Striving to Improve: English - Writing Book 1 by Teacher Superstore

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Acknowledgements i. Clip art images have been obtained from Microsoft Design Gallery Live and are used under the terms of the End User License Agreement for Microsoft Word 2000. Please refer to www.microsoft.com/permission. i. Front cover: i-stock Photos.

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The purchasing educational institution and its staff have the right to make copies of the whole or part of this book, beyond their rights under the Australian Copyright Act 1968 (the Act), provided that: The number of copies does not exceed the number reasonably required by the educational institution to satisfy its teaching purposes;

For details of the CAL licence for educational institutions contact: Copyright Agency Limited Level 19, 157 Liverpool Street Sydney NSW 2000 Telephone: (02) 9394 7600 Facsimile: (02) 9394 7601 E-mail: info@copyright.com.au

Copies are made only by reprographic means (photocopying), not by electronic/digital means, and not stored or transmitted;

Copies are not sold or lent;

Every copy made clearly shows the footnote, ‘Ready-Ed Publications’.

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Any copying of this book by an educational institution or its staff outside of this blackline master licence may fall within the educational statutory licence under the Act. The Act allows a maximum of one chapter or 10% of the pages of this book, whichever is the greater, to be reproduced and/or communicated by any educational institution for its educational purposes provided that

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Reproduction and Communication by others Except as otherwise permitted by this blackline master licence or under the Act (for example, any fair dealing for the purposes of study, research, criticism or review) no part of this book may be reproduced, stored in a retrieval system, communicated or transmitted in any form or by any means without prior written permission. All inquiries should be made to the publisher at the address below.

o c . che e r o t r s super Published by: Ready-Ed Publications PO Box 276 Greenwood WA 6024 www.readyed.net info@readyed.com.au

ISBN: 978 186 397 854 5 2

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educational institution (or the body that administers it) has given a remuneration notice to Copyright Agency Limited (CAL) under Act.

Contents Teachers’ Notes Australian Curriculum Links

4 4

Section One: Prefixes and Suffixes

5 6 7 8 9 10 11 12 13 14 15 16 17

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Section Two: Plurals

Plurals 1 Plurals 2 Plurals 3 Plurals 4 Plurals 5 Unusual Plurals All Types of Plurals 1 All Types of Plurals 2

18 19 20 21 22 23 24 25 26

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Prefixes 1 Prefixes 2 Prefixes 3 Prefixes 4 Prefixes 5 Suffixes 1 Suffixes 2 Suffixes 3 Suffixes 4 Suffixes 5 Suffixes 6 Suffixes and Prefixes

Section Three: Nouns

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Nouns Proper Nouns Common and Proper Nouns Collective Nouns Abstract Nouns Four Types of Nouns

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Section Four: Verbs and Adverbs

27 28 29 30 31 32 33

34 35 36 37 38 39 40 41

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Verbs 1 Verbs 2 Verbs 3 Verbs 4 Verbs 5 Adverbs More Adverbs

Section Five: Adjectives Adjectives More Adjectives Quantitative Adjectives Comparative and Superlative Adjectives 1 Comparative and Superlative Adjectives 2 Comparative and Superlative Adjectives 3 Expanding Adjectives

42 43 44 45 46 47 48 49

Answers

50-55 3

Teachers’ Notes Writing Book 1 is part of the Striving To Improve series which is targeted at children aged between 11 and 15 years who are struggling to meet the expected requirements specified by the Australian Curriculum for their age group.

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The children who you teach may be struggling with their school work because they have been diagnosed with learning difficulties such as ADHD or dyslexia. They may be struggling because of social factors which have resulted in them missing a lot of school. Whatever the reason, this book will help students begin to write more clearly, accurately and confidently.

Activities in this book are linked to the Australian Curriculum for Years 5 and 6, so children feel that what is being asked of them is actually achievable. To make the tasks more manageable, they have been broken down into small parts which gives each student the opportunity to process one idea at a time. Time limits have been either abandoned or made flexible for students.

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With this book you can prevent those students who have been left behind from regressing any further, and help them to feel that they too can be successful at school.

