dent
Words that are similar in meaning. For example: big/large small/tiny wet/damp
A reference book which groups words by meaning. For example: promisepledge, guarantee, engagement, commit, assure, secure
Three letters representing one phoneme. For example: high, fudge, pear
The five letters of the alphabet that are not consonants. These are: a, e, i, o and u.
www.prim-ed.com
Glossary
Punctuation
Teacher notes
Apostrophe
Used to show ownership and in contractions to show where letters have been dropped. For example: Jackies dog wasnt barking.
Exclamation mark
Used to show strong emotion. For example: Thats fantastic news!
Quotation marks
Forward slash
Used to show options, shortened forms, in web addresses and instead of per, an or a. For example: true/false 60km/h
Capital letters
Used to start a sentence, as the first letter of proper nouns, for the pronoun I, in titles, and to start direct speech.
Used to indicate direct speech, quotations and specific titles. For example: Did you know the Spanish word siesta means a short nap? Ben asked.
Semicolon
Full stop
Used at the end of a sentence or in some abbreviations. For example: His birthday was on 21 Feb.
Colon
Used to introduce additional information. For example: Use the following: eggs, bacon, milk, salt and pepper.
Hyphen
Used to provide additional information or show that something is unfinished. For example: I opened the giftit was just what I wanted.
Vi
Ellipsis
Used to mark letters or words that have been left out and a pause or interruption For example: Her birthday party was wonderful the best ever!
ew
Dash
in g
Used as a short pause to separate parts of a sentence and items in a list. For example: The boy, a great athlete, was competing in most events. I took pens, pencils, paper and paints to the class.
Parentheses
Used to enclose additional information such as a comment, explanation or example. For example: Tia (my sister) showed me how to use the program.
Question mark
Used at the end of a sentence to show a question to be answered. For example: Did you finish everything you wanted to?
Sa m
Comma
Used to join words and word parts, clarify meaning and divide words at the end of a line. For example: re-signed a contract brother-in-law three-quarters
Used to separate short, balanced and linked phrases or clauses. It is stronger than a comma, not as strong as a full stop. It can also be used to separate items in a list of phrases or clauses. For example: I bought new shoes; they were on sale. I need 12 pens, pencils and rulers; 24 books, six erasers and two bags.
pl e
, / ; ( ) . : . , . .; ?.. ;/./< ? ;?/ . . .

Prim-Ed Publishing www.prim-ed.com
( ? . . .
; ,
. . . /
?
<
/ <. . . . ( !) :? ?
/ : , ( : ; <
; -
ix
Glossary
Grammar
Teacher notes
Abstract noun
A word which describes things that cannot actually be heard, seen, smelt or tasted. For example: anger, beauty, danger, jealousy, loyalty, pain
Auxiliary verb
A helping verb that is used in forming tense, mood and voices with other verbs. The verbs to be, to have and to do are often used as auxiliary verbs. For example: I was thinking of you. He does leave his room in a mess. We have seen it.
Conjunction
A joining word for words, phrases, clauses and sentences. For example: I ate an apple and a pear. I was tired but I had to work because the assignment was due.
Active voice
The voice of the verb which shows that the subject of the sentence is performing the action. For example: Her friend drove the car. The dog frightened the child.
Connective
A connecting word that tells order and what is coming next. For example: Ill finish the dishes first and then watch a film.
Clause
A group of words with a subject and its verb. For example: She walked to the station.
Adverb
Adds meaning to a verb, adjective or other adverb. It can tell how, where or when. For example: He worked carefully. Yesterday, they walked to school. She finally finished.
Command verb (imperative)
A verb used as an order or command. For example: Stop talking so loudly.
in g
Common noun Complex sentence
Agreement
Shows that linked words or phrases agree in terms of case, number, gender and person. For example: He is welcome. They are welcome. She tried to write the story herself.
Vi
ew
A word naming general rather than particular things. For example: apple, river, table, colour
Has a main (independent) clause and at least one subordinate (dependent) clause. For example: I like swimming before I walk along the beach.
Compound sentence
Has two or more independent clauses with a linking word. For example: The nurse worked hard and helped the sick child.
Article
A subclass of determiners where a and an are indefinite and the is definitive. For example: a computer, an apple, the dog
Sa m
A describing word used to add meaning to a noun or pronoun. For example: He wore a blue shirt. The meal was delicious.
Collective noun
A group of persons or things. For example: a class of pupils, a flock of sheep, a herd of elephants
x Prim-Ed Publishing
pl e
Finite verb Idiom
Adjective
Determiner
A word that is used in front of a noun or pronoun to tell something about it. For example: a tiger, the tiger, some tigers, both tigers, that tiger, three tigers
Direct speech
Exactly what is spoken, enclosed in quotation marks. For example: Are you feeling thirsty? she asked.
Double negative
When two negatives are used together, with the effect of cancelling each other so the negative meaning is lost. For example: She wasnt doing nothing. He didnt get no lunch.
A verb that has a subject. A finite verb must be a part of every sentence and agree with its subject. For example: The ball rolls. The balls roll.
A phrase that is not meant literally. For example: over the moon frog in my throat
www.prim-ed.com
Glossary
Grammar
Teacher notes
Indefinite pronoun
A pronoun that refers to people or things generally and not specifically. For example: anybody, anything, everybody, everyone, somebody, something
Passive voice
The voice of the verb which shows that the subject is having an action done to it. For example: Max was tickled by his sister. She was surprised by the visitors.
Preposition
Used in front of a noun or pronoun to describe the relationship. For example: under the water, to him, at the concert, before lunch, around them
Indirect speech
Reports, and often alters, direct speech without the use of quotes. For example: I asked her to be quiet. She told me she would leave early.
Pronoun
Used in place of a noun to reduce repetition. For example: Peter is conscientious. He works quietly.
Person
Text may be written as the first, second or third person and is indicated by the use of pronouns and verbs. For example: I wrote the book. It must be yours. Did he write the book?
Proper noun
Used to specifically name a person or thing. For example: Jemma, Antarctica, Sahara Desert
Main (independent) clause

A group of words that can stand alone and make sense without being dependent on any other part of a sentence. For example: I decided to go shopping after I had my lunch.
Personal pronoun
Modifier
A word or group of words that affect the meaning of another word in some way by giving more information. They might describe, define or make a meaning more precise. For example: The TV is in the largest room. Bright-eyed and inquisitive, the squirrel searched for food.
in g
Phrase Predicate
Used in place of a person. First person personal pronouns are: I, me, mine, we, us, ours. Second person personal pronouns are: you, yours. Third person personal pronouns are: he, his, him, she, hers, her, it, its, they, them, theirs.
Sa m
xi
Noun
A word that names a person, place, thing, feeling or idea. For example: doctor, Paris, suitcase, fear, courage
Vi
A group of words in a sentence which does not contain a finite verb. For example: She walked towards the house. The car crashed into the tree.
ew
Possessive pronoun
A pronoun used to show ownership. For example: That book is his. I think its hers. I have mine here. It must be yours.
Object
Shows what or whom the verb affects. For example: They purchased a house. She wore blue jeans.
Paragraph
A group of sentences that are about one main idea. The sentences should follow in a logical order.
What is written or said about the subject of a sentence. For example: The teacher was tired and hungry. The kitchen was clean and tidy.
pl e
Slang
Relative pronoun
Used to connect or relate one part of a sentence to another. For example: Here is the house that I want to buy. I met the man whose story I had read.
Sentence
A group of words that makes sense on its own. It may have one or more clauses. It must have a finite verb, a capital letter at the start and end in a full stop, question mark or exclamation mark. For example: Ill eat breakfast after Ive had a shower.
Simple sentence
A sentence with only one verb (part of the predicate) and one subject. For example: I played a game. They ate dinner together.
Words or phrases in common use that are not considered to be part of standard English. For example: aggro, dude.
Statement
A sentence which states a fact. For example: We will not be leaving today.
Prim-Ed Publishing
www.prim-ed.com
Glossary
Grammar
Teacher notes
Subject
The person or thing who is doing the action in a sentence. For example: Mrs Green taught music. The football team won the game with the last kick.
Tense
Verb tenses tell whether the action is happening in the past, present or future. For example: I walked, I walk, I am walking, I will walk.
Verb
An action or state of being word. For example: She read the book. He has written a story. They will eat dinner. We thought about it.
Subordinate (dependent) clause

A group of words that cannot stand alone and make sense. It is dependent on the main clause for its meaning. For example: I ate everything on the plate because I was hungry.
Words used as prepositions

aboard about above across after against along alongside amid amidst among around at before behind below beneath beside besides between beyond but by concerning despite down during except for from in inside into like near of off on onto out
Sa m
in front of in lieu of in light of in place of loose loud low much near quick
Additional word lists
pl e
over past per round since through throughout till to towards under until up upon via with within without in regard to in spite of instead of in view of on account of on board out of owing to right rough second sharp slow smooth straight third tight well worse wrong
www.prim-ed.com
according to ahead of apart from as far as
aside from as to back of because of
bad better bright cheap close deep

doubtless early enough even fair far
Vi
ew
fast first hard high late little
Words used as adjectives or adverbs
in g
behind in due to in addition to in the back of
Prepositional phrases
xii Prim-Ed Publishing
Vowel sounds
There are 19 vowel sounds listed below. Most of these vowel sounds can be written in a number of different ways. The letters used to represent sounds in words are called graphemes. Knowledge about common graphemes and an understanding of how to use them when selecting the particular one needed to spell a word correctly, are essential spelling skills. Some of the most commonly used graphemes for each vowel sound are found in the table below.
Teacher notes
Sound
a as in bat a as in rain ar as in bar air as in pair aw as in paw e as in tell ee as in tree er as in fern ear as in appear i as in bit i as in hive o as in top o as in hope ow as in cow oy as in toy oo as in cook oo as in boot u as in mud yu as in use a (cat)
Graphemes
ai (pain) ay (tray) a-e (plate) a (baby) ea (break) ei (rein) ey (grey) ar (car) a (class) al (calf) au (laugh) air (chair) are (care) ear (bear) ere (there) eir (their) aw (yawn) or (fork) au (sauce) a (ball) ore (store) oar (roar) oor (poor) ough (fought) augh (caught) al (walk) e (jet) ea (spread) ee (sheep) ea (beat) y (funny) ie (thief) ei (ceiling) ey (key) i (ski) e-e (athlete) er (germ) ir (girl) ur (purse) or (word) ear (earn) our (journey) ear (near) eer (deer) ere (here) ier (tier) i (fin) y (pyramid) ui (build) i (find) ie (pie) y (sky) i-e (fine) igh (sigh)
o (clot) a (wasp) au (sausage) ou (cough) ow (down) ou (loud) oy (boy) oi (coin)
o (no) oa (boat) oe (toe) ow (slow) o-e (home)
oo (book) u (bush) ou (should) u (truck) o (some) ou (young)
oo (spoon) ew (flew) ue (true) ou (soup) ui (fruit) o (to) u-e (fuse) u (duty) ew (new) ue (avenue) eau (beauty)
Vi
xiii
ew
in g
Sa m
Prim-Ed Publishing
www.prim-ed.com
pl e
Consonant sounds
Teacher notes
There are 25 consonant sounds listed below. Most of these consonant sounds can be written in a number of different ways. The letters used to represent sounds in words are called graphemes. Knowledge about common graphemes and an understanding of how to use them when selecting the particular one needed to spell a word correctly, are essential spelling skills. Some of the most commonly used graphemes for each consonant sound are found in the table below.
Sound
b as in big c as in cat ch as in chin d as in dog f as in fat g as in get h as in hat j as in jam l as in look m as in met n as in now ng as in sing p as in pot r as in run s as in sat sh as in ship t as in tap th as in thin th as in then v as in van w as in was x as in box y as in yes z as in zebra zh as in measure b (bat) bb (rabbit)
Graphemes
c (clean) ck (pack) ch (school) k (kite) cc (occupy) que (cheque) ch (church) tch (watch) d (doll) dd (rudder) ed (talked) f (fed) ff (giraffe) ph (phone) gh (laugh) g (goat) gg (egg) gu (guide) gh (ghost) h (have) wh (who) l (lot) ll (hill) le (little) n (nurse) nn (runner) kn (knot) ng (strong) n (sink) p (pin) pp (ripped) j (jet) g (giant) dge (hedge) gg (suggest)
m (mother) mm (hammer) mb (climb) lm (calm) mn (autumn)
r (red) rr (carry) wr (write)
s (sun) ss (toss) c (cent) ce (rice) sc (scene) t (tent) tt (written) th (Thomas) ed (cooked) th (think)
Vi
y (yell)
ew
v (vase) f (of) w (watch) wh (when) x (fox) cks (socks) z (zip) zz (fizz) s (has) s (treasure) si (television)
xiv Prim-Ed Publishing
th (that) the (breathe)
in g
sh (sheep) s (sugar) ss (pressure) ch (machine) ci (special) ti (station) si (tension)
Sa m
www.prim-ed.com
pl e
Prefixes
Prefix
antibibiocircumcocontradedisen- emexforforegigahyperilinim- irintermalmegamicromilliminimisnonoutpostpreresemisubsupertranstriununiwith-
Teacher notes
Meaning
opposed, against two, twice life around together opposite, against away, from, down apart make former not before billion over, exclusive not not, in not between, among wrong million small thousand small wrongly not
Example(s)
antiseptic bicycle biography circumference cooperate contradict defer, descend disconnect enable, embrace ex-premier forget forecast hyperactive illegal gigabyte
ew
outside, detached after before half under over, above across three, triple not one, single against, away
Vi
again, back
in g
undone
Sa m
impossible, irregular interview malfunction megabyte millilitre miniskirt misjudge nonsense outpatient postgraduate preheat repeat, return semicircle submarine superhuman transport tricycle uniform withhold microscope
xv English Back To Basics
incomplete, inside
Prim-Ed Publishing
www.prim-ed.com
pl e
Suffixes
Suffix
-able, -ible -al, -ical -ar -ate -ation -dom -er, -or -ess -fold -ful -ion -ise -ish -ism -ist -ive -less -ly -ment -ous -phobia
Teacher notes
Meaning
capable of, for of, relating to like to make act of state of one who feminine of nouns number of parts, times able to, full of action, state, quality make into belonging, like state, quality, act of one who like, connected with without like, how, when result, state, quality of full of fear, dread
Example(s)
adaptable, possible maternal, magical circular aggravate invitation freedom farmer, actor princess twofold helpful, plateful consideration, promotion humanise heroism, baptism artist native, protective childless girlish, Swedish
manly, darkly, yearly nervous
achievement, judgment claustrophobia
Vi
English Back To Basics xvi Prim-Ed Publishing
ew
in g
Sa m
www.prim-ed.com
pl e
Word origins
LATIN ROOT WORDS
Root word
scribe port ped spire mit fact duc, duce, duct cap, capit flu mani, manu aqua, aque aud anni, annu bene prem, prim unus duo tres quatuor quinque sex septum octo novem decem mille centum
Teacher notes
Meaning
writing carry foot breathe send, let go make, do to lead head flow hand water hear year well first one two three four five six eight nine
Example(s)
describe, inscribe, scribble, prescribe, transcribe transport, portable, report, export, import, support pedestrian, pedal, pedestal, impede, expedition inspire, conspire, respire, transpire transmit, omit, admit, permit, remit manufacture, factor, faction, satisfaction, factory conduct, introduce, produce, educate, conductor capital, captain, decapitate, capitulate fluid, fluent, influence, affluent, effluent manual, manufacture, manuscript, manipulate aquatic, aquarium, aquaplane, aqueduct, Aquarius annual, anniversary, biannual, annuity audio, audience, audible, audition
benefit, beneficial, benefactor, beneficiary, benevolent
seven
ew Vi
hundred thousand ten
Root word
meter, metre micro aero sphere tele logy auto logos
Meaning
measure small air globe, ball far off word, knowledge, science of self word, reason
in g
octopus decimal century
GREEK ROOT WORDS

Example(s)
centimetre, millimetre, thermometer, barometer, pedometer, speedometer microscopic, microscope, microphone aeronaut, aerate, aeroplane, aerial atmosphere, stratosphere, hemisphere telephone, teleport, televise, television psychology, biology, zoology, neurology automatic, autobiography, autograph, automobile logic, logistic, logical
xvii
Sa m
unit duet triangle quarter quintet sextuplet millimetre
primary, prime, primitive, primer, premier
September (7th month on Roman calendar) November (9th month on Roman calendar)
pl e
Prim-Ed Publishing
www.prim-ed.com
Words commonly misspelt

LIST 1
about ache address afraid again agree almost always among answer any around August aunt autumn balloon beautiful because been beginning behaviour bicycle breakfast built business busy buy careful choose colour coming cough could country couple cousin daughter decide definite different difficult discuss doctor does dont friend guess half heard hospital hour hungry important insect instead interesting invite none ocean often once people picture piece please promise question quick their
Teacher notes
though through together tomorrow tonight touch trouble Tuesday uncle used useful vegetable voice Wednesday welcome where which who women wont would write writing wrong wrote yesterday
January knew know lately
in g
laugh library listen lose making many meant message might minute naughty nearly
ew
done
Vi
early easy eight every exercise famous February finish forgotten
during
Sa m
ready reason rough said separate sign since some someone special spread straight strange sure surprise
xviii Prim-Ed Publishing
pl e
remember September
www.prim-ed.com

LIST 2
accident adventure aeroplane altogether ambulance amusing anxious appear appreciate argument assembly association athlete attendance audience author automatic avenue awful customer damage decoration delicious disappointing discovery disgraceful distract division doubt election electric incident information injury instrument intelligent jealous knowledge lawyer league machine material private procedure punishment pure pyjamas quantity reasonable recreation religion repair request scarce separate serious silence skilful subtraction support surround technology unknown valuable variety visitor weary weight weird yacht youth
Teacher notes
enormous enough
excitement extreme failure
in g
fashion favourite finally forty frequent generous gradual heritage hesitate honest horrible imagination immediately
xix
ew
Vi
believe careless celebrate centre certain chocolate comfortable committee conversation curtain
balance
Sa m
migrate museum musical mystery necessary neighbour nephew nervous niece opinion oxygen parliament passenger permission persuade physical population
medicine
multiplication
pl e
Prim-Ed Publishing
www.prim-ed.com

