Pupil Book 6
Vocabulary, Grammar and Punctuation
Author: Abigail Steel
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Pupil Book 6
Vocabulary, Grammar and Punctuation
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Contents Page Vocabulary Unit 1: Using a thesaurus
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Unit 2: Synonyms and antonyms
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Unit 3: Our changing language
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Grammar Unit 1: Using the subjunctive
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Unit 2: Using the passive voice
14
Unit 3: Relative clauses
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Unit 4: Linking ideas in paragraphs
18
Punctuation Unit 1: Using commas for clearer meaning
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Unit 2: Hyphens to avoid ambiguity
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Unit 3: Brackets, dashes and commas
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Unit 4: Boundaries between clauses
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Unit 5: Colons and semi-colons in lists
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Unit 6: Punctuating bulleted lists
30
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Vocabulary Unit 1
Using a thesaurus We can use a thesaurus to find words with similar meanings. It can help us to find new or better words for what we want to say. ●
The chocolate cake Jacqui’s mother made was nice delicious.
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The weather for the garden fete last week was nice temperate.
Get started Look up each of these words in a thesaurus. Find at least five different words with similar meanings and list them. One has been done for you. 1. stale sour, old, decayed, musty, fusty 2. dull 3. clean 4. save 5. look 6. happy 7. skip 8. scary
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Try these Read each sentence and look up the underlined word in a thesaurus. Copy out the sentence, replacing the underlined word with a more informal term. One has been done for you. 1. The pop star was inundated with fan mail when she finally returned home from touring. Answer: The pop star was swamped with fan mail when she finally returned home from touring. 2. The curious explorer, waiting patiently, wondered with anxiety what would emerge from the cave in front of her. 3. The old man realised his mistake and retracted his statement in court. 4. Old Major Faversham, who’s a friend of my Gran, inquired what my name was. 5. The full moon was luminous in the black, starry sky. 6. The pantomime we saw in London last Christmas was very diverting.
Now try these For each sentence, look up the underlined words in a thesaurus. Copy out the sentence, replacing the underlined words with different words of your choice. Then explain why you chose these words. 1. The old man’s coat, which he had worn in the storm, was soaked with rain. 2. The cute little kitten lay down and stretched out on the mat. 3. We went to the large amusement park and had a fun day. 4. The new teacher was great – he immediately told us lots of interesting facts about history. 5. I saw lots of new animals when we went on holiday this summer. 6. The smelly smell travelled around the room.
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Vocabulary Unit 2
Synonyms and antonyms Synonyms are words that have the same meanings as one another. Antonyms are words that have opposite meanings. They can be found using a thesaurus or dictionary. ●
Synonyms: big, enormous, gigantic, huge
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Antonyms: fast / slow; big / little; tall / short
Get started Copy and complete each sentence by replacing the underlined word with a suitable synonym. One has been done for you. 1. The king had returned from a long journey and devoured his welcome-home feast quickly. Answer: The king had returned from a long journey and consumed his welcomehome feast quickly. 2. The beautiful, wild hawk perched high in the branches of an old oak tree. 3. The dainty ballerina danced beautifully across the stage in her bright pink costume. 4. It was only by the smallest chance that the lucky rabbit got away from the fox. 5. I wanted some of the mushroom pizza, but there was only a little bit left! 6. Three large, gentle cows with black spots stood eating grass in the field. 7. Caroline held onto her new puppy’s lead tightly, so he couldn’t run off.
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Try these Find an antonym for each word and write it in a sentence, underlining it. One has been done for you. 1. passive Answer: Dan was active in his hunt for the missing money. 2. determined 3. anxious 4. comfortable 5. angry 6. friendly 7. tall 8. obscure
Now try these Find two synonyms and two antonyms for each word. Then choose one synonym and one antonym, and write each in a sentence. 1. auspicious 2. antiquated 3. sweltering 4. discard 5. hideous 6. resounding
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Vocabulary Unit 3
Our changing language We use informal language when we are speaking or writing casually to friends, family or people we know well. We use formal language when we are speaking or writing to someone important or a person we don’t know. ●
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Informal: shorter words, words missed out, slang, contractions and incomplete sentences Formal: careful word choices, polite and respectful language, no contractions and only complete sentences
Get started Rewrite each formal sentence in an informal style by changing the underlined words. One has been done for you. 1. I do not care for this flavour. Answer: I don’t like this flavour. 2. In the film we are watching, the aliens are displeased. 3. They do not know how to communicate with humans well. 4. Resultantly, the misunderstanding meant there would be a large battle. 5. Fortunately, the aliens could not defeat the humans. 6. Now they have found someone who is highly skilled at speaking both languages. 7. I am convinced that things will improve now they are understanding each other. 8. All in all, I have only found the film acceptable: I do not really appreciate war scenes.
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Try these Rewrite these sentences using formal language. One has been done for you. 1. We saw a cool film the other night. Answer: We watched an excellent film recently. 2. We didn’t get bored ’cause it was dead exciting. 3. It was ’bout a family coming over from the USA. 4. They’d been on the run from their own country. 5. They’d been caught pinching stuff from big banks. 6. Decided to come over here. 7. Turned out, they were booted out of the new place and turned in! 8. I couldn’t stop thinking about it after.
Now try these 1. Write an informal text message to a friend about meeting up. 2. Write a short, formal letter complaining to a restaurant. 3. Write a quick email to a family member about some plans. Will you use formal or informal language? 4. Write a short report on a book you have read recently. Will you use formal or informal language? 5. Write a short scene between two children talking in the playground. Will you use formal or informal language? 6. Write a short speech you could deliver at a school prize day or parents’ evening. Will you use formal or informal language?
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Grammar Unit 1
Using the subjunctive The subjunctive form of verbs refers to what someone imagines, wishes or hopes will happen. We usually use it in formal writing rather than everyday speech. ●
The head teacher suggested that the boys stop playing football.
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I wish the house were closer to the park.
Get started Copy out these sentences, underlining the subjunctive verb in each. One has been done for you. 1. Mum wishes that my brother keep his room tidy, but of course he disagrees. Answer: [Mum wishes that my brother keep his room tidy, but of course he disagrees.] 2. It is important that Ruchi practise netball if she wants to become good enough for the county team. 3. I suggested that Pippa come to the cinema, as I haven’t seen her for months. 4. On the day of the school play, Ms Cox insisted we be at school early. 5. The teacher recommends that we write carefully during our exam, so the marker can read it. 6. We’ve packed a huge picnic – the day would be ruined if it were raining! 7. Liam demanded that our project include his name on the title page.
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Try these Copy and complete each subjunctive sentence by choosing a suitable verb. One has been done for you. 1. I wish it ________ true, but I know you’re making it up! Answer: [I wish it were true, but I know you’re making it up![] 2. My baby sister demands that I ________ with her, otherwise she cries. 3. It is important that we _________ our teeth daily to keep them healthy. 4. Suppose he ________ feeling better this afternoon, he might get up. 5. The princess requests that you __________ the ball at the palace tonight. 6. The French teacher insisted that Dean __________ harder with his vocabulary. 7. Is it really necessary that we __________ there at seven o’clock? 8. Dad recommended that Amara __________ a school club to help her make friends.
Now try these Copy and complete these sentences, using a subjunctive verb in each one. 1. Ravi proposed that . . . 2. I suggest very strongly that . . . 3. It is vital that . . . 4. Mr Henderson says it’s important that . . . 5. They all urge that you . . . 6. It was an odd request, that . . .
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