Australian Curriculum Links . t e

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YEAR 5 LANGUAGE Expressing and Developing Ideas • ACELA1508 • ACELA1513 • ACELA1514

YEAR 6 LANGUAGE Expressing and Developing Ideas • ACEL1523 • ACELA1526

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r o e t s Bo r Section One: e p ok u Prefixes and Suffixes S

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 Prefixes 1 A prefix is a group of letters added to the beginning of a word to change its meaning. For example, the prefix pre, meaning before, can be added to the word heat, to make the new word preheat, meaning to heat beforehand. When adding a prefix, it is not necessary to change the spelling of the base word.

* TASK A

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Look at the prefixes and their meanings below.

Pre: means before, such as preschool and prearrange.

Un: changes the meaning of a word to its opposite, such as unemployed and undo. Semi: means half or partly, such as semicircle and semiconscious.

* TASK B

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Re: means again, such as redo, revisit and review.

Highlight the prefix in each word below, then write a sentence for each

prefixed word.

preschool: ______________________________________________________________ ________________________________________________________________________

© ReadyEdPubl i cat i ons ________________________________________________________________________ •f orr evi ew pur posesonl y• unemployed: ____________________________________________________________

prearrange: ______________________________________________________________

________________________________________________________________________

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undo: ___________________________________________________________________ ________________________________________________________________________

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redo: ___________________________________________________________________

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________________________________________________________________________ revisit: __________________________________________________________________ ________________________________________________________________________ review:__________________________________________________________________ ________________________________________________________________________ semicircle: _______________________________________________________________ ________________________________________________________________________ semiconscious: ___________________________________________________________ ________________________________________________________________________ 6

 Prefixes 2

* TASK

Add prefixes to the words below to create new words. Choose from: un, re, semi and pre. Write the meanings of the new words. Some words can take more than one prefix.

____ happy:

___________________________________________________________ ___________________________________________________________

____ formal:

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___________________________________________________________ ___________________________________________________________

____ plug:

___________________________________________________________

____ paint:

___________________________________________________________

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___________________________________________________________

____ acceptable: ___________________________________________________________ ___________________________________________________________

____ permanent: ___________________________________________________________

©R eadyEdPubl i cat i ons ___________________________________________________________ ___________________________________________________________ •f or r evi ew pur posesonl y• ___________________________________________________________

____ final:

____paid:

___________________________________________________________ ___________________________________________________________ ___________________________________________________________

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___________________________________________________________

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____release:

____awake:

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____real:

___________________________________________________________

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___________________________________________________________ ___________________________________________________________

___________________________________________________________ ____entry:

___________________________________________________________ ___________________________________________________________

____sale:

___________________________________________________________ ___________________________________________________________

____run:

___________________________________________________________ ___________________________________________________________

 Prefixes 3 A prefix can often be used to create the opposite of a word. The prefixes below (sometimes called negative prefixes), mean not, wrong or against. un

* TASK A

dis

mis

anti

 Create the opposite of each word below by adding a prefix from the

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list above.

fortune: ____________________

employed:

social:

destructible: _____________________

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____________________

_____________________

respect:

____________________

probable:

_____________________

honest:

____________________

sincere:

_____________________

definite: ____________________

patient:

_____________________

frequent: ____________________

perfect:

_____________________

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____________________

septic:

____________________

1. Not likely to happen:

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2. To vanish:

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sense:

_____________________

_________________________________

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non

_________________________________

3. Used to cleanse a wound: _________________________________

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4. Unbreakable; immortal:

_________________________________

5. Not genuine:

_________________________________

6. Meaningless; absurd:

_________________________________

7. Not liking company:

_________________________________

8. Uneasiness:

_________________________________

Challenge: You should have found two opposites beginning with the prefix anti. How many more anti words do you know? Write them on the back of this sheet. 8

 Prefixes 4

* TASK A

The word uni means one, so a unicycle is a cycle with one wheel. Work out

which number each prefix below represents, then write down one word for each prefix. uni

one

unicycle

bi tri

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* TASK B

Create the opposite of each word below by adding a prefix.