LIST 3
accessories acquaintance acquire admittance adolescence anniversary anonymous appalling Arctic assistance asthmatic basically bouquet boutique bureau campaign casualty cautious cemetery chauffeur choreography coincidence colleague commercial commitment communicate competitive concussion congratulations conscientious conscious controversial convenient cooperate courageous curious deceased definite desperate diabetes diarrhoea difference disappearance disapproval disastrous discipline discrimination discussion disease disinfectant distinguish foreigner fortunately freight fugitive furious gauge genuine glamorous government grammar grieve guarantee guard hallucination harass hereditary hilarious irrelevant irreplaceable irresponsible itinerary jewellery kidnapped knowledgeable labelled legendary limousine outrageous paralyse participant permitted phenomenon pneumonia politician possession possibility
Teacher notes
silhouette sincerely sophisticated spaghetti spontaneous statistics successful sufficient supervisor surgeon suspicious technique therapeutic tragedy transferred twelfth unanimous unconscious unique unnecessary vaccinate vague visibility volunteered vulnerable wintry worshipped
maintenance manageable manually
Sa m
millionaire miraculous mortgage muscle mysterious nausea negotiate numerous nutritious obedient obese obscene obsessive occasion occurred offence omitted opportunity ordinary
in g
humorous hypothetical hysterical ignorance illiterate imaginative immaculate inappropriate independence indigenous ineligible ingredient inseparable intermediate interrupt
ew
documentary
economically efficient
Vi
eightieth electrician embarrass encourage escalator essential eventually fascinate fatigue fierce
xx Prim-Ed Publishing
pl e
prosecute protein queue reassurance rebellious receipt recommend referee regretted rehabilitation relevant responsibility restaurant resuscitate rhythm rumour satellite schedule siege significant
professional
pronunciation
questionnaire
www.prim-ed.com
Words easily confused or misused

LIST 1
Words
angel/angle as/like ate/eaten beat/beaten became/become began/begun been/being beside/besides blew/blown breath/breathe can/may/might came/come chose/choose dairy/diary desert/dessert did/done forgot/forgotten gave/give gone/went hid/hidden its/its knew/know/known laid/lain learn/teach lend/borrow loose/lose meter/metre of/off outdoor/outdoors passed/past practice/practise principal/principle quiet/quite rapt/wrapped risen/rose role/roll showed/shown storey/story their/there/theyre threw/through tore/torn wear/where/were went/gone who/which whos/whose
Teacher notes
Examples
We put the angel on the Christmas tree. A triangle might have a right angle. I did as I was told. I was like my sister. I ate breakfast. I have eaten breakfast. We will beat them. We should have beaten them. She became a star. She will become a star. He began the work. He has begun to work. I have been to school. I like being at school. I stood beside him. Who, besides your dad, is home? The wind blew. The papers have blown away. He took a deep breath. He can breathe deeply. She can do that. May I do that? I may do that. I might be able to do that. She came late. They will come later. I chose the apple. I will choose an apple. The milk came from the dairy. He wrote in his diary. The desert was dry. He deserted them. We had ice-cream for dessert. He did the work. He has done the work. She forgot the number. He has forgotten to bring it. She gave me the book. I will give you the book. He has gone to school. She went to school. Mum hid the Christmas presents. The presents were hidden from us. The dog is wagging its tail. Its a sunny day. I knew the teacher. I know who she is. I wish I had known before. It was laid on the table. It had lain on the table for a while. I had to learn the words. She can teach me how to do it. I will lend you the book. Can I borrow the book? These trousers feel loose. Dont lose your phone. The meter was running. It was a metre long. I was tired of working. I took off my hat. Cricket is an outdoor sport. We played it outdoors. I passed the test. I walked past her. He is going to football practice. He will practise his skills. She is the principal of the school. She followed a basic principle. I was very quiet. It was quite funny. I was rapt with the result. I wrapped a present. The sun had risen before I woke. The sun rose before I did. She played the role of a doctor. She ate a salad roll for lunch. I showed her where I lived. He has shown me the way to go. They lived on the top storey of the building. I read the story. That is their house. They live there. Theyre going out. I threw the ball. I walked through the room. He tore the shirt he was wearing. The shirt is torn. I will wear the dress. Where are you? Were going to school. They went an hour ago. They have already gone. I have two brothers who are older. I have two kittens which are cute. Whos leaving now? Do you know whose dog it is?
Vi
ew
in g
Sa m
xxi
pl e
Prim-Ed Publishing
www.prim-ed.com
Words easily confused or misused

LIST 2
Words
accept/except addition/edition advice/advise affect/effect amend/emend ballet/ballot belief/believe charted/chartered continual/continuous councillor/counsellor dependant/dependent device/devise elicit/illicit eligible/legible emigrant/immigrant emission/omission employee/employer forgave/forgiven formally/formerly human/humane licence/license mediate/meditate mistaken/mistook overtaken/overtook premier/premiere proof/prove refuge/refugee review/revue scared/scarred scraped/scrapped stationary/stationery suit/suite summary/summery
Teacher notes
Examples
Please accept this gift. Everyone went except Drew. I completed the addition problems. There is a new edition of that book. She asked for my advice. I would advise you to finish it. She was affected by the news. It had a good effect on her. They should amend the rule. He needs to emend (edit) his work. Her ballet dress was beautiful. We needed a ballot paper to vote. My belief is that you will do well. I believe you will win. He charted the data. He chartered a boat for the day. She was in continual pain. It was a continuous line. The local councillor approved the plans. The counsellor listened to her. The woman had two dependants. The child was dependent on her mother. The electronic device was expensive. She had to devise a new plan. He tried to elicit information. The drug was illicit. The school was eligible for the grant. Her writing was legible. The emigrant left his country. The immigrant arrived in his new country. There was a gas emission. The omission of her name was an oversight. The new employee worked hard. The boss was their employer. I easily forgave my best friend. I told her she was forgiven. I was dressed formally. I was formerly at another address. He is a human being. They had to treat the animal in a humane way. He had a drivers licence. He had to license the car. She had to mediate between the groups. I took time to meditate and relax. I was mistaken about the time. I mistook the time it would take. They had overtaken the slow car. They overtook the car. The premier is the state leader. We went to the film premiere. You need the right proof first. You will have to prove its true. He took refuge from the storm. The refugee arrived from another country. Write a review of the book. The musical revue was very funny. I was scared of the dark. The burn scarred my skin. She scraped her knee when she fell. I scrapped the work I was doing. The train was stationary. The stationery included pencils. He wore the new suit to the party. We stayed in an expensive hotel suite. The summary was very brief. It was a fine, summery day.
Vi
ew
in g
Sa m
xxii Prim-Ed Publishing
pl e
www.prim-ed.com
T E A C H E R I N F O R M A T I O N A N D P U P I L P A G E S
Vi
ew
in g
Sa m
pl e

Spelling 1
TEACHER INFORMATION
This list of 20 words forms part of the vocabulary consistently used throughout the book. The activities revise concepts previously introduced at other levels.
Answers
1. Answers may include: variousdiffering from one another, or of different kinds, as two or more things unconsciousnot conscious, unaware seriousof grave or solemn disposition or character, thoughtful nervousof or pertaining to the nerves. Highly excitable, unnaturally or acutely uneasy or apprehensive. 2. Answers may include: It is necessary to limit junk food to maintain a healthy diet. The dedicated athlete experienced success at the Olympic Games. Someone who is under pressure may find it difficult to relax. The injured man went through a long process to recover from the accident.
4. Answers may include: (a) successful (d) disappearance
(b) definitely (e) acceptable
6. (a) sourcesour, our, so (c) argumentgum, men, me 7. (a) argue (d) serious 8. (a) definite (d) serious
ew
(b) suit (e) mystery
Vi
(b) success (e) nervous
in g
2
5. Answers may include: (a) processThe process of making something; process the data, an idea (b) pressureexertion of force; compression, influence
(b) pressurepress, sure (d) suitablesuit, able, table, tab, it (c) nerve (f) medicate (c) disappear (f) various
Sa m
(c) suggestion
3. accept, argument, definite, difficult, disappear, independent, medicine, mystery, necessary, nervous, occasion, pressure, process, serious, source, success, suggest, suitable, unconscious, various
pl e
Spelling 1
disappear suggest unconscious source suitable necessary medicine argument mystery success various independent definite accept pressure serious process occasion difficult nervous
1. Write the words that have ous as an ending. Use a dictionary and write a meaning for each word.
2. Write the words that have a double s. Show the meaning of each word in a sentence. PUPIL NAME
4. Write a suffix that can be added to these words. Use a different suffix for each word.
5. These words have more than one meaning. Write two sentences showing a different meaning for each word. 6. Write the small words in each. (a) source (c) argument 7. Write the base word for each. (a) arguments (d) seriousness 8. Write the word that is opposite. (a) unsure (d) funny
(b) pressure
Vi
(a) process
ew
(a) success
(b) definite
in g
(c) suggest
Sa m
(d) disappear (e) accept (b) pressure (d) suitable (c) nervously (f) medication (c) appear (f) same
3 English Back To Basics
3. Write the words in alphabetical order.
(b) unsuitable (e) mysterious
(b) failure (e) calm
pl e
Spelling 2
TEACHER INFORMATION
This list of 20 words forms part of the vocabulary consistently used throughout the book. The activities revise concepts previously introduced at other levels.
Answers
1. (a) opinion (d) occupation (b) frequent (e) require (c) receipt (f) avoid
2. (a) advantagebenefit, gain, profit; game score in tennis after deuce. (b) occupationemployment; possession as of a place; seizure, as of a foreign territory. 3. (a) behave (d) automatic (g) humour 4. (a) foreign (d) humour (g) recognise (b) avoid (e) require (h) decide (b) advantage (e) automatic (h) extreme (c) achieve (f) character (c) achieve (f) frequent
6. (a) foreign (d) avoid
(b) advantage (e) permission
Vi
English Back To Basics 4
ew
in g
Prim-Ed Publishing
Sa m
(c) receipt
www.prim-ed.com
5. (a) descriptionrepresentation by written or spoken words; a statement that describes (b) recognitionthe perception of something as identical with something previously known (c) decisiona determination, judgment; making up of ones mind
pl e
Spelling 2
automatic avoid description opinion decision behaviour foreign frequent humour purpose require competition occupation receipt character recognise advantage extreme
achieve
permission
1. Write the word that means: (a) a personal view (c) proof of payment (e) have a need of (b) often/common (d) profession, job (f) keep away from
2. These words have more than one meaning. Write two different sentences for each. (a) advantage PUPIL NAME 3. Write the base word for each. (a) misbehaviour (c) achievement (e) requirement (g) humorous (b) occupation
4. Write a word that is opposite. (a) local (c) fail (e) manual (g) ignore
in g
ew
Vi
5. Write a dictionary meaning for each word. (a) description (b) recognition (c) decision 6. Write a list word to complete the sentence. (a) When I am older, Id like to travel to as many (b) Kirsty had an (c) Its advisable to keep a (d) I prefer to depressing. countries as I can. over the other player because she was much taller. after making an important purchase. people who are always whingeing because it can be to attend the
(e) We were quite nervous when we had to ask our parents for concert.
Sa m
(f) rare
5
(b) avoiding (d) automatically (f) characters (h) decisions
(b) disadvantage (d) seriousness (h) average
pl e
Plurals
TEACHER INFORMATION
The plural of a word indicates more than one person or thing. Adding an s is the most common way to make most singular words plural. For words ending in y, with a vowel before the y, just add s; e.g. boyboys. For words ending in y, with a consonant before the y, change the y to i and add es; e.g. ladyladies. Note: Proper nouns do not change; add an s only; e.g. Mr and Mrs HenryThe Henrys. For words ending in sh, ch, s or x, add es; e.g. dishdishes, church churches, boxboxes, dressdresses. For words ending in f or fe, change the f or fe to v and add es; e.g. leaf leaves. Note: There are exceptions, such as chief, belief, chef and cafe. (These words would sound strange with a v sound.)
For words that are hyphenated, add s to the main noun; e.g. sister-in-law sisters-in-law. Some words retain the same form; e.g. sheep, aircraft, fish, deer.
Answers
1. (a) successes (d) processes 2. (a) mysteries (d) essays
ew
(b) charities (e) difficulties (b) halves (e) heroes (h) thieves (b) children (e) tattoos (h) crises
(b) advantages (e) decisions
3. (a) suggestions (d) results (g) viewers 4. (a) (b) (c) (d) (e) (f) (g)
Vi
schedules, weeks tourists, kangaroos, wildflowers officers, women, descriptions, men photographs, fishermen, dolphins viewers, advertisements, shows men, women, committees, ideas, charities chefs, menus, customers, restaurants (c) passers-by (f) zigzags (i) people
5. (a) sisters-in-law (d) lawmakers (g) mothers-in-law 6. (a) disappearances (c) teeth
(b) mosquitoes/ mosquitos (d) scissors (e) injuries
in g
6
Some words change completely; e.g. toothteeth, mousemice, childchildren, footfeet.
Sa m
(c) arguments (f) estimates (c) identities (f) dictionaries (c) replies (f) trials (i) officials
For others, add es; e.g. heroheroes, tomatotomatoes, potatopotatoes, cargocargoes. Note: Some words ending in o now have two acceptable plural forms; e.g. mosquitoesmosquitos, buffaloesbuffalos.
pl e
For some words ending in o add an s; e.g. pianopianos, avocado avocados, radioradios.
Plurals
1. Write these words as plurals. (a) success (d) process (b) advantage (e) decision (c) argument (f) estimate
2. These words ends in a y. Write each word as a plural. (a) mystery (d) essay (b) charity (e) difficulty (c) identity (f) dictionary
3. These words have incorrect plural endings. Write each correctly. (a) suggestiones (d) resultes PUPIL NAME (g) vieweres (b) halfs (e) heros (h) thifes (c) replys (f) trialls (i) officiales
4. Underline the words that should be plural. Write the correct words above them. (a) Both their schedule were full so it would take week before they could meet.
(b) Many tourist were curious to see kangaroo, koalas and the beautiful wildflower. (c) The two police officer spoke with three woman who had description of both man. (d) She took photograph of the three fisherman and the pod of dolphin swimming nearby. (e) Television viewer are not always happy with too many advertisement during show they enjoy. (f) All the man and woman on the two committee had many idea to help the three charity.
5. Write the plural of each word. (a) sister-in-law (d) lawmaker (g) mother-in-law (b) child (e) tattoo (h) crisis (c) passer-by (f) zigzag (i) person
6. Write a sentence that includes the plural form of each words (a) disappearance (b) mosquito (c) tooth (d) scissors (e) injury
Vi
(g) The group of chef created different menu to serve customer at both restaurant.
ew
in g
Sa m
7
pl e
Prim-Ed Publishing
www.prim-ed.com
Base words
TEACHER INFORMATION
The base word is the main part of the word; e.g. independent. Prefixes and suffixes are added to a base word to change its meaning. These new words are called derivatives.
Answers
1. (a) argue (d) define (g) permit 2. 3. (b) depend (e) form (h) educate (c) suit (f) symbol (i) verse
4. (a) represent 5. (a) successful 6. (a) behaviour
(b) presented (b) succeed
(b) misbehaviour
Vi
ew
in g
Sa m
(c) presents (c) unsuccessful (c) behaving
(a) (b) (c) (d) (e) (f)
humour, mystery sense, expect attract, athlete, promote child, usual, respect, teach, arrive fortune, nerve, able, clear, hear employ, press, vent, possible, lose, position
pl e
Answers may include: (a) plants, planted, planting, implant, implanted, plantation (b) settles, settled, settling, unsettled, unsettling, settlement, settler (c) competes, competing, competed, competition, competitive, competitor (d) issues, issued, issuing, reissue, reissued, unissued (e) occupying, occupied, occupation, unoccupied, occupational, occupant (f) differs, differed, differing, different, difference, indifferent
Base words
A base word is the main part of a word. Other words can be made from a base word by adding prefixes and suffixes. These new words are called derivatives.
1. Write each base word. (a) argument (d) definite (g) permission (b) independent (e) information (h) educational (c) suitable (f) symbolic (i) conversation
2. Write five derivatives for each base word. (a) plant (b) settle (c) compete (d) issue PUPIL NAME (e) occupy (f) differ
(a) The book was humorous and quite mysterious in some parts.
(b) She is a sensible person and I dont think she will do anything unexpected.
(d) The children were unusually disrespectful when the new teacher arrived. (e) It was unfortunate that the nervous boy was unable to speak clearly enough to be heard. (f) The employees were under pressure to prevent the possibility of losing their positions. 4. Add to the base word present to complete each sentence. (a) The school captain was chosen to (b) The cyclist was (c) Todays newspaper article the other students. with an award for his outstanding results. an in-depth interview with the novelist.
5. Add to the base word success to complete each sentence. (a) The stage show was so (b) The best way to it toured the country for two years. is to do something you enjoy, try hard and ask questions. .
(c) Although he had trained every day, his attempt to make the team was 6. Add to the base word behave to complete each sentence. (a) The childrens (b) The students serious police. (c) The football supporters were
Vi
ew
in g
(c) The attractive, athletic women were promoting their sport at Bondi Beach.
Sa m
9
3. Write the base words of each underlined word above it.
at the birthday party was fantastic and there were no tears. meant the principal had no option but to speak with the badly after their team was thrashed in the final.
pl e