_____ possible

_____ fortunate

_____ responsible

_____ probable

_____ adequate

_____ respectful

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milli

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cent

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________________________________________________________________________ ________________________________________________________________________

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________________________________________________________________________

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________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

 Prefixes 5 TASK A * 1. Circle the words that can have the prefix mis added. trust

help

led

load

use

place

name

mission

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2. Circle the words that can have the prefix re added. move

better

chair

address

try

pay

hike

lawn

visit

3. Circle the words that can have the prefix un added. fit

phone

truth

afraid

carry

tied

walk

run

4. Circle the words that can have the prefix super added.

hill

tall

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draw

paint

able

clean

hero R bath rabbit man woman © e ady Edsensitive Publ i cat i onstowel •f orr evi ew pur posesonl y• 5. Circle the words that can have the prefix sub added. zero

garden

marine

worm

way

merge

w ww

6. Circle the words that can have the prefix fore added.

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head

* TASK B

ring

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human

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stick

table

house

warn

tell

cast

1. Create a sentence which includes one prefix from four of the boxes above. Example: Superman misplaced his sandwich and was unable to revisit the shop. __________________________________________________________________________ __________________________________________________________________________ 2. In your own words define prefix. __________________________________________________________________________ 10

 Suffixes 1 A suffix is a group of letters (for example ing, er, or ed) added to the end of a word, usually to make another form of the word. When a prefix is added, the spelling of the base word does not usually alter. When adding suffixes however, there are several rules to remember when deciding whether or not to change the spelling of the base word.

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If the base word has only one syllable (e.g. run), double the final consonant, unless it is preceded by a double vowel (e.g. fool), or the word ends in a w (e.g. brew) or in two consonants (e.g. end).

Fybnqmft

run

running

runner

fool

fooling

fooled

brew

brewing

brewed

end

ending

ended

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1 RULE

Practise this rule by adding ing, er and ed to the words below. * TASK You be able to add all three suffixes to every word. ©willRnot ea dyEdPubl i cat i ons 1. cram: •f or________________________________________________________ r evi ew pur posesonl y• ________________________________________________________

3. pour:

________________________________________________________

w ww 4. bomb:

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2. buzz:

________________________________________________________

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5. dream:

________________________________________________________

6. hop:

________________________________________________________

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7. jar:

________________________________________________________

8. eat:

________________________________________________________

Challenge: The suffix ed is usually used to form the past tense of a word. Which word in the exercise above has a past tense not ending in ed? _________________________________________________________

 Suffixes 2 The second rule for adding suffixes is for longer words which end in a single consonant preceded by a vowel.

RULE

If, when said aloud, the stress is on the first syllable, don’t double the final consonant. If the stress is on the second syllable the final consonant should be doubled. If the word ends in I, it should always be doubled.

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Look at the examples below. The stressed syllables are underlined. offering

offered

begin

beginning

beginner

travel

travelling

traveller

travelled

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Fybnqmft

offer

Remember, if there are two vowels before the final consonant, then this rule does not apply.

* TASK

Practise this rule by adding the suffixes from the list below to the words. Say each word aloud then underline the stressed syllable in each word to help you. al

ing

ance

1. murder: ______________________________________________________

______________________________________________________

4. tower:

______________________________________________________

w ww 5. level:

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3. explain:

______________________________________________________

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6. regret:

______________________________________________________

7. excel:

______________________________________________________

8. appear:

______________________________________________________

9. listen:

______________________________________________________

10.suffer:

______________________________________________________

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Challenge: Look at the words above. Add more suffixes where appropriate, then try to add prefixes to as many of the words as possible.

 Suffixes 3 The rules for adding suffixes to words ending in consonants do not apply if the consonant is y. Look what happens to the words below when suffixes are added. cry

cried

cries

hurry

hurried

hurries

occupy

occupies

 Use the examples above to write a rule for adding suffixes to words

ending in y.

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* TASK A

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RULE: ___________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

 In the final column above, add ing to the base words. Does your rule * TASK B © work column? Rewrite itu sob that itc does. Rforethis ad yE dP l i at i ons RULE: • ___________________________________________________________________ f orr evi ew pur posesonl y•

_________________________________________________________________________

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 Each suffix in Column 2 below can be added to only one word in Column

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1. Draw lines to match the words with their appropriate suffixes. In Column 3 write the new words out in full.

Column 1 territory primary

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Column 3

cation ious

multiply

rely

mystery

ance

 Suffixes 4 So far we have looked at rules for adding suffixes to words which end in consonants. Look what happens if words end in vowels. extra extraordinary go going boo booing

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* TASK A

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In each example above, the base word remains unchanged and the suffix is added. However, words which end in a silent e lose the e when a suffix beginning with a vowel or a y is added. hate hating hated separate separating separated

 Practise this rule by adding two suffixes from the list to each of the

words below. ity ing

some

ment

scarce trouble

©extreme ReadyEdPubl i cat i ons announce grave •f o rr evi ew pur posesonl y• live measure

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* TASK B

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advertise

 Now, choose from your new words to complete the following sentences.

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1. Something annoying is also _____________________ .

2. A _____________________ tape can calculate how long something is. 3. During a milk strike there is a _____________________ of milk. 4. At the South Pole it is _____________________ cold.

5. You might find out about a new product by reading an _____________________ . 6. An animal is a _____________________ organism. Challenge: How many words can you find which end in a vowel other than e? Use the back of this sheet to make a list. 14

 Suffixes 5

* TASK

Add suffixes to the words below.

 Add ing

A stop

stopping

drip

 Add ing

B skip

skipping

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end

cram hop

mow

jar

 Add er

win

 Add er

D winner

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brew

jog

jogger

run

swim

stir

w ww

dream

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 Add ed

drop

shrug buzz

m . u

 Add ed

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dropped

scare

scared

ease

bomb

star

fill

spot

kill

 Suffixes 6 Suffixes change over time to reflect changes in society. For example years ago the suffix man was added to many words (e.g. policeman) and was used to refer to both men and women. Today we use suffixes such as person and officer if we are talking about men and women and we use the suffix woman if we are talking specifically about a female.

* TASK

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Look at the words below. Change the suffixes to show that you are talking about females. Then write a sentence for each new word.

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actor: __________________________________________________________________ ________________________________________________________________________ host: ___________________________________________________________________ ________________________________________________________________________ waiter: __________________________________________________________________

________________________________________________________________________

© ReadyEdPubl i cat i ons ________________________________________________________________________ •f orr evi ew pur posesonl y• postman: ________________________________________________________________ spokesman: ______________________________________________________________

________________________________________________________________________

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fireman: _________________________________________________________________ ________________________________________________________________________ batman: _________________________________________________________________

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________________________________________________________________________ fisherman: _______________________________________________________________ ________________________________________________________________________ chairman: _______________________________________________________________ ________________________________________________________________________ sportsman: ______________________________________________________________ ________________________________________________________________________ salesman: _______________________________________________________________ ________________________________________________________________________

 Suffixes and Prefixes

* TASK A

 Some words contain suffixes and prefixes. Look at each word listed

below and identify its prefix and its suffix.

Prefix

Suffix

unfasten uncovered unbalanced unbeaten

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unfinished

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unforgettable untouchable derailing

unshrinkable

______________________________________________________________________

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 In your own words define prefix and suffix. * TASK C . t

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Prefix: _________________________________________________________________ ______________________________________________________________________

Suffix: _________________________________________________________________ ______________________________________________________________________

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 Plurals 1 A singular word refers to one thing/person, e.g. cat. A plural word refers to more than one thing/person, e.g. cats. Sometimes to make a word plural you have to add an s.

* TASK A

 Make the words below plural. Then create a sentence for each new

plural.

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girl: _________________________________________________________________________ boy: _________________________________________________________________________ school: _________________________________________________________________________ receipt: _________________________________________________________________________ star: _________________________________________________________________________ pencil: _________________________________________________________________________ cup: _________________________________________________________________________ computer: _________________________________________________________________________

 Sometimes to make a word plural, you have to add es. Make the words

below plural. Then create a sentence for each new plural.

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* TASK B

fox: _________________________________________________________________________ bush: _________________________________________________________________________ match: _________________________________________________________________________ mess: _________________________________________________________________________ sandwich: _________________________________________________________________________ box: _________________________________________________________________________ glass: _________________________________________________________________________

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 Plurals 2 Two of the most common ways to make singular words plural are by adding s or adding es. If a word ends in a hissing sound (such as: ss, ch, sh or x) add an es.

* TASK

Add es or s to the words below to make them plural.