Prefixes
TEACHER INFORMATION
A prefix is one or more letters added to the beginning of a base word to change its meaning; e.g. dislike, unhappy, replay, irresponsible, misunderstood, improper, disappear, preheat, illegal.
Answers
1. (a) unsuitable (c) disapprove (e) indefinite (g) preface (de-) (i) antidepressant 2. (a) immature (d) inexpensive (g) irregular (j) irrelevant 3. (a) embrace (d) enforce (g) encourage 4. (a) descend (d) demolish (g) delay 5. (a) (b) (c) (d) (e) (b) return (down-) (d) bicyclist (motor-, tri-, uni-) (f) impossible (h) submerge (j) misbehave (b) import (e) incomplete (h) illegible (k) illegal (b) enable (e) employ (h) ensure (b) defrost (e) derail (h) deport (c) impure (f) infrequent (i) irrational (l) irresponsible
7.
(a) (b) (c) (d) (e) (f)
depressedunhappy, sad malnourishedimproperly fed inhumanecruel, lacking kindness impoliterude, lacking manners irreplaceablevaluable, treasured, cannot be replaced illiterateunable to read or write
Vi
ew
6. (a) malfunction is to fail to function (b) malformed is improperly formed (c) maladjusted is badly adjusted
in g
10
deodoriseto deprive, rid of odour destabiliseto make unstable; to create uncertainty degradeto reduce from a higher to lower rank, grade demerita mark against a person for misconduct or deficiency decontaminateto make an object or area safe
Sa m
(c) depart (f) decrease
pl e
(c) enlarge (f) empower
Prefixes
1. Add a prefix to each word. (a) (e) (i) suitable (b) depressant (j) turn (c) approve (d) cyclist behave definite (f) possible (g) face (h) merge
2. The prefixes im-, in-, ir- and il- mean not. Add one of these prefixes to each word. (a) (e) (i) mature (b) port (c) pure (d) expensive complete (f) frequent (g) regular (h) legible rational (j) relevant (k) legal (l) responsible
3. The prefixes en- and em- mean make. Add one of these prefixes to each word. (a) PUPIL NAME (e) brace (b) able (c) large (d) force ploy (f) power (g) courage (h) sure
4. The prefix de- means down, from or away. Write a word with this prefix to match each clue. (c) to leave from a place (e) to leave a (train) track (g) to put off 5. Write a meaning for each of these words. (a) deodorise (b) destabilise (c) degrade (d) demerit
6. The prefix mal- means wrong. Write a sentence to show the meaning of each word. (a) malfunction (b) malformed (c) maladjusted 7. Write a clue to match each word. (a) depressed (b) malnourished (c) inhumane (d) impolite (e) irreplaceable (f) illiterate
Vi
(e) decontaminate
ew
11
in g
Sa m

(a) to go down
(b) to unfreeze
(d) to pull down a building (f) the opposite of increase (h) to send to a place of exile
pl e
Prim-Ed Publishing
www.prim-ed.com
Suffixes
TEACHER INFORMATION
A suffix is one or more letters added to the end of a base word to add to its meaning; e.g. careless, helpful, thinly, walker, agreement, talking, breakable, famous, neatness, selfish.
Answers
1. (a) removal (d) signal (g) nouns 2. (a) equalise (d) sterilise (g) itemise 3. (a) (b) (c) (d) (e) (f) 4. 5. (a) (b) (c) (d) (e) (f) (a) (b) (c) (d) (e) (b) arrival (e) festival (b) standardise (e) civilise (h) verbs (c) criminal (f) approval (c) specialise (f) apologise
Vi
ew
in g
Prim-Ed Publishing
claustrophobiafear of small spaces hydrophobiafear of water arachnophobiafear of spiders zoophobiafear of animals haemophobiafear of blood
Sa m
www.prim-ed.com
brightenverbmake lighter, sunnier woodenadjectivemade from wood, stiff, dull strengthenverbmake stronger lengthenverbmake longer woollenadjectivemade from wool frightenverbmake afraid of, scare
pl e
optimismto be hopeful, positive, optimistic mechanismpiece of machinery organismany living animal or plant baptismreligious rite as a sign of admission to a church; purification realismtrue to form nouns
Suffixes
1. The suffix -al means of or relating to. Write each word, with the suffix added, in a sentence. (a) remove (b) arrive (c) crime (d) sign (e) festive (f) approve (g) Are these words nouns, verbs, adverbs, adjectives or conjunctions? 2. The suffix -ise means to make (into). Write the correct word for each. (a) to make equal (c) to make special PUPIL NAME (e) to make civil (g) to make items (b) to make standard (d) to make sterile (f) to make an apology
(h) Are these words nouns, verbs, adverbs, adjectives or conjunctions?
3. The suffix -ism means a state, quality or act of. Write a meaning for each word. (a) optimism (b) mechanism (c) organism (d) baptism (e) realism
4. The suffix -en means of, to make or made of. Write a clue that includes the type of word; (a) brighten
ew
verb
(f) Are these words nouns, verbs, adverbs, adjectives or conjunctions?
in g
Vi
e.g. stiffen
Sa m
that means that means that means that means that means that means that means
pl e
to become rigid
. . . . . . .
(b) wooden
(c) strengthen (d) lengthen (e) woollen (f) frighten
5. The suffix -phobia means fear or dread. Write a meaning for each word. (a) claustrophobia (b) hydrophobia (c) arachnophobia (d) zoophobia (e) haemophobia
13
Alphabetical order
TEACHER INFORMATION
Answers
1. 2. 3. 4. (a) (b) (c) (d) (a) (b) (c) (d) (a) (b) (c) (d) (a) (b) (c) (d) attempt, criminal, fashion, justice, possess, satisfy breathe, continent, editor, fuel, realise, severe appreciate, discuss, exactly, jealous, language, regret assistance, drought, injured, quantity, temperature, visible accept, advantage, agent, argument, automatic, avoid oasis, observe, occasion, opinion, organise, oxygen tangle, technology, theme, tourist, traditional, tune wardrobe, weary, whether, wiggle, worst, wrist decision, definite, degree, delicious, description, develop section, seize, sequence, serious, settle, severe meanwhile, mechanic, medicine, melody, memory, method backward, baffle, balance, bandage, bargain, battery
Vi
ew
in g
Prim-Ed Publishing
Sa m
www.prim-ed.com
5. scrabble, scraggly, scram, scramble, scrapbook, scrape, scratch, scratchy, scrawl, scrawny
pl e
calamari, calculation, calendar, calico, calligraphy, calorie miscellaneous, miserable, misfortune, mismatch, misquote, missile expansion, experience, expiry, explosion, export, express croak, crochet, crooked, cropped, crossroad, crouton
Alphabetical order
1. Number each list of words to show alphabetical order. (a) (b) satisfy editor fashion criminal attempt possess justice realise continent breathe severe fuel regret jealous appreciate assistance advantage observe theme wardrobe language exactly
(c) discuss (d) visible
temperature drought quantity injured accept opinion technology wiggle avoid organise agent oxygen tune weary automatic oasis tourist whether
2. These words start with the same letter. Use the second letter to write them in alphabetical order. (a) argument (b) occasion PUPIL NAME (d) wrist (c) traditional
3. These words start with the same two letters. Use the third letter to number them in alphabetical order. (a) definite (b) serious (c) medicine (d) balance (a) calculation (c) experience (d) crooked 5. Write these words in alphabetical order. scrabble scratch
decision delicious description
Sa m
calorie misfortune expansion croak
sequence seize severe settle section memory meanwhile method mechanic melody
Vi
4. These words start with the same three letters. Use the fourth letter to write them in alphabetical order. calendar calamari missile export crochet calico miserable express crossroad calligraphy misquote expiry crouton
(b) mismatch
ew
backward bargain bandage battery baffle
miscellaneous explosion cropped
scrawny scrawl
in g
scramble scram
pl e
worst scraggly
tangle
degree develop
scrape scratchy
scrapbook
15
Syllables
TEACHER INFORMATION
A syllable is a unit of sound which contains one vowel sound. All words are made up of one or more syllables. Prefixes and suffixes are usually separate syllables; e.g. im/prove/ment. Compound words have two or more syllables; e.g. note/book, out/side, sun/shine. When a word has double consonants, separate syllables between these letters; e.g. yel/low, scrib/ble, gram/mar.
Word endings -tle, -ble, -dle, -ple, -gle, -cle, -fle and -zle are usually separate syllables; e.g. whis/tle, sta/ble, han/dle, sam/ple, jin/gle, trea/cle, ri/fle, puz/zle. Base words with a vowelconsonantvowel pattern usually divide before the consonant; e.g. po/lice, do/nor, o/pen, de/lete, a/gent, si/lent. Base words with a vowelconsonantvowelconsonant pattern usually divide between the consonants; e.g. doc/tor, pic/ture, cen/sus, con/cert.
Answers
1. (a) avoid2 (d) require2 (g) character3 2. (a) re/turn (d) sub/merge (g) walk/ing 3. (a) Face/book (d) news/cast (g) sound/track 4. (a) suc/cess (d) trig/ger (g) squir/rel 5. (a) per/mis/sion (d) a/ver/age (g) out/stand/ing 6. (a) calendar (d) percentage (g) represent 7. Clues will vary: (a) un/speak/a/ble (d) tech/nol/o/gy 8. Answers will vary. (b) frequent2 (e) advantage3 (h) definite3 (b) teach/er (e) em/bark (h) im/prove (b) earth/quake (e) loud/mouth (h) waist/line
(c) purpose2
ew
(b) estimate (e) logical
(b) is/sue (e) drib/ble (h) yel/low
Vi
(b) med/i/cine (e) in/de/pend/ent (h) safe/keep/ing
(b) au/to/mat/ic (e) oc/cu/pa/tion
in g
16
Sa m
(c) fright/en (f) pre/face (c) luke/warm (f) sports/wear (c) quar/rel (f) fid/dle (c) un/con/scious (f) cross/cur/rent (c) adventure (f) immigrate (c) po/li/ti/cal
(f) argument3
pl e
Syllables
A syllable is a word or part of a word. There is a vowel sound in every syllable. 1. Circle the vowel sounds in each word. Write the number of syllables; e.g. extreme2 (a) avoid (e) advantage (b) frequent (f) argument (c) purpose (g) character (d) require (h) definite
2. Prefixes and suffixes are additional syllables. Show the syllables in each word; e.g. re/source. (a) return (e) embark (b) teacher (f) preface (c) frighten (g) walking (d) submerge (h) improve
3. Compound words have two or more syllables. Show the syllables in each compound word; e.g. side/track. (a) Facebook (e) loudmouth PUPIL NAME (b) earthquake (f) sportswear (c) lukewarm (g) soundtrack (d) newscast (h) waistline
4. When a word has double consonants, separate syllables between these letters. Show the syllables in these words. (a) success (e) dribble (b) issue (f) fiddle (c) quarrel (d) trigger (h) yellow
5. Show the syllables in these words. (a) permission (e) independent
(b) medicine
Sa m
c e a p l i r
17
(g) squirrel
(c) unconscious (g) outstanding
pl e
(d) average (h) safekeeping
(f) crosscurrent
6. Write a three-syllable word for each clue. The first letter is provided. (a) a table showing the days and months of a year (b) to roughly work out (c) an exciting experience (e) rational or reasonable
(f) to come into a new country to live (g) to stand for or symbolise
7. Show the four syllables in the words and write a clue for each. (a) u n s p e a k a b l e (b) a u t o m a t i c (c) p o l i t i c a l (d) t e c h n o l o g y (e) o c c u p a t i o n 8. (a) Write three words with five syllables. (b) Write two words with six syllables. (c) Write one word with seven syllables.
Vi
(d) an amount per hundred
ew
in g
Synonyms
TEACHER INFORMATION
Synonyms are words that are similar in meaning. Synonyms allow descriptions to be more precise and can avoid monotony. Although a group of words may be synonyms, there are usually slight differences in meaning; e.g. synonyms for walk include: saunter, stroll, amble, pace, go, move, hike and stride.
Answers
1. (a) disappear (d) average (g) necessary (j) competition 2. (a) funny (d) treat (b) argument (e) frequent (h) success (b) advice (e) viewer (c) definite (f) mystery (i) purpose (c) informal (f) optional
4. (a) ordinary (d) quiet
(b) linked (e) pledge
Vi
5. Examples include: (a) saidanswered, thought, muttered, shouted, whispered, told (b) getobtain, acquire, find, catch, become, move, progress, understand, grasp, cause, make (c) wentleft, departed, exited, travelled, moved, proceeded, became, walked, sped, slowed (d) nicepleasant, kind, lovely, polite, fine (e) goodfine, decent, respectable, pleasant, enjoyable, capable, helpful, reliable (f) sawnoticed, looked, eyed, spied, observed, witnessed, glimpsed, met, visited
ew
in g
18
Sa m
(c) mystery
3. Examples include: (a) receiptacknowledgement, proof, note, tab, voucher, acceptance, delivery (b) structurearrangement, organisation, construction, building, formation, assembly (c) essaypaper, thesis, article, story, composition, document (d) nervousanxious, worried, edgy, jumpy, uneasy, nervy, panicky, tense (e) suggestpropose, recommend, advocate, imply, hint, indicate, evoke
pl e
Synonyms
Synonyms are words that have the same or similar meaning.
1. Choose a synonym for each word. (a) vanish (c) certain (e) often (g) vital (i) reason (b) disagreement (d) normal (f) puzzle (h) victory (j) contest necessary competition frequent disappear success average mystery argument purpose definite
2. Circle the word in each list that is not a synonym. (a) serious PUPIL NAME grave funny solemn grim unsmiling (b) advantage lead help benefit advice gain (c) official allowed informal legitimate authorised approved (d) process handle deal with manage treat (e) concept perception viewer theory thought idea (f) necessary optional essential crucial compulsory mandatory
3. Use a printed or digital thesaurus to find four synonyms for each of these words. (b) structure (c) essay (d) nervous (e) suggest
4. Circle the better of the two synonyms in each sentence. (a) The television programme was very (b) The dancers on stage joined ordinary linked common so I wasnt keen to watch it again.
Vi
ew
arms and performed high kicks in unison. mystery problem .
(c) The police acknowledged that the motive for the crime was still a (d) The young children at play-group were so (e) After the bushfires, our family made a cash silent pledge quiet promise
in g
while a story was read to them. to the Red Cross. (b) get (d) nice (f) saw
19
(a) receipt
5. Write two synonyms for each of these overused words. (a) said (c) went (e) good
Sa m
proceed
pl e
Prim-Ed Publishing
www.prim-ed.com
Antonyms
TEACHER INFORMATION
Antonyms are words that are opposite in meaning. Antonyms can add a contrast in description or feeling. Many words take a prefix to create an antonym; e.g. happyunhappy.
Answers
1. (a) difficult (d) unconscious (g) suitable (j) disappear (b) local (e) definite (h) automatic (c) success (f) frequent (i) necessary
4. Answers will include:
(a) generousmiserly, mean, stingy, tight, cheap
(b) privatepublic, shared, open, known, broadcast (c) importexport, send
(d) falsetrue, correct, right, factual, accurate, exact
5. Answers will include:
(a) rough[uneven coarse, bumpy, irregular], smooth, even, flat, regular, soft (b) bare[naked, exposed, uncovered, empty], covered, full, packed, bursting, sheltered (c) usual[regular, standard, normal, typical], unusual, exceptional, irregular, variable, erratic (d) wealth[money, prosperity, fortune, abundance], poverty, scarcity, shortage, deficiency, hardship (e) ordinary[common, everyday, average, mundane], extraordinary, special, exceptional, remarkable, wonderful
Vi
ew
(e) sensiblefoolish, stupid, silly, idiotic, unwise, thoughtless
in g
20
Sa m
3. (a) explain (d) lose
(b) modernisation
(c) jumble
pl e
2. (a) The seats were uncomfortable, the food was awful and the company was terrible. (b) The film was for children and suitable for younger people to watch when they stayed in. (c) She was never dishonest and told her sister she should be the same. (d) I never seem to remember whether I put my keys under the bench or below the calendar. (e) The house was insecure; all the windows were open, the doors were unlocked and the alarm was off.
Antonyms
Antonyms are words that are opposite in meaning. 1. Choose an antonym to match each word. (a) easy (c) failure (e) uncertain (g) incompatible (i) needless (b) foreign (d) conscious (f) rare (h) manual (j) materialise suitable unconscious definite frequent difficult automatic local disappear success necessary
2. Write antonyms above the underlined words. (a) The seats were comfortable, the food was delicious and the company was wonderful. PUPIL NAME
(c) He was always honest and told her brother he should be the same.
(d) I always seem to forget whether I put my keys on the bench or above the calendar. (e) The house was secure; all the windows were closed, the doors were locked and the alarm was on. 3. Write the antonym in each list. (a) explain (b) tradition (c) sequence (d) lose find confuse ritual series baffle
Sa m
mystify custom system bewilder classify detect
21
in g
modernisation succession discover
ew
4. Write an antonym for each word. Use both words in a short sentence. (a) generous (b) private (c) import (d) false (e) sensible
5. Write a synonym and two antonyms for each word. synonym (a) rough (b) bare (c) usual (d) wealth (e) ordinary antonyms
Vi
pl e
muddle belief order identify habit jumble
(b) The film was for adults and suitable for older people to watch when they went out.
Prim-Ed Publishing
www.prim-ed.com
Homophones and homographs

TEACHER INFORMATION
Homophones are words that sound the same but have different meanings; e.g. cereal serial, know no, feat feet, stare stair. Homographs are words that are spelt the same but have different meanings and may or may not sound the same. Examples: bow (rhymes with cow)a verb meaning to bend the body as a sign of respect bow (rhymes with low)a noun meaning a looped knot faira noun meaning a group of sideshows fairan adjective meaning not cloudy.
Answers
5. Answers should include: (a) lead(feed, fed)to show the way, a type of metal (b) bow(low, how)a looped knot; bending the body as a sign of greeting, respect (c) row(crow, how)things arranged in a line, row a boat; an argument
Vi
4. (a) suitset of clothing, petition, set of cards, adapt or make appropriate (b) structurebuilding, supporting framework, complete system (c) reservelay aside, park area, book (restaurant)
ew
3. (a) The school principals met to ensure they were upholding the same principles. (b) The doctors were required to practise their skills so they could pursue the practice of medicine. (c) I needed to purchase stationery from the store but I was stuck on the motorway where the traffic was stationary. (d) The Queen may reign over her country but she is still required to rein in any excessive spending.
in g
22
Sa m
2.
Answers should include: (a) queueline up (b) cuehint, guiding, suggestion, rod used to hit a ball in snooker (c) coarserough, bumpy (d) coursepath, route, series
pl e
1. (a) past (d) minor/myna (g) through (j) piece
(b) allowed (e) scene (h) caught (k) through
(c) currant (f) heir/ere (i) whether/wether (l) board
Homophones and homographs