_____________________

toy:

_____________________

kiss:

_____________________

tray:

_____________________

ash:

_____________________

bus:

_____________________

latch:

_____________________

banana:

_____________________

edge:

_____________________

cliff :

_____________________

girl:

_____________________

hiss:

_____________________

song:

_____________________

dash:

_____________________

day:

_____________________

tree:

_____________________

switch:

_____________________

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nail:

_____________________ _____________________ © ReadyEdbag: Publ i cat i ons cat:r _____________________ _____________________ •f orr evi ew pu pos esonl y•

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book:

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_____________________

class:

window:

_____________________

dog:

_____________________

bench:

_____________________

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boy:

_____________________

dish:

_____________________

key:

_____________________

box:

_____________________

coin:

_____________________

glass:

_____________________

bottle:

_____________________

horse:

_____________________

phone:

_____________________

buzz:

_____________________

ring:

_____________________

bush:

_____________________

drink:

_____________________

witch:

_____________________

dress:

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boss:

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 Plurals 3 Words ending in o don’t obey any rules. Some words ending in o need an s added to make them plural and others need an es to make them plural.

* TASK A

 Make the words below plural.

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_____________________

casino:

_____________________

potato:

_____________________

cargo:

_____________________

piano:

_____________________

cuckoo:

_____________________

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tomato:

_____________________

go:

_____________________

hippo:

_____________________

echo:

_____________________

avocado:

_____________________

hero:

_____________________

biro:

_____________________

kangaroo:

_____________________

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tornado:

 Think of five more words ending in o, then make them plural. * TASK B © ReadyEdPubl i cat i ons 1. _____________________________________________________________________ •f orr evi ew pur posesonl y•

2. _____________________________________________________________________

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3. _____________________________________________________________________

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4. _____________________________________________________________________ 5. _____________________________________________________________________

TASK C

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 Write a little poem using as many words ending in o as you can.

 Plurals 4

* TASK A

 Turn the singular words below into plurals.

hoof:

______________________

dwarf: ______________________

roof:

______________________

cuff :

______________________

loaf:

______________________

half:

______________________

life:

______________________

wife:

______________________

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What do all the words above have in common?

Write down your own rule for making words which end in f plural.

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______________________________________________________________________

______________________________________________________________________ ______________________________________________________________________

 Create a word search using your own words ending in f. They can appear

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TASK B

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 Plurals 5

* TASK A

 Turn the singular words below into plurals.

_____________________

worry:

_____________________

diary:

_____________________

lady:

_____________________

country:

_____________________

spy:

_____________________

mystery:

_____________________

property:

_____________________

family:

_____________________

army:

_____________________

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fairy:

Write down a rule which explains how to form plurals for words ending in y.

RULE 1: _________________________________________________________________

_________________________________________________________________________

key:

_____________________

monkey:

_____________________

toy:

_____________________

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_____________________

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display:

Do the words above fit your rule? Discuss how these words are different from the first set of words, then write a new rule which covers the words from both lists.

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RULE 2: _________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

Extra: Share your rule with the rest of the class.

 Unusual Plurals

* TASK A

 Write down the plural of each word below. You may need to use your

dictionary. _____________________

ox:

child:

_____________________

appendix: _____________________

fungus:

_____________________

oasis:

mouse:

_____________________

curriculum: _____________________

tooth:

_____________________

focus:

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man:

_____________________

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_____________________

* There is no rule to cover these plurals - that’s why they are referred to as ‘unusual’.

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* TASK B

 Next, look at the words below. Are they singular or plural?

fish:

_____________________

innings:

_____________________

deer:

_____________________

species:

_____________________

words are also unusual, this time because they ©*These Rhave e a dyEdPubl i cat i ons the same form for singular and plural. •f orr evi ew pur posesonl y•  As a class, make a list of other unusual plurals.

____________________________________

w ww

____________________________________

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_________________________________

m . u

* TASK C

_________________________________

____________________________________

_________________________________

____________________________________

_________________________________

____________________________________

_________________________________

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Challenge: How many small words can you make from each big word below? You can use the letters in any order, but you can only use each letter once. Write on the back of this sheet. appendix

children

mouse

innings

Compare your answers with others in your class. 24

 All Types of Plurals 1 Look at the words in bold. Find their plurals and write your answers in the spaces provided.