Homophones are words that sound the same but have different meanings; e.g. fare and fair. Homographs are words that are spelt the same, have different meanings and may or may not sound the same; e.g. fair and fair, wind (rhymes with kind) and wind (rhymes with tinned). 1. Write a homophone for each word. (a) passed (d) miner (g) threw (j) peace (b) aloud (e) seen (h) court (k) threw (c) current (f) air (i) weather (l) bored
2. Write sentences to show the meaning of each pair of homophones. (a) queue PUPIL NAME (c) coarse (d) course 3. Complete the sentences using the homophones given. (a) The school the same they could pursue the . (b) The doctors were required to (c) I needed to purchase (d) The Queen may required to (b) cue
met to ensure they were upholding their skills so
Sa m
pl e
principals practice stationary rein principles practise stationery reign
ew
stuck on the motorway where the traffic was
in g

of medicine. .
from the store but I was
over her country but she is still
4. Give two different meanings for each of these homonyms. (a) suit (b) structure (c) reserve
5. These words are homographs. Write a rhyming word for each and explain its meaning. (a) lead (b) bow (c) row
Vi
rhyming words
in any excessive spending.
homographs meanings
23
Compound words
TEACHER INFORMATION
A compound word is formed by joining two or more words. Examples include: waterfall, desktop, notebook, driveway, football, daybreak, nightfall, downcast, halfway, footloose, fireproof, hard-wearing, long-sighted, three-quarters, do-it-yourself.
Answers
1. Answers will vary (a) footpath, pathway (c) sunlight, lighthouse (e) downplay, playground (g) daybreak, breakfast (i) overpower, powerboat (b) (d) (f) (h) (j) daytime, timepiece flashover, overweight beforehand, handbrake bushfire, firefighter crackdown, downplay
3. Examples include: (a) sunrise (d) benchtop (g) hairdresser (j) breakfast 4. Answers will vary.
(b) firefighter (e) deadbeat (h) wineglass
Vi
ew
in g
Prim-Ed Publishing
Sa m
(c) grandmother (f) cupcake (i) birthday
www.prim-ed.com
pl e
2. (a) backstroke/breaststroke (c) fourteen (e) hailstone (g) seaplane (i) handbag
(b) dustpan (d) greyhound (f) overarm (h) overtime (j) shoplifter
Compound words
1. Write two compound words for each word given; e.g. backfeedback, backfire. (a) path (b) time (c) light (d) over (e) play path, path time, time light, light over, over play, play (f) hand (g) break (h) fire (i) power (j) down hand, hand break, break fire, fire power, power down, down
2. Use the clue to write a compound word. (a) A swimming style (b) Use this with a brush to sweep up a small area PUPIL NAME (c) A number more than ten and less than 20 (d) A fast, thin type of dog that is often raced (e) A rounded ice pellet that can fall from the sky (f) Cricketers need to bowl this way (g) A means of transport than can land on water
(h) An extra period of play when scores are level
(i) Often used by women to carry personal articles
(a) perfect (c) tired (e) guilty (g) busy (i) tenth
ew
3. Write a suitable compound word that could follow these adjectives; e.g. beautiful sunset. (b) strong (d) spotless (f) sweet (h) empty (j) warm
4. Write your own clue for each compound word. Dont use any part of the word as your clue. (a) fingernail (b) daydream (c) printout (d) breakthrough (e) download (f) championship (g) feedback (h) takeover
Vi
in g
(j) A person who fails to pay for a purchase in a shop
b s d f g h o s o h s
Sa m
25
pl e
Prim-Ed Publishing
www.prim-ed.com
Abbreviated words
TEACHER INFORMATION
An abbreviation is a word written in a shortened form. Generally, a full stop is used to show that part of the word is missing: populationpop. tablespoontbsp. No full stop is used when the first and last letters are used; DoctorDr RoadRd Abbreviations which consist of more than one capital letter do not generally require full stops; DOB (date of birth) PO (post office) A contraction is a shortened form of two words where an apostrophe is used to replace the letters omitted; e.g. I amIm are notarent she isshes they aretheyre will notwont
5. (a) It would take us an hour to drive 65 kilometres but they are faster. (b) She is nervous about her appointment with Doctor Stevens on Friday. (c) Use the latitude and longitude lines on the map to locate the southwest and south-east towns. (d) New York and Los Angeles are two cities in the United States of America that would be fun to visit. (e) I cannot see if they are outside but I am sure they will be having fun before it is time to go. 6. Answers will vary.
Vi
4. (a) Id (e) theyre (i) youve
(b) havent (f) cant (j) arent
ew
3. (a) ad (e) bike (i) pram
(b) flu (f) ref (j) vet
in g
(c) deli (g) mike (c) Ive (g) wed (k) doesnt
26
2. (a) pop. (e) max.
(b) govt (f) fig.
(c) co. (g) etc.
Sa m
(d) approx. (h) i.e. (d) exam (h) bus (d) shell (h) thats (l) hasnt
1. (a) Personal Identification Number (b) General Practitioner (c) United Nations (d) Royal Society for the Prevention of Cruelty to Animals (e) Professor (f) Captain (g) Member of Parliament/ Military Police (h) Justice of the Peace
pl e
Answers
Abbreviated words
1. Write the full form of these abbreviations. (a) PIN (c) UN (e) Prof. (g) MP 2. Write the abbreviated word of each of these. (a) population (e) maximum (a) advert (e) bicycle (i) perambulator PUPIL NAME (a) I would (e) they are (i) you have (b) government (f) figure (b) influenza (f) referee (c) company (g) and so forth (c) delicatessen (g) microphone (d) approximately (h) that is (d) examination (h) omnibus (b) GP (d) RSPCA (f) Capt. (h) JP
3. Write the more common, shortened word for each of these.
(j) veterinary surgeon (b) have not (f) can not (j) are not (c) I have
4. Write the contractions for each.
Sa m
27
(g) we would (k) does not
5. Write each sentence using the full form of all abbreviated words. (a) Itd take us an hr to drive 65 km but theyre faster.
(b) Shes nervous about her appt. with Dr Stevens on Fri. (c) Use the lat. and long. lines on the map to locate the SW and SE towns. (d) NY and LA are two cities in the USA thatd be fun to visit. (e) I cant see if theyre outside but Im sure theyll be having fun before its time to go. 6. Make a list of abbreviated words that are typically used with modern technology. Write the full form of each abbreviation; e.g. blog (web log), CU (see you).
Vi
ew
in g
pl e
(d) she will (h) that has (l) has not
Prim-Ed Publishing
www.prim-ed.com
Identifying correct spelling

TEACHER INFORMATION
Answers
1. (a) acceptable (d) avoidable (g) dependable (j) responsible (m) achievable 2. (a) recognising (d) annoyance (g) operator (b) irresistible (e) convertible (h) destructible (k) recognisable (n) sensible (b) independence (e) mouthful (h) imaginary (c) likeable (f) manageable (i) lovable (l) valuable (o) moveable (c) mysterious (f) requiring (i) electrical
4. (a) definitely (d) eighth (g) humorous 5. medicene (medicine) peculier (peculiar)
(b) unconscious (e) weird (h) catalogue
posession (possession) ocassion (occasion) reccomend (recommend)
Vi
ew
6. Alice has improved her results in maths but she needs to be more careful when checking for errors. Her English creative writing is usually interesting. She should pay more attention to sentence structure and edit for spelling mistakes. Alice often loses concentration in music class and will have to develop a better sense of discipline.
in g
Sa m
(c) especially (f) guard (i) millionaire
3. (a) The students had to decide which candidate they would vote for at the election. (b) Its almost impossible to believe that the beginning of the year is just a week away. (c) On the first Wednesday in February we always celebrate my grandparents anniversary. (d) I truly dont know if I have a decent explanation for my unacceptable behaviour. (e) The neighbours were suspicious of the foreign car parked beside the school library.
pl e
Identifying correct spelling

1. Add the correct suffix -able or -ible to each word. (a) accept (f) manage (k) recognise (b) irresist (g) depend (l) value (c) like (h) destruct (m) achieve (d) avoid (i) love (n) sense (e) convert (j) response (o) move
2. These words with a suffix are incorrect. Write each one correctly. (a) recogniseing (d) annoyence (g) operater (b) independance (e) mouthfull (h) imaginery (c) mysterios (f) requireing (i) electricel
3. Underline the words spelt incorrectly. Write the words correctly above them. (a) The studentes had to deside witch candadate they wood vote for at the electshion. PUPIL NAME
(c) On the first Wendsday in Febuary we allways cellebrate my granparents' anniversery.
(e) The neighboures were suspicous of the foriegn car parked besid the sckool libray. 4. These words are often spelt incorrectly. Write each correctly. (d) eigth (g) humourous
in g
(e) wierd medicene
(a) definately
(b) unconsious (h) cataloge
Sa m
posession argument
29
(d) I truely dont no if I have a desent explaination for my unaceptible behavor.
5. Rewrite the five words that are spelt incorrectly. cemetery opportunity ocassion reccomend peculier accommodation
Vi
ew
humorous
6. Below is a brief report written by a teacher who has forgotten how to spell. Rewrite the report correctly. Alice has improoved her rezults in maths but she needs too be more carefull wen cheking for erorrs. Her Inglish creativ wrighting is usualy intresting. She shood pay more attenshion to sentense struckure and edet for speling mistaks. Alice ofen looses consentration in music clas and will have two develep a beterr sents of disiplin.
pl e
(b) Its allmost impossable to beleive that the begining of the year is just a weak away.
(c) espeshially (f) gaurd (i) millionair
Consonant digraphs
TEACHER INFORMATION
Consonants which form digraphs (i.e. two letters making one sound) with other consonants include: bafter m; e.g. bomb, thumb gbefore n; e.g. sign, gnome, and with h; e.g. ghost kbefore n; e.g. knee, knife le.g. calm, talk nafter m; e.g. hymn, autumn pbefore n, s and t; e.g. pneumonia, psychology, pterodactyl tafter s; e.g. castle, listen, rustle wbefore r; e.g. write, wring, and before h; e.g. whole Some consonants are silent when in a digraph with a vowel; e.g. island, honest.
3. (a) (i) character (iv) subtle (vii) crumbs
Vi
2. Clues will vary. (a) annual (d) intelligent
ew
(b) excellent (e) permission (ii) foreign (v) science (b) wrinkly
(b) (i) After the bushfire there were many official investigations. (ii) We were asked to suggest an appropriate location for our new computer. (iii) We are all involved in any discussion that affects our family. (iv) There was only one occasion last year when I was too ill to go to training. (v) Our new puppy is affectionate to everyone he meets. (vi) Programming the new TV and DVD recorder was a challenging process. (vii) It is absolutely necessary for young people to have a greater awareness of the harm caused by cyber-bullying.
(viii) condemned
(b) (i) The woman painted her bedroom a very subtle shade of green. (ii) The commissioner condemned the brutal attacks on police officers. (iii) Our family schedule is quite flexible, except on a Monday and Friday. (iv) A fantastic story has at least one main character who is believable and interesting. (v) The family was delighted to accept a foreign exchange student into their home. 4. Clues will vary. (a) yolk (c) signpost
in g
30
Sa m
(c) opposite (iii) schedule (vi) writer
1. (a) (i) suggest (iv) difficult (vii) process (x) discussion
(ii) accept (v) necessary (viii) pressure (xi) awareness
(iii) disappear (vi) occasion (ix) official (xii) affectionate
pl e
Answers
Consonant digraphs
When two consonants together make one sound they are called a consonant digraph. For example: apple, knot. 1. (a) Write double consonant digraphs in each word. PUPIL NAME (i) su (v) nece (ix) o est ary icial (ii) a (vi) o (x) discu ept asion ion (iii) disa (vii) proce (xi) awarene ear (iv) di (viii) pre (xii) a icult ure ectionate
(b) Choose one of the above words with a double consonant digraph to complete each sentence. (i) After the bushfire there were many (ii) We were asked to (iii) We are all involved in any (iv) There was only one (v) Our new puppy is (vii) It is absolutely investigations. an appropriate location for our new computer. that affects our family. last year when I was too ill to go to training. to everyone he meets.
(vi) Programming the new TV and DVD recorder was a challenging of the harm caused by cyber-bullying.
pl e
shade of green.
for young people to have a greater
2. Write a clue to match each word. Underline the double consonant digraphs. (a) annual (b) excellent (c) opposite (d) intelligent (e) permission
3. (a) Circle the consonant digraph in each word. (i) c h a r a c t e r (v) s c i e n c e
Vi
ew
in g
(ii) f o r e i g n (vi) w r i t e r (iii) s c h e d u l e (vii) c r u m b s
Sa m
31
(iv) s u b t l e (viii) c o n d e m n e d
(b) Choose one of the above words with a consonant digraph to complete each sentence. (i) The woman painted her bedroom a very (ii) The commissioner (iii) Our family (iv) A fantastic story has at least one main (v) The family was delighted to accept a the brutal attacks on police officers. is quite flexible, except on a Monday and Friday. who is believable and interesting. exchange student into their home.
4. Underline the consonant digraphs. Write a clue to match each word. (a) yolk (b) wrinkly (c) signpost
Dictionary use
TEACHER INFORMATION
This is a sample of a dictionary entry for the word key.
Key /ki/ n., pl. keys, adj., v., keyed, keyring 1. an instrument for fastening or opening a lock. 2. a means of understanding, solving etc.: the key to a problem. 3. a book or the like containing the solutions or translations of material. 4. the system or pattern used to decode. 5. an explanation of symbols used on a map etc. 6. one of a set of buttons or levers pushed to operate a typewriter, keyboard, piano etc. 7. tone or pitch 8. (mus.) system of related notes. 9. (bldg.) To prepare a surface by grooving, roughening etc. to receive paint. [ME key(e), kay(e) OF kei, kai] The entry word (Key) shows how to spell the word. Pronunciation (/ki/) shows how to say the word. Part of speech (n.) shows if the word is a noun, verb, adjective etc. Definition (1.9.) shows the meanings of the word.
Word origin ([MEMiddle English]) shows where the word comes from.
Question 4 can be completed using a compact thesaurus in which only lists of synonyms are provided.
Answers

Note: Dictionary and thesaurus examples may vary.
3.
(a) (b) (c) (d)
resultremainder, follow, effect, conclusion, completion attendaccompany, be present, follow, apply the mind, medically, aid, serve leafpart, layer, plant, of a book, turn over a new, green questioninquiry, doubt, deny, in event, topic, danger, pop the, put to the, at issue (b) requestask, beg (d) promiseoath, honour (f) dangerperil, risk
4. (a) countryregion, nation (c) righttrue, straight (e) aidhelp, assist
Vi
2. (a) modela standard or example for imitation or comparison, a miniature representation; a person who poses for an artist or displays clothing for an audience (b) advanceto move forward; payment before it is due (c) settleto place in a desired position, to take up residence in a place; to pay a bill, account; to bring to rest, make stable (d) vaultan underground chamber, arch, strongroom; to leap or spring over something
ew
in g
32
1. (a) verb (b) to commit theft (e) how to use the word in a sentence
Sa m
(c) stele
Question 3 provides students with the opportunity to become familiar with the use of a thesaurus.
pl e
(d) steak
Usage (the key to a problem) shows how to use the word in a sentence.
Dictionary use
This is a sample of a dictionary entry for the word steal. Steal /stil/, v., stole, stolen, stealing 1. to take away dishonestly or wrongfully, esp. secretly. 2. to appropriate (ideas, credit, words etc.) without right or acknowledgement. 3. to take, get or win by sneaky or subtle means. 4. (in various games) to gain a point, goal etc. by strategy, chance or luck. 5. to gain more than ones share: she stole everyones attention, he stole the show. 6. to commit theft. 7. to move, go or come secretly, quietly or unobserved. 8. something acquired at very little cost or at a cost well below its true value: the furniture was a steal. [ME stele]
1. Use the entry to answer the following. (a) What type of word is steal? (b) Write the sixth definition. (c) From which Middle English word does steal originate? (d) Circle the guide word most likely to be at the top of the page for this entry.savesteakstrand PUPIL NAME (e) What information do the words in italics provide?
2. Use a dictionary to find each word. Write two sentences to show a different meaning for each. (b) advance (c) settle (d) vault
A comprehensive thesaurus provides synonyms by grouping words together according to topics. Topics listed for the word star include: luminary, actor, destiny, ornament, glory, decoration, success, of fashion, in drama, fame. Each of these topics will have a number that represents the page where similar words can be found. 3. Use a comprehensive thesaurus and write the topics listed for each word. (a) result (b) attend (c) leaf (d) question 4. Use a thesaurus and write two synonyms for each word. (a) country (c) right (e) aid
Vi
ew