* TASK A baby

families

glass

teeth

leaf

leaves

man

babies

tooth

babies

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family

* TASK B libraries mice

foot box

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glasses

tomato boxes ©R eadyE dPubl i cat i ons tomatoes mouse •f o r r e v i e w pur posesonl y• sandwiches library

sandwich

w ww

* TASK C

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women

knife

m . u

feet

o c . che e r o t r s super

children

sheep

people

woman

potatoes

child

knives

person

sheep

potato

Challenge: On the back of this sheet write four singular words and beside each word write its plural. Draw a picture to represent each plural. 25

 All Types of Plurals 2

* TASK

Circle the correct plural for each word.

ski

a.) skis

watch

c.) skiees

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pear

a.) taxs

b.) taxes

c.) taxies

a.) watchs

b.) watches

c.) watchies

a.) peares

b.) pears

c.) pearees

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tax

b.) skies

a.) diaries b.) diarys c.) diariees © Rea dyEdP ubl i cat i o ns •f orr evi ew pur posesonl y•

tool

w ww fairy

worry

. te

a.) tools

b.) tooles

a.) fariees

b.) fairys

c.) toolees

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diary

c.) fairies

o c.) worryes c . che e r o t r s super a.) worries

b.) worrys

match

a.) matches

b.) matchs

c.) matchies

fly

a.) flys

b.) flies

c.) flyes

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r o e t s Bo r e Section Three: p ok u S Nouns

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 Nouns Nouns are the names of things that we can touch, taste, see, hear or smell. Examples: car window tree river book cat wind

* TASK A

 Complete each column with nouns (naming words).

touch

* TASK B

hear

smell

sweets

clouds

music

smoke

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bag

taste

Nouns we can … see

 Use four of the nouns below in questions. Underline any other nouns that

you use.

circus coast hammer ©bacon Ready EdP ubl i ca t i onsmirror •f orr evi ew pur posesonl y• Question: anchor

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Question: Question:

TASK C

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Question:

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 Label and circle the nouns

that you can see in the picture.

 Proper Nouns A proper noun is a word that always has a capital letter and is the name of a specific person, place or thing. Example: Mary and John ran to the Riverlea bus stop.

* TASK A

 Write the names of some countries (proper nouns) that start with the

letters below.

r o t s BeB L r e o p ok u S C

Proper Noun

Australia

Fact

Australia is a very large country.

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Choose three of the proper nouns above and write one fact about each.

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Example:

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 Write the titles of five books that you have read and five films that you * TASK B © have seen. Remember tod useP capital letters because they are all proper R ea dyE ub l i c at i o ns nouns. •f or r e vi ew pur poses on l y• Book Titles Film Titles

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 Names of streets are all proper nouns. Create some street names below,

then write a sentence about each.

Silver Lane – We walked slowly along Silver Lane.

_________________ Road

_________________ Avenue _________________ Place _________________ Crescent _________________ Street _________________ Lane 29

 Common and Proper Nouns A common noun is the name of a thing which does not have a capital letter. A proper noun is the name of a person, a place or an event that needs a capital letter.

* TASK A

 Complete the tables.

Common Noun car

Proper Noun

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Sally

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Common Noun

Ford

girl

Proper Noun

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 Collective Nouns A collective noun is the name given to a group of people, animals or objects. For example, a group of fish is known as a school.

* TASK A

 Write the collective nouns for the groups below.

A group of birds:

______________________________

The workers on a boat or plane:

______________________________

A group of bees:

______________________________

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The members of a sporting group: ______________________________ ______________________________

A group of singers:

______________________________

* TASK B

 Write what you would find in the groups below.

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A group of kittens:

A fleet of:

_________________________________________

A herd of:

_________________________________________

A band of:

_________________________________________

A pride of:

_________________________________________

A pod of:

_________________________________________

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 Write each collective noun below in a sentence. te * TASK C .

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A pack of:e _________________________________________ © R a dyEdPubl i cat i ons A gaggle of: _________________________________________ •f orr evi ew pur posesonl y•

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mob: ____________________________________________________________________ _________________________________________________________________________ collection: ________________________________________________________________ _________________________________________________________________________ gathering: ________________________________________________________________ _________________________________________________________________________ party: ____________________________________________________________________ _________________________________________________________________________

 Abstract Nouns An abstract noun names something which we know exists but that we can’t touch or see, e.g. fear, happiness.