in g
(b) request (d) promise (f) danger
33
Sa m

(a) model
pl e
Word origins
TEACHER INFORMATION
Many English words are derived from Latin and Greek words. See page xvii for a list of examples. An eponym refers to a person who gives his or her name (usually last name) to words; e.g. Jules Leotard introduced a one-piece, close-fitting garment worn by acrobats and dancers. The word itself is also known as an eponym. Many commonly used words in English are derived from other languages; e.g. siesta is a Spanish word for small sleep.
Answers
1. (a) biannualtwice a year (b) anniversarycelebration of a yearly event 2. (a) (b) (c) (d) (e) spherehemisphere, stratosphere, atmosphere meterthermometer, barometer, speedometer, pedometer aeroaeronaut, aerate, aerial, aeroplane scribetranscribe, describe, inscribe, scribble centumcentury, centimetre, centigrade, centipede, percent (b) August (e) October (h) November (k) April
Vi
ew
in g
Prim-Ed Publishing
4. (a) banksia (d) biro (g) cereal (j) macadamia
(b) Harley-Davidson (e) teddy bear (h) volcano
Sa m
(c) paparazzi (f) Ferris wheel (i) hygiene
www.prim-ed.com
3. (a) July (d) May (g) March (j) December
(c) January (f) February (i) June (l) September
pl e
Word origins
Many of the words we use come from other languages, places and peoples names. 1. The Latin word annu means year. Write a definition for each word. (a) biannual (b) anniversary
2. Write three words for each of the following. Their origin and meaning are shown in brackets. (a) sphere (Gr. globe, ball) (b) meter (Gr. measure) (c) aero (Gr. air) (d) scribe (Lat. writing) (e) centum (Lat. a hundred) 3. Write the names of the months of the year next to each origin. (a) Named after the emperor Julius Caesar. (b) Augustus Caesar named this month after himself. (c) From the Roman god Janus, who is seen with two faces looking in different directions. (d) Possibly named after the Roman goddess Maia, the goddess of spring and fertility. (e) From the Latin word octo. Was the 8th month until Julius Caesar changed the calendar.
PUPIL NAME
(a) A small tree native to Australia and named after the English botanist Sir Joseph Banks.
in g
ew
Vi
(f) Named after the Roman feast, februa, which was held on the 15th day of this month. (g) From the Roman god Mars, the god of war.
(h) From the Latin word novem. Was the 9th month until Julius Caesar changed the calendar. (i) Named after the Roman goddess Juno, the goddess of the moon, women and marriage. (j) From the Latin word decem. Was the 10th month until Julius Caesar changed the calendar. (k) Possibly from the Latin word aperire meaning, to open. (l) From the Latin word septem. Originally the seventh month.
Sa m
35
(b) A large powerful motorcycle made by the company founded by William S Harley and Arthur Davidson. (c) An Italian word that means freelance photographers who pursue celebrities. (d) A ballpoint pen named after the Hungarian inventor Lszl Jozsef Bir. (e) US president Theodore Roosevelt was nicknamed Teddy. A bear hunter, he once spared the life of a brown bear cub. (f) This ride is named after the American engineer George Washington Gale Ferris. (g) A breakfast food named after Ceres, the goddess of grain and agriculture. (h) From Vulcan, the Roman god of fire, this is an opening in the earth that can erupt. (i) From Hygeia, the Greek goddess of health, this is the science of good health and cleanliness. (j) An Australian tree with edible nuts, named in honour of John Macadam.
pl e
4. Find a word to match the description. Most are eponymswords from a person or place name.
Capital letters
TEACHER INFORMATION
A capital letter is used: to start a sentence; e.g. She is here today. for the pronoun I, including Im, Ive, Ill and Id as the first letter of a proper noun; e.g. Ireland, Thomas, Pacific Ocean to start direct speech; e.g. I said, She is here today. for the initial letter and proper nouns in titles of books, films etc.; e.g. Black Beauty, Finding Nemo. Prim-Ed Publishing employs minimal capitalisation for titles of books and other publications, as recommended by the Style manual for authors, editors and printers, sixth edition, 2002.
Punctuation
Answers
1. (a) The Conservative Party was elected in 2010 with David Cameron as Prime Minister of Great Britain. (b) Stephenie Meyerss Twilight series of books have been on the Amazon bestseller list. (c) Mr and Mrs Taylor purchased a new Toyota in April from the showroom in Bordertown. (d) Dr Owen Russell operates at St Joseph Hospital and consults with patients in his Barker Rd rooms. (e) President Barack Obama and first lady Michelle live in the White House in Washington D.C.
3. (a) Mark and Jennifer were planning to purchase their first home. They were interested in the residential areas of Ferntree, Rosebrook and Glenfield. With a mortgage from the National Bank, they were able to look at threeand four-bedroom homes. Their agent, Max Christian, had organised inspections on Saturday and Sunday afternoons. Marks parents, Diane and James, were hoping the couple would buy in Rosebrook. (b) Its hardly surprising that, on any given day, temperatures across Australia can differ greatly. Kununurra, in the far north of Western Australia, may reach 39 C (102 F) while Esperance in the south can be 20 degrees lower. The capital, Canberra, might expect an overnight minimum of zero (32 F) and, along with Hobart in Tasmania, only reach 12C (54F )during the day. The Victorian capital, Melbourne, is notorious for abrupt variations during a single day! Since the far north of Queensland is tropical, rainfall is a prominent feature. Desert locations such as Alice Springs can have temperatures ranging from near freezing at night, to extreme heat during the day. 4. Answers will vary.
Vi
ew
in g
36
2. Answers will vary.
Sa m
pl e
Capital letters
1. Circle the letters that should be capitals. (a) the conservative party was elected in 2010 with david cameron as prime minister of great britain. (b) stephenie meyerss twilight series of books have been on the amazon bestseller list. (c) mr and mrs taylor purchased a new toyota in april from the showroom in bordertown. (d) dr owen russell operates at st joseph hospital and consults with patients in his barker rd rooms. (e) president barack obama and first lady michelle live in the white house in washington d.c. 2. Complete these sentences with proper nouns. (a) Ive recently visited (b) The most humorous film Ive seen is (c) Famous people such as and (d) Clothing I like the most comes from brands such as PUPIL NAME 3. Circle the letters that should be capitals. (a) mark and jennifer were planning to purchase their first home. they were interested in the residential areas of ferntree, rosebrook and glenfield. with a mortgage from the national bank, they were able to look at threeand four-bedroom homes. their agent, max christian, had organised inspections on saturday and sunday afternoons. marks parents, diane and james, were hoping the couple would buy in rosebrook. and look forward to seeing and the worst Ive seen is and . . . can be seen as good role models.
(b) its hardly surprising that, on any given day, temperatures across australia can differ greatly. kununurra, in the far north of western australia, may reach 39 C (102F) while esperance in the south can be 20 degrees lower. the capital, canberra, might expect an overnight minimum of zero (32F) and along with hobart in tasmania, only reach 12 C (54F) during the day. the victorian capital, melbourne, is notorious for abrupt variations during a single day! since the far north of queensland is tropical, rainfall is a prominent feature. desert locations such as alice springs can have temperatures ranging from near freezing at night, to extreme heat during the day. 4. Write the name of two: (a) countries that begin with the letter S. (b) famous landmarks. (c) leaders of world countries. (d) neighbouring secondary schools. (e) breakfast cereals (brand names). (f) animated films. (g) popular authors. (h) world-famous sporting teams.
Vi
ew
in g
Sa m

pl e
Sentence endings
TEACHER INFORMATION
A full stop ( . ) is used: to show the end of a statement; e.g. She went to school. for abbreviations when only the first part of the word is used; e.g. Feb., Capt. A question mark ( ? ) is used: at the end of a sentence that asks a question; e.g. How are you? in direct and reported speech where a question is asked; e.g. How are you? she asked. An exclamation mark ( ! ) is used to show a strong feeling; e.g. Thats brilliant! Ouch!
Punctuation
Answers
2. Answers will vary. 3. Answers will vary. 4. Answers will vary.
Vi
ew
in g
5. The storm was rolling in. You could feel the air change and the sky turn dark. I wondered how much it would rain. The first clap of thunder scared me half to death! Mum even dropped the glass she was holding! Can you turn on the light, please? she asked, as she picked up the broken shards. Final three sentences will vary.
Sa m
pl e
1. (a) full stop (d) exclamation mark (g) exclamation mark
(b) question mark (e) question mark (h) full stop
(c) full stop (f) question mark (i) full stop
Sentence endings
A complete sentence can end with a full stop, question mark or exclamation mark. 1. Write a full stop, question mark or exclamation mark at the end of each of these. (a) The result of the referendum was so close that a few votes made the difference (b) Im trying to decide which bank I should save with. What do you think (c) The purpose of the documentary was to highlight poverty in developing countries (d) That whole article is too disturbing (e) I know your goal is to study medicine, but do you know what specialty you prefer (f) Do you realise that the magazine pictures of models are all digitally enhanced (g) I am so angry that I want to scream (h) The novel was so enjoyable because the characters were interesting and the plot was mysterious PUPIL NAME (i) You will need to ask for permission before you can join the after-school drama club 2. Write a statement about: (a) a long-term goal you have (b) a skill youd like to learn (c) a place where you feel comfortable (d) attending secondary school. 3. Write a question relating to:
(a) a character from a book youve read (c) a foreign country
(d) an environmental concern. 4. Write an exclamation about: (a) a time you felt nervous (b) homework (c) something humorous
(d) an argument youve had with someone. 5. Add the correct punctuation. Then write three more sentences to end the paragraph. The storm was rolling in You could feel the air change and the sky turn dark I wondered how much it would rain The first clap of thunder scared me half to death Mum even dropped the glass she was holding Can you turn on the light, please she asked, as she picked up the broken shards
Vi
39
ew
(b) a charity youve heard about
in g
Sa m
pl e
Commas
TEACHER INFORMATION
A comma ( , ) suggests a short pause and is used to make meaning clearer by separating parts of a sentence. Use a comma to: separate items in a list; e.g. I took pens, pencils, paper and paints to the class. separate lists of adjectives; e.g. He is talented, smart, strong and mature. separate clauses in a sentence; e.g. If I see him today, Ill definitely tell him. separate words, phrases and clauses at the start of a sentence; e.g. Firstly, Im not going! separate words that add extra information; e.g. Kylie, my best friend, is coming to visit. separate the carrier (I replied) from the direct speech; e.g. That is Kylie, I replied.
Punctuation
2. Answers will vary
4. (a) During the storm on Saturday, there was thunder, lightning, rain and very dark skies. (b) Rob Gale, the owner of the restaurant, has advertised for a kitchenhand, pastrycook, waiter and cleaner. (c) Los Angeles, usually called LA, has mild weather, good beaches, amusement parks, celebrities and mansions. (d) Although I went to three large department stores, two sports stores and a boutique, I was unable to find exactly what I was looking for. (e) As well as promoting designer gowns, exclusive jewellery and expensive shoes, Stephanie Hawkins, the countrys most popular model, works tirelessly for charity.
Vi
3. (a) She applied for her passport, which arrived by courier. (b) He started a diet yesterday, eliminating cakes, ice-cream, chocolate and pizza. (c) Unless I brush my teeth every morning, Im not allowed out of the house. (d) How weird that Tom, Tim, Taj, Trent, Tyler and Tate are all at the same club, The Townsville Titans. (e) Although the computer expert, Nathan Jones, knew about the virus, he was unable to restore the data.
ew
in g
40
Sa m
1. (a) April, June, September and November all have thirty days. (b) Unless I finish this homework, I wont be able to watch that DVD with you. (c) My favourite relative, Aunty Ellen, is celebrating the birth of her first child. (d) Although we were anticipating a close game, the away team won easily. (e) Mrs Fisher, our teacher, announced the winner of the short-story competition. (f) She organised her schedule around the childrens school, tennis, art class, the gym and work.
pl e
Answers
Commas
A comma can be used to: separate items in a list separate two or more sentences or phrases that are joined together, and separate words added for extra information.
1. Clearly show where the commas should be in the following sentences. (a) April June September and November all have thirty days. (b) Unless I finish this homework I wont be able to watch that DVD with you. (c) My favourite relative Aunty Ellen is celebrating the birth of her first child. (d) Although we were anticipating a close game the away team won easily. (e) Mrs Fisher our teacher announced the winner of the short-story competition. (f) She organised her schedule around the childrens school tennis art class the gym and work. PUPIL NAME 2. Use commas in your answers to the following. (a) What four foods do you most enjoy eating? (b) Name four countries that end with the letter A.
(c) What four television shows do you most enjoy? (d) Write four synonyms for the word excellent. (e) Write four nouns that start with the letter P.
(a) She applied, for her passport which, arrived by courier. (b) He, started a diet yesterday eliminating, cakes ice,cream chocolate and, pizza. (c) Unless, I brush my teeth, every morning Im, not allowed out, of the house. (d) How weird, that Tom Tim Taj Trent Tyler and, Tate are all, at the same club The, Townsville, Titans. (e) Although, the computer expert Nathan, Jones knew about, the virus he was unable to, restore the data. 4. Clearly show where the commas should be in the following sentences. (a) During the storm on Saturday there was thunder lightning rain and very dark skies. (b) Rob Gale the owner of the restaurant has advertised for a kitchen hand pastrycook waiter and cleaner. (c) Los Angeles usually called LA has mild weather good beaches amusement parks celebrities and mansions. (d) Although I went to three large department stores two sports stores and a boutique I was unable to find exactly what I was looking for. (e) As well as promoting designer gowns exclusive jewellery and expensive shoes Stephanie Hawkins the countrys most popular model works tirelessly for charity.
Vi
3. Delete the incorrectly placed commas in each sentence and show where they should be.
ew
in g
41
Sa m
pl e
Quotation marks
TEACHER INFORMATION
Quotation marks ( ) are used to: enclose direct speech; e.g. I can see you, said Tim. show quotations within quotations; e.g. The song is called Insects, I think, said Maya. enclose words that the writer may not be using in their usual sense; e.g. The learner driver kangaroo-hopped down the road. enclose the meaning of a word; e.g. The Spanish word siesta means a short nap.
Punctuation
enclose titles of books, songs, special names, plays etc. (in handwritten work); e.g. The lion king was playing. Prim-Ed Publishing follows guidelines for punctuation and grammar as recommended by the Style manual for authors, editors and printers, sixth edition, 2002. Note, however, that teachers should use their preferred guidelines if there is a conflict.
3. (a) The salesman asked me, What quote did you get from the other store? she told her husband. (b) The official said, I presume your coach has warned, Dont false start, because I will eliminate you from the race. (c) She said to me, The film is called Zoes garden and I thoroughly enjoyed it. (d) Can I make a suggestion? she asked. Why dont you simply call it Kanes Story? 4. Owen called and asked, Have you got time to come over for a visit? I thought about it for a second and said, Sure, but I cant stay for long. Im going out with my parents later. Thats fine, Owen said. I just want to show you some designs I finished. Great, Ill be there soon, I told him. 5. Answers will vary.
Vi
ew
in g
42
2. (a) I really dont like arguing with you, she told her brother. Cant you just leave it as it is? (b) Im sure Id like an occupation similar to yours, I told my uncle. I like the idea of creating things. (c) Its not necessary for you to behave like that, his father warned him. I know its out of character, so tell me whats wrong. (d) Just let me know what decision you make, he asked Oscar. Then I can ask my parents for permission to go with you.
Sa m
1. (a) Im really disappointed that I was too sick to visit, she told her grandmother. (b) He told the gathering, In my opinion, whales are the most fantastic creatures in the world. (c) This competition will be judged by three people and the decision is final, the host said. (d) Our teacher repeated, The instruction is clear. Do not include any information from unauthorised sites.
pl e
Answers
Quotation marks
Quotation marks are used to show the exact words that someone has spoken. 1. Show where the quotation marks should be. (a) Im really disappointed that I was too sick to visit , she told her grandmother. (b) He told the gathering , In my opinion , whales are the most fantastic creatures in the world . (c) This competition will be judged by three people and the decision is final , the host said. (d) Our teacher repeated , The instruction is clear. Do not include any information from unauthorised sites . 2. Use quotation marks to show the speech breaks. (a) I really dont like arguing with you , she told her brother. Cant you just leave it as it is? (b) Im sure Id like an occupation similar to yours , I told my uncle . I like the idea of creating things. (c) Its not necessary for you to behave like that , his father warned him. I know its out of character, so tell me whats wrong. PUPIL NAME
Quotation marks can be used for quotations within quotations. Double quotation marks are used for the inside quotation. 3. Use quotation marks to show the two sets of quotations in each sentence. (b) The official said, I presume your coach has warned, Dont false start , because I will eliminate you from the race . (d) Can I make a suggestion? she asked. Why dont you simply call it Kanes Story ?
Owen called and asked, Have you got time to come over for a visit? I thought about it for a second and said, Sure, but I cant stay for long. Im going out with my parents later. Thats fine, Owen said. I just want to show you some designs. Great, Ill be there soon, I told him. 5. Use quotation marks and write something: (a) a computer saleswoman might say to a customer (b) a director might say to an actor (c) an instructor might say to a learner driver.
Vi
4. The quotation marks are incorrectly placed. Write the passage correctly. Remember, each new speaker starts on a new line.
ew
(c) She said to me , The film is called Zoes garden and I thoroughly enjoyed it .
in g
(a) The salesman asked me , What quote did you get from the other store? she told her husband.
Sa m
43
pl e
(d) Just let me know what decision you make , he asked Oscar. Then I can ask my parents for permission to go with you.
Apostrophes
TEACHER INFORMATION
An apostrophe ( ) is used: in contractions to show where letters have been dropped; e.g. Ive taken it. Shes taken it. to show ownership with nouns in the possessive case, e.g. the boys bag, the childrens bags when parts of words are left out to show the way a character speaks; e.g. I like em. When used to show ownership, the apostrophe is placed directly after the owner(s); e.g. a ladys hat, the ladies hats, the Smiths dog, Mrs Joness cat. Possessive pronounsits, his, hers, ours, yoursdo not use an apostrophe.
Punctuation
Answers
3. (a) dont shes Ill mothers (c) voters politcians wouldnt (e) swimmers teams 4. (a) (b) (c) (d) (e) (f)
(b) Gday thats hed (d) mens theres everyones
Vi
ew
The charitys members were all volunteers. It was hard to believe the childs behaviour was so awful. We heard the referees decision loud and clear. I was excited before my cousins wedding. The mans cigarette smoke was disgusting. The pressure on the athletes nerves was extreme.
in g
Sa m
2. (a) computers (c) members, councils (e) ladies, communitys
(b) Rosss, waiters (d) footballers, coaches
pl e
1. (a) teachers (d) teams
(b) Rileys (e) mans
(c) drivers
Apostrophes
An apostrophe is used to show ownership. It is placed directly after the owner(s). It can also be used to replace missing letters when two words are contracted and when parts of a word are left to show the way a character speaks.
1. Underline the owner and clearly show where the apostrophe should be. For example: Amys hair is blonde. (a) The teachers new car was parked in the staff car park. (b) Rileys suggestion was to design a large mural. (c) The truck was noisy so the drivers music was turned up loud. (d) I noticed that the teams uniform was red, white and black. (e) The lawnmower mans trailer was full of equipment. 2. Underline the words that need an apostrophe and clearly show where the apostrophe should be. PUPIL NAME (b) Rosss restaurant was open six nights a week and the waiters shifts started at 4.30 pm. (c) Five of the members arguments were heard at the councils general meeting. (d) As a team, the footballers skills were terrible and the two coaches roles needed to be looked at. (e) The ladies meeting was held to discuss the communitys contributions to the fundraiser. 3. Clearly show where all the apostrophes should be in each sentence.
(a) I dont know why shes absent today but Ill get her mothers number and call her to ask. (c) The voters reactions to the politicians speech were varied, with some saying they wouldnt want to see him elected. (d) The mens issues will be discussed when theres a suitable location found and everyones available. (e) The experienced swimmers advantage was obvious when she beat the teams younger competitors. 4. Rewrite each sentence using an apostrophe where needed; eg. I heard the screams of the passenger after the accident. I heard the passengers screams after the accident. (a) The members of the charity were all volunteers. (b) It was hard to believe the behaviour of the child was so awful. (c) We heard the decision of the referee loud and clear. (d) I was excited before the wedding of my cousin. (e) The smoke from the mans cigarette was disgusting. (f) The pressure on the athletes nerves was extreme.
Vi
ew
in g
(b) The tourist asked if all Aussies said Gday mate because thats what hed heard was true.
Sa m
45
pl e
(a) All the computers hard drives needed to be updated before the start of school.
Colons
TEACHER INFORMATION
A colon ( : ) is used to introduce more information, which could be a list of words, phrases, clauses or a quotation; e.g. Use the following: eggs, bacon, milk, salt and pepper.
Punctuation
Answers
1. (a) For the recipe you will need: (b) The mystery was solved: (c) Wanted: (d) The man was worried: (e) Handyman available: 2. Answers will vary. 3. Answers will vary. 4. (a) (b) (c) (d) (e) The contents included: The competitors are: The prize: Information required: Your itinerary is as follows:
Vi
ew
in g
Prim-Ed Publishing
Sa m
www.prim-ed.com
pl e
Colons
A colon ( : ) is a punctuation mark used to introduce additional information. It can be used to introduce: a word or phrase that expands, summarises or illustrates what has come before
a series of items that give more information about what has come before a dot-point series that provides more information the subtitles of books etc.
1. Show where the colon should be in each of these. (a) For the recipe you will need lettuce, cheese, tomato, mayonnaise and mustard. (b) The mystery was solved the dog had taken the babys toy. (c) Wanted junior office worker to start immediately. (d) The man was worried his wife had failed to arrive on time. (e) Handyman available no job too small or too big. PUPIL NAME
4. Show where the colon should be in each of these. (a) The contents included spelling, punctuation, grammar and phonics. (b) The competitors are T OCallaghan, M Martin, S Roberts, B Baker and L Taylor. (c) The prize two first class return tickets to Paris, with accommodation and all meals. (d) Information required full name, phone number, age, gender and preference. (e) Your itinerary is as follows depart Los Angeles 5.55 pm, arrive Honolulu 8.50 pm. 5. Add more information after each colon. (a) The countries involved are as follows: (b) These celebrities were seen at the premiere: (c) Occupations advertised include: (d) Applications installed on this computer: (e) Charities benefiting from this fundraiser include:
Vi
ew
47
in g
3. Write or create five book, film or game titles that have a subtitle added.
Sa m
pl e
2. Create a dot-point series to show the main responsibilities you have on a weekly basis.
Semicolons, dashes and hyphens

TEACHER INFORMATION
The semicolon ( ; ) is stronger than a comma but not as strong as a full stop. It is used to: separate short, balanced and linked phrases or clauses; e.g. I bought new shoes; they were on sale. separate items in a list of phrases or clauses; e.g. I need 12 pens, pencils and rulers; 24 books, 6 erasers and 2 bags. A dash ( ) is used to: provide additional information; e.g. I opened the giftit was just what I wanted. show that something is unfinished; e.g. Im not so sure. The hyphen ( - ) is used to: join two or more words or word parts; e.g. dark-blue, go-ahead.
Punctuation
form some compound nouns and adjectival phrases; e.g. brother-in-law, she is a well-known poet. write whole numbers and fractions; e.g. twenty-one, three-quarters.
Answers
1. (a) university; (d) atrocious; (g) paper; 2. Answers will vary. 3. (a) role-play (d) short-sighted 4. (a) forecast; (d) following: (g) re-audition are:
(b) wedding; (e) car; (h) Greece; Australia;
ew
(b) two-month-old (e) go-ahead
Vi
(b) re-signed (e) experience (h) e-book online;
in g
48
Sa m
(c) recycled; (f) different; (c) co-worker (f) 45-year-old (c) five-part (f) re-cover
pl e
clarify meaning; e.g. re-signed a contract, resigned from the job.
Semicolons, dashes and hyphens

A semicolon shows a pause that is stronger than a comma but not as strong as a full stop. It is used to separate two parts of a sentence that are linked in meaning. It is also used to separate items in a list when those items already use commas. 1. Clearly show where the semicolon should be. (a) They met when they were at university now they are engaged. (b) I bought a new dress to wear to my aunts wedding it was more expensive than I expected. (c) The computer had been recycled it functioned surprisingly well. (d) Their behaviour was atrocious they obviously have no effective boundaries. (e) The cyclist had been hit by a car he was lying unconscious on the road. (f) My opinion is different I dont believe they are correctly implementing that policy. (g) Please use white, beige or cream paper pencils, paint or charcoal and beads or feathers. (h) There is news from Spain, Italy and Greece sport from England, South Africa and Australia world weather, including rainfall, and a variety of documentaries. A dash is used to provide additional information, especially when the statement and list are part of the same sentence. 2. Provide your own information to complete each sentence. (a) The main character had many qualities (b) The actor has appeared in many films (c) She had success in four countries
PUPIL NAME
A hyphen is used to join words and word parts, make a word clearer, create an adjectival phrase and divide a word at the end of a line. 3. Write the words that need a hyphen.
(a) Its important for young people to join in at least one role play. (b) The three two month old puppies were so gorgeous that I wanted them all. (c) Her coworker was definitely not well enough to be at the office. (d) It was difficult for him to get his licence because he was short sighted. (e) The mayor gave the go ahead for the major redevelopment project. (f) A 45 year old woman was involved in an accident. 4. Add the most appropriate punctuation marka colon, semicolon, dash or hyphen to these sentences. (a) Another very cold day was forecast the same as yesterday. (b) The manager resigned with his company for a further two years. (c) Ive been watching the five part documentary series on television. (d) Ensure you bring the following calculator, pencil, ruler and eraser. (e) It was such a fantastic experience Ill go again next year. (f) It took six weeks for the library assistant to recover all the new books. (g) The students who need to reaudition are Cameron, Dean, Jake, Nick and Blake. (h) Some people now enjoy reading an ebook online I prefer the paperback variety.
Vi
ew
in g
(d) A number of emergency services were involved
Sa m
pl e
Punctuation Brackets, ellipses and forward slashesPunctuation
TEACHER INFORMATION
Brackets are used to enclose additional information such as a comment, example or explanation. There are different types of brackets: Parentheses, or round brackets ( ) are often used to enclose extra information that is less important than the rest of the sentence; e.g. Tia (my sister) showed me how to use the program. A comma or dash is used if the extra information is just as important. square brackets [ ] are used to enclose extra information that is part of information already in round brackets; e.g. The woman (Jane Doe [196299] of Perth) wrote the book in Italy. Square brackets are also used when insertions are made by someone other than the author. angle brackets < > are primarily used to enclose email and web addresses that are part of the text to lessen confusion with any other punctuation; e.g. Contact <jdoe@mail.com> for details. curly brackets { } are most often used in more technical contexts; e.g. mathematical equations. slant or diagonal brackets / / are most often used with web addresses.
The forward slash ( / ) is used: to show options; e.g. yes/no to show shortened forms; e.g. a/c. instead of per, an or a; e.g. 40 km/h in web addresses; e.g. <www.prim-ed.com>.
1. ( )
[ ]
< >
3. Answers will vary. 4. (a) true/false 5. (b) (c) (d) (e) (f)
forward slash ellipsis square bracket angle brackets curly brackets
Vi
(b) 60 km/h (c) www.grammarsearch.com/punctuation
ew
2. (a) (details enclosed)
(b) (Jack Taylor)
in g
{ } //
50
Answers
Sa m
(c) (won last year) (d) (my cousins) (d) pay the a/c
The police officer stopped the man who was driving at 125 km/h. We downloaded 20 different music tracks they were all brilliant! Robert Atkin [19292009] was a distinguished, humble man who passed away peacefully. Please email your details to <b.brown@brown.com> and I will contact you soon. We wrote down the first equation which was {4x + 2y} = {2y + 4x}.
pl e
An ellipsis ( ) is three full stops used to show where letters or words have been left out; e.g. Her birthday party was wonderful best ever! An ellipsis can also mark a pause or interruption; e.g. I just want to say Yes? What is it, Ali?
Brackets, ellipses and forward slashes
Brackets are used to enclose additional information such as a comment, example or explanation. Round brackets are often used to enclose extra information that is less important than the rest of the sentence. A comma or dash can be used if the extra information is just as important.
1. Show the different types of brackets. (a) parentheses (b) square (c) angle (d) curly (e) diagonal
2. Use round brackets to enclose the extra information in each sentence. (a) Win a luxury trip for two to beautiful Bali details enclosed. (b) The sports writer Jack Taylor believes that all umpires should be paid more. (c) His achievement award won last year takes pride of place in the living room. PUPIL NAME (d) Ethan and Jade my cousins were involved in surf lifesaving, learning various skills and having fun.
3. Provide your own information to complete each of these. (a) The coach was pleased with his two players (b) She was very independent (c) His sense of humour irritated me
(d) She felt isolated watching the others
4. Add a forward slash to the following. (a) true false (b) 60 kmh (c) www.grammarsearch.compunctuation (d) pay the ac 5. Write the most appropriate additionbrackets, ellipsis or forward slashand clearly show where to include it. The first one has been completed. (a) round brackets Please define that word (the first one) before you use it in your writing. (b) (c) (d) (e) (f) The police officer stopped the man who was driving at 125 kmh. We downloaded 20 different music tracks they were all brilliant! Robert Atkin 19292009 was a distinguished, humble man who passed away peacefully. Please email your details to b.brown@brown.com and I will contact you soon. We wrote down the first equation which was 4x + 2y = 2y + 4x.
Prim-Ed Publishing
Vi
www.prim-ed.com
ew
The forward slash ( / ) can be used to show options, shortened forms, be used in web addresses and instead of per, an or a.
in g
Sa m
An ellipsis is three full stops ( ) used to show where letters or words have been left out; e.g. His strategy was perfect the best Ive seen! An ellipsis can also mark a pause or interruption.
pl e
Editing
Answers
1. (a) Australians celebrated when Catherine Freeman won the 400 m gold medal at the Sydney 2000 Olympics.
Punctuation Punctuation
(b) In 2008, American swimmer Michael Phelps won a record eight gold medals in Beijing. (c) Please ask Mrs Craig if she remembers who previously lived at 16 Valley Road, Brookdale. (d) I cant believe it! How could Emma and Grace go to see High School Musical without inviting me? (e) My Uncle Jake believes that the Prime Minister of Australia and the President of the United States of America are both working to combat world issues. Do you agree with his opinion? 2. (a) Did you know that the Commonwealth Games and the Olympic Games are held every four years, with two years between each event? (b) I hope you know that January, March, May, July, August, October and December all have 31 days.
(e) Peter Davies, owner of the new store, advertised for salespeople, computer experts, an accountant, cleaners and delivery drivers. The advertisement he wrote had two bold headings: Fantastic opportunity! and Are you looking for a great challenge? 3. (a) Did you complete the survey? I asked my dad. Yes, though it took me nearly an hour to finish!
(c) I dont know who Im going to vote for. Those dancers are all brilliant! I agree, said Lily. I think Ill give each of them a vote.
(e) Before the meeting comes to an end, does anyone have anything else to add? asked the director. Yes, I have another suggestion. Id also like to add something after Russell speaks, said Christian. 4. (a) Emmas painting of Alice is brilliant! I told Hayley. Youll have to go over and see it for yourself. (b) The ladies table was full of empty plates, cutlery and glasses that shouldve been cleared before their coffees arrived. (c) After their dismal performance, the teams meeting was held at the Brisbane Stadiums conference room. (d) Her parents success came from determination, commitment and confidence and they always told her, Believe in yourself because we believe in you.
Vi
(d) I am so exhausted, Belle complained. I dont think Ive ever played such a fast netball game. Just watching was enough to tire me out! her father said.
ew
in g
52
(b) The surgeon told the woman, The surgery was successful, though your son remains unconscious. Can I see him? she asked. Of course. Just give the nurse a few minutes.
Sa m
(d) Dr Martin, on his way to work, stopped to assist the St John paramedics who attended the accident on the corner of High Street and Aztec Road.
pl e
(c) Its impossible to list all of them! I do know that Jake, James, Jackson, Jeff, Josh, Jack and Jai are all boys names that begin with the same letter.
Editing
1. Show capital letters and the correct sentence endings. (a) australians celebrated when catherine freeman won the 400 m gold medal at the sydney 2000 olympics (b) in 2008, american swimmer michael phelps won a record eight gold medals in beijing (c) please ask mrs craig if she remembers who previously lived at 16 valley road, brookdale (d) i cant believe it how could emma and grace go to see high school musical without inviting me (e) my uncle jake believes that the prime minister of australia and the president of the united states of america are both working to combat world issues do you agree with his opinion 2. These sentences need capital letters, a correct ending and commas. Clearly show the correct punctuation. (a) did you know that the commonwealth games and the olympic games are held every four years with two years between each event PUPIL NAME
(c) its impossible to list all of them i do know that jake james jackson jeff josh jack and jai are all boys' names that begin with the same letter (d) dr martin on his way to work stopped to assist the st john paramedics who attended the accident on the corner of high street and aztec road (e) peter davies owner of the new store advertised for salespeople computer experts an accountant cleaners and delivery drivers the advertisement he wrote had two bold headings: fantastic opportunity and are you looking for a great challenge 3. Quotation marks need to be added to these sentences. Clearly show where they should be.
(b) The surgeon told the woman, The surgery was successful, though your son remains unconscious. Can I see him? she asked. Of course. Just give the nurse a few minutes.
(d) I am so exhausted, Belle complained. I dont think Ive ever played such a fast netball game. Just watching was enough to tire me out! her father said. (e) Before the meeting comes to an end, does anyone have anything else to add? asked the director. Yes, I have another suggestion. Id also like to add something after Russell speaks, said Christian. 4. Clearly show the correct punctuation for these sentences. (a) emmas painting of alice is brilliant i told hayley youll have to go over and see it for yourself (b) the ladies table was full of empty plates cutlery and glasses that shouldve been cleared before their coffees arrived (c) after their dismal performance the teams meeting was held at the brisbane stadiums conference room (d) her parents success came from determination commitment and confidence and they always told her believe in yourself because we believe in you
Prim-Ed Publishing
Vi
www.prim-ed.com
(c) I dont know who Im going to vote for. Those dancers are all brilliant! I agree, said Lily. I think Ill give each of them a vote.
ew
(a) Did you complete the survey? I asked my dad. Yes, though it took me nearly an hour to finish!
in g
Sa m
pl e
(b) i hope you know that january march may july august october and december all have 31 days
Nouns
TEACHER INFORMATION
Nouns are naming words. They name people, places, things and ideas. Common nouns are words naming general rather than particular things; e.g. apple, river, table, colour. Proper nouns name specific people and things and use a capital letter; e.g. England, Luke. Collective nouns name a group of people, animals or things; e.g. class, herd. Abstract nouns name an idea, concept or quality; e.g. love, danger, youth, pain. Nouns are often identified by the placement of a, an, the or some in front of the word.
Grammar
Answers
1.4. Answers will vary. 5. (a) (b) (c) (d) (e) children, school, opinions accident, pain, paramedics family, schedule, fridge danger, pack, dogs, building kilometre, Dad, tent, shed
Vi
ew
in g
Prim-Ed Publishing
7. Answers will vary. Proper nounsDisneyland, Matilda, London, Mr Boyd Common nounscalendar, violin, basketball, teacher Collective nounsorchestra, team, family, class Abstract nounscourage, loyalty, youth, ignorance
Sa m
www.prim-ed.com
pl e
Nouns
1. Proper nouns name specific people and things and have a capital letter. Write six proper nouns.
2. Common nouns are general names of a kind of person or thing. Write six common nouns.
3. Collective nouns name a group of people, animals or things. Write six collective nouns.
PUPIL NAME
4. Abstract nouns name an idea, concept or quality. Write six abstract nouns.
5. Circle the nouns in each of these sentences.
(a) The children were surveyed at school because their opinions were important. (c) Our family schedule is always on the fridge so we know where everyone is. (e) We had only travelled one kilometre when Dad realised the tent was still in the shed. 6. Write a question that could have one of these nouns as the answer. (a) beauty (b) China (c) data (d) committee 7. Write four different sentences. Choose a proper, common, collective and abstract noun from the list to include in each sentence. Disneyland orchestra courage team loyalty basketball teacher London
Vi
Matilda family youth Mr Boyd
ew
(d) He knew he could be in danger when he saw the pack of dogs near the building.
in g
(b) After the accident, he remembered feeling pain before the paramedics arrived.
Sa m
pl e
calendar ignorance violin class
55
Verbs
TEACHER INFORMATION
A verb is a word or group of words that names an action or state of being. Verbs are often called doing words; e.g. read, walks, speak, has broken, ate, will type. Verbs can indicate tense, voice, mood, number and person.
Grammar
Answers
1. (a) verbaccepted (b) verbarrived (c) verbvacuum (d) verbwas reheated 2. Examples include: (a) frequently raining (b) nervously waiting (c) swimming across subjectZoe subjectCody subjectCharlie subjectplate of food
4. Answers will vary. 5. Answers will vary.
Vi
ew
in g
6. (a) The large dog bit Alice on the leg. (b) The older boy threw the ball. (c) Alice was bitten on the leg by the large dog. (d) The ball was thrown by the older boy. (e) She drove Dale to school in the new car. (f) Dale's mother was driving the new car.
Sa m
(A)bit (A)threw (P)was bitten (P)was thrown (A)drove (A)was driving
pl e
3. (a) The people are standing outside the theatre discussing their views. (b) He is a kind, intelligent person, who is involved in the local community. (c) She does want the pizza after all so I will call and order enough for everyone. (d) I was tired so I lay on the sofa while I watched television.
Verbs
A verb is a word that names an action or state of being of the subject. 1. Write the verb and subject in each sentence. (a) Zoe accepted the award for Best New Talent. (b) Cody arrived at the empty house on time. (c) Please vacuum your room, Charlie. (d) The plate of food was reheated in the microwave. 2. Write a different verb to match each of these words. (a) frequently (b) nervously (c) across verb subject
Action verbs tell what the subject does; e.g. drop, picked, called, will invite PUPIL NAME Helping (auxiliary) verbs are added to an action verb to make the meaning clearer. The most common are forms of the verbs: to be (e.g. am, is, are, was); to have (e.g. has, had) and to do (e.g. did, does). Other examples include can, may, will, must, might, could, should and would. 3. Underline all the verbs in each sentence.
(a) The people are standing outside the theatre discussing their views. (b) He is a kind, intelligent person who is involved in the local community. (c) She does want the pizza after all so I will call and order enough for everyone. (d) I was tired so I lay on the sofa while I watched television.
4. Write five different sentences. Include the verb given and at least one other verb in each sentence. (You may add a prefix or suffix to the verbs.) (b) encourage (c) connect (d) develop
5. Write three verbs to show what each of these might do. (a) actor (b) lioness (c) dentist (d) tourist
A verb can be active or passive. An active verb describes the action of the subject; e.g. The bull chased me. A passive verb describes what was done to the subject; e.g. I was chased by the bull. 6. Underline the subject and write whether these sentences have active (A) or passive (P) verbs. (a) The large dog bit Alice on the leg. (c) Alice was bitten on the leg by the large dog. (e) She drove Dale to school in the new car.
Vi
ew
(b) The older boy threw the ball. (d) The ball was thrown by the older boy. (f) Dale's mother was driving the new car.
(a) frighten
in g
Sa m
pl e
Verb tenses
TEACHER INFORMATION
The tense of a verb is used to show the time at which the action of that verb takes place. Most verbs are regular and follow the same pattern for the past, present and future tense. For example, with the verb to jump; I jump/I am jumping (present tense); I jumped/I was jumping (past tense), I will jump (future tense). Irregular verbs are those that do not follow this pattern, particularly in the past tense. For example, I rise (rose), I teach (taught), I mean (meant), I win (won), I do (did), I begin (began). An auxiliary verb helps to form the tense of a verb. The verbs to be, to have and to do are auxiliary verbs; e.g. I have eaten. The auxiliary verb used in the future tense is will; e.g. I will eat.
Grammar
Answers
5.
Sentences will vary. Verbs may include: (a) rode, was/were ridden, proved, was/were proven (b) speaks, is/are speaking, hears, is/are hearing (c) will follow, will depend
Vi
4. (a) She behaved badly then said sorry to her parents. (b) They will be lining/will line up outside the hall, then they will vote/be voting. (c) The jury heard the facts when the lawyer spoke. (d) I never eat cabbage because Mum doesnt buy it.
ew
in g
58
3. (a) She will eat all the fudge and will brush her teeth before she goes to bed. (b) I will write a short story about the camp I will go/be going to in the holidays. (c) Mum will employ two people who will help her manage the business. (d) My birthday is coming and I will receive what I will need for my computer.
Sa m
2. (a) identified, will identify (c) messaged, will message (e) stood, will stand
(b) issued, will issue (d) confessed, will confess (f) froze, will freeze
pl e
1. Present: recognise, desert, forget, disarm, invent, process, is discovering Past: began, have done, educated, stole, did, styled, furthered, have examined Future: will require, will frighten, will breathe, will graze
Verb tenses
Verbs can be changed to show what is happening in the present, what has happened in the past and what will happen in the future. 1. Sort the verbs into present, past and future. began recognise have done forget will frighten educated stole did process willbreathe willgraze Present Past Future 2. Write the past and future tense of these present tense verbs. PUPIL NAME (c) message (e) stand (d) confess will require desert disarm styled furthered invent isdiscovering haveexamined
pl e
(a) identify
(b) issue
3. Rewrite each sentence, changing the verbs to the future tense.
(a) She ate all the fudge and brushed her teeth before she went to bed. (b) I wrote a short story about the camp I went to in the holidays.
(c) Mum employed two people who have helped her manage the business. (d) My birthday came and I received what I needed for my computer.
4. These sentences are not written in a consistent tense. Rewrite each correctly. (a) She behaved badly then will say sorry to her parents. (past) (b) They are lining up outside the hall, then they voted. (future) (c) The jury was able to heard the facts when the lawyer speak. (past) (d) I have never ate cabbage because Mum doesnt bought it. (present) 5. Write sentences using the: (a) past tense of ride and prove (b) present tense of spoke and heard (c) future tense of following and depended
Vi
ew
in g
Sa m
59
(f) freeze
Pronouns
TEACHER INFORMATION
A pronoun is used in place of a noun to avoid repetition. Personal pronouns refer to people. They can be singular or plural, subjective or objective and may indicate gender. Examples are: I, you, he, she, we, they, me, him, her, his, them, mine, hers, theirs, ours. Impersonal pronouns refer to everything but people. They can be singular or plural, subjective, objective or possessive. Examples are: it, they, them, theirs. Relative pronouns refer to people and objects and connect clauses and sentences. They are used in the three cases: subjective who, that, which possessive whose, of that, of which, of whose objective whom, that, which. Other examples of relative pronouns are whoever, whomever, whichever and whatever. Demonstrative pronouns replace nouns and function in the same way as nouns in a sentence. They have no gender but are used in the three cases: subjective this, that, these, those possessive of this, of that, of these, of those objective this, that, these, those. Other examples of demonstrative pronouns are: other, such, same, former, latter and ordinal numbers (first, second etc.)
Grammar
Interrogative pronouns are used in asking questions. They include who, whose, whoever (used for people) and what, which and whatever (used for things). Reflexive pronouns are used in sentences that contain verbs whose actions are directed toward the subjects of the verbs. Add the suffixes self or selves to the personal pronouns my, your, him, her, our, them and one. Indefinite pronouns are words that refer to people or things without saying exactly who or what they are. Examples include all, another, any, anybody, anyone, anything, both, each one, either, everybody, everyone, everything, few, little, many, more, much, neither, nobody, none, no-one, nothing, other, others, several, some, somebody, someone, something and such. Note: Some indefinite pronouns can also be used as determiners. For example, I would like some (indefinite pronoun). I would like some apples (determiner).
1. (a) She, them
Vi
(b) nothing (b) which
(b) I, myself, I, you, it
ew
in g
Answers
(c) it, we, it (c) both (c) that
60
(c) his, hers, we, it
2. (a) he, they/we (b) we, her 3. (a) everyone 4. Answers will vary. 5. (a) who
6. I know I need permission from my parents to go to your house. I want to go by myself but I am sure they will take me in their car. It is difficult to give you an exact time because they are still talking among themselves. When somebody tells me, I will send you an SMS.
Sa m
pl e
(d) I, him, it, he (d) he/she, it/him (d) everything (d) which
Pronouns
A pronoun is a word that takes the place of a noun. 1. Underline the pronouns in each sentence. (a) She knows the best way to avoid arguments is to ignore them. (b) The book is a biography I wrote myself so I hope you will enjoy it. (c) Our family has a his and hers bathroom and we all find it easier in the mornings. (d) I recognised him from the paper where it said he had won a competition. Personal pronouns refer to people. Impersonal pronouns refer to everything else. They can be singular or plural. 2. Write the correct pronouns to complete each sentence. (a) Adam asked his Dad if PUPIL NAME (c) was a beautiful day so would suggest a film could watch together. (b) My sisters friend came to our house and both played with .
all went to the beach while
(d) Mark's teacher decided his behaviour should improve so
pl e
was still warm enough. .
spoke to his parents about
Indefinite pronouns are words that can refer to people or things without saying exactly who or what they are. 3. Underline the indefinite pronouns.
(a) Im sure the politician expects everyone to vote for her at the election. (c) Both are useful and are not that difficult to understand. 4. Write a sentence that includes the indefinite pronoun given and at least one personal pronoun. (a) somebody (b) something (c) anyone (d) anything Relative pronouns refer to people and objects and introduce a clause. 5. Underline the relative pronouns. (a) The student who wanted to study medicine was working hard. (b) Id like to know more about the latest release cars which are automatic. (c) We had an adventure that I never thought would be possible. (d) It is an important decision which they have to make about the charity foundation. 6. Highlight all the pronouns. I know I need permission from my parents to go to your house. I want to go by myself but I am sure they will take me in their car. It is difficult to give you an exact time because they are still talking among themselves. When somebody tells me, I will send you an SMS.
Vi
61
ew
(d) We require an explanation that will make everything much clearer.
in g
(b) There is nothing I like better than a mystery novel I can read at night.
Sa m
Adjectives
TEACHER INFORMATION
An adjective is a word that describes or gives more information about a noun or pronoun; e.g. pretty, thin, tall, delicious. It qualifies the word it describes by making it more specific; e.g. the red dressthe adjective red specifies the colour of the noun dress. Adjectives can tell about the colour, size, number, classification or quality of a noun or pronoun. They can come before or after the noun and usually after the pronoun; e.g. the beautiful bird, The bird is beautiful. It is beautiful. There are three forms of adjectives: absolute (e.g. small), comparative (e.g. smaller), superlative (e.g. smallest).
Grammar
Answers
1. 2. Examples include: (a) assemblyquiet, crowded, large, interesting, boring (b) entertainerfunny, pretty, popular, wonderful, great (c) instrumentnoisy, classic, light, musical, large, small (d) scientistintelligent, dedicated, careful, knowledgeable, famous (e) droughtterrible, annual, devastating, heartbreaking, long (f) cameradigital, expensive, new, small, advanced, latest (a) (b) (c) (d) (e) (f) more private, most private more punctual, most punctual prettier, prettiest more severe, most severe wealthier, wealthiest lesser, least
Vi
3. (a) The nervous woman confided in her caring doctor about her troubling symptoms. (b) The young woman was given ornamental jewellery by her generous mother. (c) The most injured passengers were taken to the nearest hospital for urgent treatment. (d) The courageous athlete continued her steady training despite a swollen face. (e) He engaged in a criminal act that caused serious damage to the most expensive house.
ew
in g
62
Sa m
pl e
Adjectives
Adjectives are words that describe or give more information about a noun or pronoun. They can tell something about the quality, characteristic, colour or size. You can identify an adjective by looking at the noun and asking, Whats it like?
1. Write three adjectives to describe each noun. (a) assembly (b) entertainer (c) instrument (d) scientist (e) drought (f) camera PUPIL NAME
Adjectives can be used to make comparisons. The three forms are: absolute comparative superlative nice nicer nicest rare rarer rarest difficult more difficult most difficult
pl e
intelligent more intelligent most intelligent
good better best
bad worse worst
2. Write the comparative and superlative forms of each adjective. (b) punctual (c) pretty (d) severe (e) wealthy (f) less
3. Underline the matching nouns and adjectives in each sentence. (a) The nervous woman confided in her caring doctor about her troubling symptoms. (b) The young woman was given ornamental jewellery by her generous mother. (c) The most injured passengers were taken to the nearest hospital for urgent treatment. (d) The courageous athlete continued her steady training despite a swollen face. (e) He engaged in a criminal act that caused serious damage to the most expensive house. 4. Write a sentence that includes any form of the two adjectives given. (a) suitable, terrific (b) scarce, punctual (c) unique, skilful (d) fashionable, difficult (e) mysterious, remarkable
Vi
ew
63
in g
(a) private
Sa m
Adverbs
TEACHER INFORMATION
An adverb can modify or add information about verbs (e.g. work quickly), adjectives (e.g. extremely pretty) and other adverbs (e.g. walking very quickly). They indicate when (soon), where (here), how (silently) and how often (frequently). Many adverbs end in ly; e.g. carefully, finally, nightly, exactly. Adverbs can be categorised as: time again, early, now, never, often, then, today, tomorrow location above, below, away, down, up, inside, outside, here, there manner fast, slowly, well, happily, creatively, politely, carelessly degree almost, entirely, little, much, more, rather, too, very reason so, why number first, once, second, twice, third.
Grammar
Answers
1. (a) quickly (d) curiously (g) naturally (b) vacantly (e) jealously (h) annually
3. Answers will vary. 4. 5.
Examples include: (a) stronglyheld, believed (c) thoroughlyworked, read (e) informallytalked, wrote (g) rarelyslept, cried (i) affectionatelyhugged, kissed
Examples include: (a) difficultextremely, very (c) athleticamazingly, very (e) scarcealmost, rather (g) deliciouswonderfully, entirely (i) seriousdefinitely, completely
Vi
ew
(b) (d) (f) (h) (b) (d) (f) (h)
in g
vacantlystared, looked suitablydressed, covered exactlyspoke, guessed seriouslylooked, spoke intelligentalways, very expensiveterribly, more annualfirst, always patientcautiously, never
64
Prim-Ed Publishing
2. (a) snored loudly (b) acted courageously (c) spoke angrily (d) always hungry (e) worked quietly and independently (f) successfully managed (g) completely exhausted, extremely wet (h) was held annually (i) Sensibly, wore
Sa m
www.prim-ed.com
(c) exactly (f) seriously (i) completely
pl e
Adverbs
An adverb modifies or gives more exact information, usually about a verb and sometimes about an adjective or another adverb. Many adverbs end in -ly and most answer the questions; when? (time), how? (manner) or where? (place). It is not always clear if a word is being used as an adverb until you see what work it does in a sentence; e.g. She works carefully (adverb). She is a careful worker (adjective). 1. Change these adjectives to adverbs. (a) quick (d) curious (g) natural (b) vacant (e) jealous (h) annual (c) exact (f) serious (i) complete
2. Underline the adverb and write it and the word or parts of the sentence that are modified; e.g. He walked quickly. Quickly modifies the verb walked. She was definitely honest. Definitely modifies the adjective honest. PUPIL NAME (b) She acted courageously. (c) He spoke angrily. (d) The children are always hungry. (e) She worked quietly and independently.
(f) They successfully managed their small business. (h) The concert was held annually. (i) Sensibly, they wore hats.
(g) He was completely exhausted and extremely wet.
(a) eventually (b) gradually
4. Write a verb to match each adverb. (a) strongly (d) suitably (g) rarely (b) (e) (h) vacantly informally seriously (c) (f) (i) thoroughly exactly affectionately
5. Write an adverb to go with each adjective. (a) (d) (g)