* TASK A

 Use each abstract noun below in a sentence.

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anger: ___________________________________________________________________ _________________________________________________________________________ brave: ___________________________________________________________________

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_________________________________________________________________________ coward: __________________________________________________________________

_________________________________________________________________________

* TASK B

 Now think of your own three abstract nouns and write each in a sentence.

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_________________________________________________________________________

* TASK C

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 Use abstract nouns to describe the four pictures below.

 Four Types of Nouns

* TASK A

 In your own words define each type of noun below and then provide an

example of each.

Common noun: ______________________________________________________________ ____________________________________________________________________________

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Proper noun: ________________________________________________________________ ____________________________________________________________________________

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Abstract noun: ______________________________________________________________

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____________________________________________________________________________ Collective noun: _____________________________________________________________ ____________________________________________________________________________

* TASK B

 Find different types of nouns in the sentences below and

place them in the correct columns. (Some sentences may contain more than one type of noun.)

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(iv) The audience applauded wildly as Mary finished her song.

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(iii) As the mob surged forward towards the church the noise increased.

(v) The teacher, Mr Smith, mentioned Tony’s honesty and friendliness in his report. No. (i) (ii)

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Common Noun

Proper Noun

Abstract Noun

Collective Noun

(iii) (iv) (v)

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r o e t s Bo r e Section Four: p ok u S Verbs and Adverbs

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 Verbs 1 A verb is an action or doing word. Every sentence must contain a verb or it does not make sense. Examples: The child ran. The children play. The birds flew.

* TASK A

 Add a verb (doing word) to each noun (naming word) below.

Examples:

children play

people walk

cats purr

r o e t s Bo r e p ok u S plants: _______________

snakes: _______________

lions: _______________

baby: _______________

rain:

doors: _______________

wind: _______________

sisters: _______________

* TASK B

 Complete the sentences. Include suitable verbs.

_______________

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birds: _______________

When the ________________________________________________________________

Suddenly the _____________________________________________________________

* TASK C

 Circle the correct verb in each sentence, then write a new sentence using

of the verbs not circled. Underline the verb in your sentence. ©oneR eadyEdPubl i cat i ons The teenager (eats / drinks / talks) on the telephone. •f orr evi ew pur posesonl y• ________________________________________________________________________ The old car (runs / slips / skips) off the wet road. The children’s choir (rings / sits / sang) at the hospital.

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________________________________________________________________________ ________________________________________________________________________

 Write eight verbs. * TASK D .

* TASK E

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 Choose three verbs from your list above and use each one in a question. _

Underline the verbs that you use.

Question: ________________________________________________________________ Question: ________________________________________________________________ Question: ________________________________________________________________

 Verbs 2 A verb is an action or doing word. Every sentence must contain a verb or it does not make sense. Examples: The child ran. The children play. The birds flew.

* TASK A

 Complete each sentence below by adding a suitable verb. Write a new

sentence using the same verb. Underline the verb in each sentence.

r o e t s Bo r e p ok u S

The angry student ___________________________ down the narrow passage. _________________________________________________________________________

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A shattering noise ___________________________ through the still air.

_________________________________________________________________________

The new motorbike ___________________________ down the steep bank.

_________________________________________________________________________

TASK B  Define each verb below. Look at the example to help you. * Example: glanced: A quick look in one direction. © ReadyEdPubl i cat i ons walked: __________________________________________________________________ pulls: __________________________________________________________________ •f orr evi ew pur posesonl y• rang:

__________________________________________________________________

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swims: __________________________________________________________________ smiled: __________________________________________________________________ drops:

__________________________________________________________________

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picked: __________________________________________________________________

* TASK C

 Write eight verbs that start with the following letters: b, d, h, c, m, r, l, t.

Use one of the verbs that you have created in a sentence. ______________________________________________________________________ ______________________________________________________________________ 36

 Verbs 3 TASK A * swims

 Complete each sentence below using one of the following verbs:

walks builds Example: The man works in the house.

helps

jumps

hides

works

The boy

______________________________________________________________

My uncle

______________________________________________________________

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The teacher ______________________________________________________________ ______________________________________________________________

The baby

______________________________________________________________

* TASK B

 Circle the verb that makes each sentence correct.