Prim-Ed Publishing
Vi
difficult
3. Write two sentences to show each adverb used in different positions.
ew
An adverb can be placed at the beginning, middle or end of a sentence; e.g. Sometimes I listen to music. I sometimes listen to music. I listen to music sometimes.
in g
(b) (e) (h)
Sa m
intelligent scarce patient
65
pl e
(c) (f) (i) athletic annual serious
(a) Her husband snored loudly.
expensive delicious
www.prim-ed.com
Conjunctions
TEACHER INFORMATION
A conjunction is a word (or words) that connects words, phrases, clauses and sentences; e.g. and, but, because, so, that. Conjunctions used to join sentences of equal importance are called coordinating conjunctions; e.g. I like apples and oranges. They include and, but, for, yet, or, as well as, both, so, therefore and nor. Conjunctions used to join clauses are called subordinating conjunctions; e.g. She was happy because I arrived. They include because, before, if, while, until, like, though, although, unless, as, since, where, whenever, wherever.
Grammar
Answers
1. (a) The unconscious passenger was checked at the scene and taken to hospital. (b) The police officer has a description but it is not as clear as he would like. (c) The instructions were difficult to follow because they were translated from a foreign language. (d) The possible sequence of events is shown although we are unsure of the final result. (e) It will be impossible to get permission unless I have completed everything Im supposed to. (f) The campaign was aired in the media so that everyone would be aware of the dangers. 2. Answers will vary. 3. Answers may include: (a) because, as (so) (c) unless, until, so (and) (e) and, as well as (or)
Vi
ew
in g
(b) after, when (before) (d) if, when (but) (f) so (because)
Sa m
pl e
Conjunctions
Conjunctions are words that join other words, phrases and sentences. 1. Circle the conjunctions. (a) The unconscious passenger was checked at the scene and taken to hospital. (b) The police officer has a description but it is not as clear as he would like. (c) The instructions were difficult to follow because they were translated from a foreign language. (d) The possible sequence of events is shown although we are unsure of the final result. (e) It will be impossible to get permission unless I have completed everything Im supposed to. (f) The campaign was aired in the media so that everyone would be aware of the dangers. Some joining words called coordinating conjunctions are used to connect two parts of a sentence that have an equivalent value; e.g. Either you help me now or help me tomorrow. 2. Write a sentence that includes each pair of conjunctions given. PUPIL NAME (b) not only, but (c) either, or
3. Write a more appropriate conjunction for the incorrect ones provided. (a) It was a suitable outfit so it was such a formal occasion. (b) Im sure the players can only attend the party before the football match is finished. (c) My nanna said she wouldnt know how to use her new phone and I helped her. (e) I think its important to know about environmental or political issues in our country. (f) It really is necessary to have a sense of humour because the negatives dont depress you. 4. Add to each sentence after the conjunction. (a) You can watch that film, provided (c) Are you serious about that or (d) I would like you to see this as soon as (e) I hope you can manage so that (f) I do recognise it; however, 5. Write a sentence that includes all the conjunctions given. (a) and, but, because (b) so, and, unless (c) but, before, or (d) after, because, so
Vi
(b) Its extremely hot, though
ew
in g
(d) Being fit is a great advantage but you want to make the team.
Sa m
67
pl e
(a) both, and
Prepositions
TEACHER INFORMATION
Prepositions are words that show the relationship between two words or phrases in a sentence. They show the relationship between time and space and are always attached to a noun or pronoun; for example: Tim walked to school. The cat was under the tree. I sat behind Max. Prepositions are usually short words such as on, above, in, with, by, near, down, off and along. More complex prepositions include instead of, apart from, ahead of, with reference to and in addition to.
Grammar
Answers
1. (a) (b) (c) (d) (e) (f) The medicine was in a safe place. They conducted a survey on eating habits. His role was to patrol around the area. The fiction book was near the atlas. There was a suitcase underneath the bed. The herbs are planted beside the roses. (b) from/of (e) onto
6. (a) The politician was elected by the people because of her honesty about the relevant issues. (b) The disappearance was unsolved within 24 hours despite the work of the police. (c) He was at the back of the bus and sat beside a man with a scruffy appearance. (d) We travelled via the small town and along the coast road until we reached our destination. 7. Answers will vary.
Vi
ew
5.
Examples may include: (a) locationaboard, above, by, near, down, up, on, off, underneath (b) timeafter, before, until, past, since, during (c) directionacross, around, from, to, toward, via
in g
68
4. (a) I think her poor behaviour was because of a sleepless night. (b) According to the fire service, the blaze was deliberately lit. (c) In spite of her best intentions, she was unable to complete everything. (d) He was very nervous when the man stood right in front of him.
Sa m
2. Answers may include: (a) about (d) near
(c) among/in (f) down
pl e
Prepositions
Prepositions are words that show how one thing is related to another. A preposition shows position, direction and time. 1. Underline the preposition in each sentence. (a) The medicine was in a safe place. (c) His role was to patrol around the area. (e) There was a suitcase underneath the bed. (b) They conducted a survey on eating habits. (d) The fiction book was near the atlas. (f) The herbs are planted beside the roses.
2. Write a suitable preposition to complete each sentence. (a) The essay was written (c) I couldnt find Tia (e) She stepped politics. the crowd. the stage to perform. (b) He had a description (d) We were seated (f) The unconscious man fell the witness. the stage. the stairs.
3. Prepositions can be more than one word. Write a sentence for each prepositional phrase. PUPIL NAME (b) in addition to (c) instead of (d) aside from
4. Underline the prepositional phrases in each sentence.
Sa m

69
pl e
CLUB
(a) in place of
(a) I think her poor behaviour was because of a sleepless night. (b) According to the fire service, the blaze was deliberately lit. (d) He was very nervous when the man stood in front of him.
(c) In spite of her best intentions, she was unable to complete everything.
(a) location (b) time (c) direction
ew
5. Write four prepositions that represent:
in g

Vi
6. Circle all the prepositions in each sentence. (a) The politician was elected by the people because of her honesty about the relevant issues. (b) The disappearance was unsolved within 24 hours despite the work of the police. (c) He was at the back of the bus and sat beside a man with a scruffy appearance. (d) We travelled via the small town and along the coast road until we reached our destination. 7. Write a sentence that includes all of the prepositions given. (a) beneath, with, on (b) after, by, through (c) over, since, under
Elements of a sentence
TEACHER INFORMATION
Grammar
A sentence is a group of words that makes sense on its own. The main parts of a sentence are the verb and the subject of the verb. Other elements of a sentence include the direct object of the verb, an indirect object and modifiers such as adverbs and adjectives, phrases and clauses. To identify: the verb ask, what action is being taken? the subject ask, who or what is doing the action? the direct object ask, who or what receives the action? an indirect object ask, who or what is receiving the direct object? There must be a direct object to have an indirect object which is always a noun or a pronoun. The indirect object comes before the object and although not stated 'to' or 'for' the indirect object is understood. For example, He (subject) gave (verb) me (indirect object) the ball (object).
Answers
1. (a) (b) (c) (d) (e) (f) 2. (a) (b) (c) (d) (e) (f) Sentence I avoided the argument. She will deliver the invitations. They recognised each other. The doctor prescribed medication. His patient required surgery. Ruby suggested the novel. Sentence Verb
Sa m
Subject I she they the doctor his patient Ruby Subject Lily Jess the business Lewis the snake he
70
avoided
(will) deliver recognised prescribed required suggested Verb cooked showed offered showed gave took (b) annual (e) demanding
in g
ew
pl e
each other medication surgery the novel breakfast the table the car his rash a fright a painting
Modifiers affect the meaning of another word in some way by giving more information. They might describe, define or make a meaning more precise. A modifier can be one word or a group of words.
Direct object the argument the invitations
Direct object
Indirect object Mum me us the doctor us them
Lily cooked breakfast for her Mum. The business offered us the car. The snake gave us a fright. He took them a painting.
Lewis showed the doctor his rash.
3. Examples include: (a) expensive, exclusive (d) with the large spire 4. Answers will vary.
Vi
Jess showed me the new table.
(c) completely (f) fashionable, beautiful
Prim-Ed Publishing
www.prim-ed.com
Elements of a sentence
A sentence is a group of words that makes sense on its own. The main parts of a sentence are the verb and the subject of the verb. Other elements of a sentence include the direct object of the verb, an indirect object and modifiers such as adverbs and adjectives, phrases and clauses. 1. Write the verb, subject and direct object in each sentence. Sentence (a) I avoided the argument. (b) She will deliver the invitations. (c) They recognised each other. (d) The doctor prescribed medication. (e) His patient required surgery. (f) Ruby suggested the novel. An indirect object is a noun or pronoun that refers to who benefits from the action of a verb. PUPIL NAME 2. Write the elements of each sentence in the correct category. Sentence (a) Lily cooked breakfast for her Mum. (b) Jess showed me the new table. (c) The business offered us the car. (d) Lewis showed the doctor his rash. (e) The snake gave us a fright. (f) He took them a painting. Verb Verb Subject Direct object
pl e
Subject destroyed.
Direct object
Indirect object
3. One modifier is already underlined. Write another suitable modifier to complete each sentence. (b) The school concert was an (d) The building (f) The
Vi
(a) The wealthy woman lived in an
ew
Modifiers affect the meaning of another word in some way by giving more information. They might describe, define or make a meaning more precise. A modifier can be one word or a group of words.
in g
(c) No-one could believe that the entire town was (e) She was an extremely successful athlete who retired from her
is situated in the centre of Sydney. sport to raise a family. dress looked fantastic on the confident woman.
4. Write sentences that include the three main elements: verb, subject and modifier. Include the verb given. (a) removed (b) occupied (c) inform
Sa m
house. tradition that everyone enjoyed.
Phrases and clauses

TEACHER INFORMATION
A phrase is a group of two or more words that does not contain a verb and its subject. It does not make sense on its own. For example: She walked towards the house. Towards the house is the phrase of this sentence. It gives more information, or modifies the verb walked. She is the subject. A clause is a group of words that does contain a verb and its subject. It can be a simple sentence; e.g. We had very little rain last month. There are two types of clauses: The main or independent clause, which can stand by itself and make complete sense; e.g. I ate a salad sandwich. The subordinate or dependent clause, which does not make sense on its own. It depends on the main clause for its meaning; e.g. because I was hungry.
Grammar
4. Answers will vary. 5. (a) phrase (d) clause
Vi
ew
(b) phrase (e) clause
3. (a) After the award ceremony finished, all the actors enjoyed a huge party. (b) Our family purchased a new television when we went to the store. (c) The charity event raised a substantial amount of money to help children. (d) When she arrived home from school, she realised she had left her jacket on the back of her chair. (e) The new technology represents a change at the company which is located in Asia.
in g
72
Sa m
(c) clause
1.
(a) (b) (c) (d) (e)
away from the school grounds as soon as possible with the short hair in the garden across the small creek
pl e
Answers
Phrases and clauses

A phrase is a group of two or more words that does not contain a verb with a subject. 1. Write the phrase in each sentence. (a) They cycled away from the school grounds. (b) She is leaving as soon as possible. (c) The model with the short hair looks best. (d) My neighbour is working in the garden. (e) They waded across the small creek. 2. Add a phrase to the subject and verb given to create a complete sentence. (a) The actor developed (b) An experienced nurse recognised (c) The President suggested PUPIL NAME (e) Pete explained (d) Her parents discussed . . . . .
(a) After the award ceremony finished, all the actors enjoyed a huge party. (b) Our family purchased a new television when we went to the store. (d) When she arrived home from school, she realised she had left her jacket on the back of her chair.
4. Write a sentence that includes a main clause and the subordinate clause given. (a) won the race (b) because I was early (c) when she was younger (d) where there is no security (e) as they discussed 5. Decide if the underlined words are a phrase (P) or a clause (C). (a) The groom in the new suit was waiting nervously. (b) Our tiny black and white dog was asleep on the floor. (c) My aunt knitted me a scarf to wear to the football match. (d) When school was finished, our family went on a camping trip. (e) My brother eats a lot of cereal because he is always hungry.
Vi
(e) The new technology represents a change at the company which is located in Asia.
ew
(c) The charity event raised a substantial amount of money to help children.
in g
3. Highlight the main clause in each sentence.
Sa m
73
A clause is a group of words that does contain a verb and its subject. There are two types of clauses: The main or independent clause which can stand by itself and make complete sense. The subordinate or dependent clause which does not make sense on its own. It depends on the main clause for its meaning.
pl e
Sentences
TEACHER INFORMATION
A simple sentence has one main idea and usually contains only one verb and one subject. It cannot be broken down into other clauses; e.g. Mark (subject) threw (verb) the ball is an example of a simple sentence. A compound sentence has two (or more) independent clauses with a conjunction; e.g. Tim and I saw the film but I didnt enjoy it. (Clauses can be separated by a comma, semicolon or colon.) A complex sentence has a main (independent) clause and at least one subordinate (dependent) clause; e.g. The doctor worked long hours at a hospital where there were many very sick children.
Grammar
Answers
1.4. Answers will vary.
Vi
ew
in g
Prim-Ed Publishing
Sa m
www.prim-ed.com
pl e
Sentences
A simple sentence has only one verb with a subject. 1. Add a subject and adverb to each verb given and write a simple sentence. Note the different sentence type required. (a) (statement) disappeared (b) (question) recognise (c) (statement) think (d) (statement) compete (e) (question) instructed A compound sentence is made up of two or more simple sentences joined by a conjunction. 2. Add to the simple sentence to create a compound sentence. PUPIL NAME (b) Dale and Sam rode 10 km (c) Oscar planned his adventure holiday (d) The students completed a punctuation review (e) Mrs Harris requested an information package
A complex sentence is made up of a main clause and one or more subordinate clauses. Each clause contains a verb. The main clause can go at the beginning, middle or end of the sentence. 3. Create a complex sentence by adding a subordinate clause to the main clause given. (b) He gave his opinion
(c) Blake wore his football boots (e) They waited at the hospital
4. Use at least one word from each list to create three complex sentences with at least one subordinate phrase. Nounsscientist, actor, Australia, Africa, class, Dr Adams, Los Angeles, Sienna, Josh, home Verbsaccept, identify, recognise, require, argue, decide, discuss, perform, explain, laugh Adverbsannually, occasionally, seriously, happily, honestly, beautifully, horribly, successfully Adjectivesfantastic, youngest, national, wealthiest, average, traditional, environmental, nervous

Vi
(d) The celebrity performed on stage
ew
75
(a) Lucy caught the bus
in g
Sa m
pl e
(a) She proudly represented the school
Paragraphs
TEACHER INFORMATION
A paragraph is a group of sentences about one main idea. The sentences should follow in a logical order. It is usual to start a new paragraph when introducing a person, new place, change of time or idea.
Grammar
Answers
1. (a) The main idea is a familys involvement with football. The sentence incorrectly placed is She dreams of refereeing a final. It should be placed before the sentence that starts with Our whole family . The sentence that does not belong is We did travel overseas during our last holiday. (b) The main idea is bullying. The sentence incorrectly placed is The damage inflicted by these newer tactics is often tragic. It should be placed before the sentence that starts with Most schools . The sentence that does not belong is Police officers often deal with traffic offences. (c) The main idea is creating a healthy lifestyle. The sentence incorrectly placed is Its the time when your mind and body can repair and rejuvenate. It should be the last sentence of the paragraph. The sentence that does not belong is I already have a list of songs Id like to listen to. 2. Answers will vary.
Vi
ew
in g
Prim-Ed Publishing
Sa m
www.prim-ed.com
pl e
Paragraphs
A paragraph is a group of sentences in logical order about one main idea. 1. Identify the main idea of each paragraph. Write the sentence that is incorrectly placed and the one that does not belong. (a) Once the football season begins, our weekends become very busy. My youngest brother plays quite early on a Saturday morning. She dreams of refereeing in a final. Sometimes the games are held on pitches that are a long way from home. We did travel overseas during our last holiday. My eldest sister has a passion for the game and is now an referee. Our whole family supports the same team. That means we are either at the match or flopped in front of the TV. No matter when the match is on my parents always organise a barbecue, or a roast if its a wintry day. PUPIL NAME The main idea is The sentence that is incorrectly placed The sentence that does not belong
The main idea is The sentence that does not belong
The sentence that is incorrectly placed
The main idea is
The sentence that is incorrectly placed The sentence that does not belong
2. Include the sentence given in a paragraph. Think carefully about the main idea you want to convey. (a) I had an extremely interesting conversation with my parents. (b) The concept was brilliant!
Vi
ew
(c) Creating a healthy, balanced life doesnt need to be complicated. Its the time when your mind and body can repair and rejuvenate. Eat well, exercise often and get the right amount of sleep. Most of us know which foods are healthy and which are not. Physical activity is basically freewalk, run, jump, skip, cycle, swim an endless list really! I already have a list of songs I'd like to listen to. A regular sleep routine is vital.
in g
Sa m
77
(b) It seems that no matter who you are or where you are, bullying behaviour is a major issue. The damage inflicted by these newer tactics is often tragic. So many young people are affected, some in extreme ways. Face-to-face bullying can involve physical altercations with a range of injuries reported. Police officers often deal with traffic offences. With the prevalence of mobile technology, victims are often persecuted through cyberspace. Most schools and parents do their best to deal with the problem, but is enough being done?
pl e
Review
TEACHER INFORMATION
Answers
1. 2. Answers will vary. Examples include: (a) proper nounsLondon, Melbourne, Jennifer, Eiffel Tower, Mr Clark, Lake Ontario (b) abstract nounslove, danger, pain, jealousy (c) collective nounsclass, hive, team, herd, pack, convoy (d) common nounsgirl, pencil, computer, country, house (e) pronounshe, she, I, it, hers, theirs, we, they (f) conjunctionsbut, and, because, so, unless, although (g) prepositionson, behind, underneath, below, near, over, across (h) adverbslazily, quickly, thickly, nicely, calmly (i) adjectivesshort, largest, beautiful, nasty, boring, excellent (a) (c) (e) (g) thought, will think argued, will argue achieved, will achieve recognised, will recognise (b) (d) (f) (h) decided, will decide estimated, will estimate identified, will identify disappeared, will disappear
Grammar
3. (a) something, I, it (c) them (e) I, anyone, you 4.
(b) its, someones, it (d) you, me, it, I, it, myself
Examples include: (a) computersmall, large, square, heavy, black (b) Australiavast, wonderful, varied, diverse, unique (c) mobile phonetiny, useful, convenient, pink, expensive (d) koalacute, furry, lazy, hungry, cuddly (e) waterplain, clear, tasteless, vital, essential (b) automatically (f) extremely
in g
78
5. Adverbs: (a) nervously (e) definitely Suitable verbs will vary. 6. Answers will vary.
Sa m
(c) frequently (g) gradually (d) seriously (h) emotionally
Vi
ew
pl e
Review
1. Give two examples for each. (a) proper noun (f) conjunction (a) think (e) achieve PUPIL NAME (b) abstract noun (g) preposition (b) decide (f) identify (c) collective noun (d) common noun (h) adverb (i) adjective (c) argue (g) recognise (d) estimate (h) disappear (e) pronoun
2. Write the past and future tense of each verb.
(a) There was something not quite right, but I couldnt work out what it was. (b) The best way to find its definition is to use someones dictionary and look it up. (c) The doctor who had just operated told them their son would be fine now his surgery was over. (d) If you can tell me how to do it, I will go right ahead and finish it by myself. 4. Write three adjectives to describe each noun.
ew
(a) computer
(b) Australia
in g
(e) I dont know of anyone who will agree to go with you to that place. (c) mobile phone (d) koala (c) frequent (g) gradual (c) although, before (e) water (d) serious (h) emotional (d) as soon as, unless
Vi

5. Change each word to an adverb and add a suitable verb. (a) nervous (e) definite (a) and, because (a) (b) (c) (d)
(b) automatic
(f) extreme
6. Use both conjunctions in a sentence. (b) either, or
Sa m

79
3. Circle the pronouns in each sentence.
pl e
Editing
TEACHER INFORMATION
Answers
1. 2. Incorrect nouns as shown. Alternative nouns are example answers. (a) disaster (holiday) Neptune (Paris) (b) countries (cities, towns) metres (kilometres) (c) spiders (bees) grass (flowers) (d) crossword (document, form) personality (identity) (e) victim (criminal, offender) vacation (imprisonment)
Grammar
Vi
5. (a) The national museum has artwork and exhibits on display that people can enjoy whenever they visit. (b) When we were living in a different neighbourhood, I was easily able to walk to school in less than ten minutes. (c) Mitch and Zoe have joined our group to train in first-aid and give themselves a better understanding.
ew
in g
80
4. (a) Im almost certain that these cakes and biscuits are too stale to eat. (b) My parents have decided that everyone is going to the cinema together. (c) Several of us from class are going on a camping trip to the rainforest. (d) The lawn mower and trimmer were stored in the backyard shed.
Sa m
3. Incorrect conjunctions as shown. Alternative conjunctions are suggested answers. (a) but (and) (b) unless (because) (c) because (unless) (d) because (so)
pl e
Answers may include: (a) Oliver wanted to go to the beach so he asked permission. (b) Mr Dean called his wife and asked her to meet him at the restaurant. (c) Captain Jones stepped into the cockpit and spoke to the copilot before they took off. (d) Natalie put her clothes in the drawer before breakfast and told anybody who would listen. (e) They were playing football outside when the ball landed on the roof and they couldnt get it.
Editing
1. Underline the two incorrect nouns in each sentence and write more suitable words above them. (a) We had a wonderful disaster when we travelled overseas to Neptune. (b) The distance between the countries was 400 metres so it took us over four hours by car. (c) The swarm of spiders buzzed around the garden looking for sweet-smelling grass. (d) Complete the crossword carefully when applying for a passport; its proof of your personality. (e) The victim was sentenced to fifteen years vacation for the horrible crime. 2. Replace the incorrect pronouns and prepositions in these sentences. (a) Oliver wanted to go over the beach so she asked permission. (b) Mr Dean called his wife and asked him to meet him under the restaurant. PUPIL NAME (c) Captain Jones stepped beneath the cockpit and spoke to the copilot after they took off.
(e) They were playing football inside when the ball landed beside the roof and he couldnt get them. 3. Underline the incorrect conjunctions and write a more suitable word for each. (a) The fire officer surveyed the damage but identified where the blaze had started. (c) We are all going because someone is unwell during the week. (d) Its best to wait and ask because we dont make a mistake. 4. These sentences have incorrect subject and verb agreements. Write the verb correctly. (a) Im almost certain that these cakes and biscuits is too stale to eat. (b) My parents have decided that everyone are going to the cinema together. (c) Several of us from class is going on a camping trip to the rainforest. (d) The lawnmower and trimmer was stored in the backyard shed. 5. Identify the errors and write each sentence correctly. (a) The national museum have artwork and exhibit on displays that persons can enjoy wherever they visit. (b) When we was living on a different neighbourhood, I were easy able to walk past school in less than ten minute. (c) Mitch and Zoe has joined ours group to training in first-aid and give yourselves a best understanding.
Vi
ew
in g
(b) I cant give any quick suggestions unless I need to think carefully about it.
Sa m
81
(d) Natalie put her clothes on the drawer during breakfast and told nobody who would listen.
pl e

English Back To Basics

Încărcat de

Informații document

Titlu original

Drepturi de autor

Formate disponibile

Partajați acest document

Partajați sau inserați document

Opțiuni de partajare

Vi se pare util acest document?

Este necorespunzător acest conținut?

Drepturi de autor:

Formate disponibile

English Back To Basics

Încărcat de

Drepturi de autor:

Formate disponibile

6317UK