Use the same verb in a new sentence.

My dog Mandy (drinks / plays / eats) her dog biscuits.

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The horse

_________________________________________________________________________

Circle the verbs.

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* TASK C

grows

kneels

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tree

creeps runs

costs hike

rang and

shines drives

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_________________________________________________________________________

back

walks

eats

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Use one of the verbs above in a question and one in an answer.

Question: _________________________________________________________________ _________________________________________________________________________ Answer: __________________________________________________________________ _________________________________________________________________________

 Verbs 4

* TASK A

 Complete each sentence below using one of the verbs from the list.

Underline each verb. laughed

swam

ran

talked

heard

broke

flew

Yesterday ________________________________________________________________ _________________________________________________________________________

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When Mary _______________________________________________________________ _________________________________________________________________________

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After dinner ______________________________________________________________

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_________________________________________________________________________

John and his friend _________________________________________________________ _________________________________________________________________________

* TASK B

 Underline the verb in each sentence below. Then create a new sentence

using the verb that you have underlined.

Dad lights the fire after dark.

The tall boy sees the new bike in the shop.

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Mr Brown, the farmer, sends his sheep to the sale.

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The hot air balloon falls from the sky.

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_________________________________________________________________________ The children play the piano every Friday.

_________________________________________________________________________ He passed his swimming test.

_________________________________________________________________________ She went to dinner with her friends at 7pm. _________________________________________________________________________ She sent three pairs of shoes to her brother. _________________________________________________________________________ 38

 Verbs 5

* TASK A

 Add verbs to create sentences. Underline each verb.

Example: Mary will help her mother when she comes home from town.

Tom and Susan ____________________________________________________________ _________________________________________________________________________

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The six young horses _______________________________________________________ _________________________________________________________________________

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Tomorrow ________________________________________________________________ _________________________________________________________________________

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Next month_______________________________________________________________

_________________________________________________________________________

* TASK B

 Change the verb in each sentence.

Example: I am going to town now. I am driving to town now.

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The children are playing in the park.

________________________________________________________________________ Our teacher marked our spelling test today.

________________________________________________________________________ I saw three puppies running to their owners. ________________________________________________________________________

 Adverbs Adverbs are words that are used with verbs to describe the action of a verb. Adverbs usually go next to the verbs that they are describing and often end in ly. Example: The boy laughed. The boy laughed loudly.

* TASK A

 Write eight adverbs that start with the following consonants and end in ly.

s m

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Use three of the adverbs that you have created above, in sentences.

Write foure adverbs that could describe the action ofi each verb below. ©R a d y E d P u b l i c a t o n s * TASK B  Example: Verb: acted Adverbs: slowly quickly hastily rashly Verb •f Adverbs orr evi ew pu r posesonl y• ate

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spoke sang

* TASK C

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 Complete each sentence with a suitable adverb.

Example: The cut on the child’s arm bled freely.

A tall guard in the play bowed _____________________. The teacher answered _______________________. Sarah slept _________________________ . Two children waited _________________________ . A forest fire burned __________________________ .

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crept

 More Adverbs

* TASK

Underline the adverbs in each sentence. Beside each sentence suggest an alternative adverb.

1. “Carefully place the plate of biscuits on the table,” she said.

2. He waited patiently at the school gates.

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3. “Quickly put on your shoes and socks,” the teacher shouted.

5. Sam held his mother’s hand tightly.

6. New York was full of people eagerly waiting for the shops to open.

7. David danced awkwardly.

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4. He spoke loudly on the telephone.

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11. The musician played the flute beautifully.

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8. The policeman slammed his hand on the table angrily.

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12. The dog cleverly caught the stick in his mouth.

13. William sat nervously at the table.

14. The lawyer crept quietly out the door.

15. He carelessly completed the puzzle.

16. He waved cheerfully.

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r o e t s Bo r Section Five: e p ok u S Adjectives

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 Adjectives An adjective describe a noun. In English, an adjective usually comes before the noun. Example: The small boy went for a ride on his new bike.

* TASK A

 Write a suitable adjective before each noun.

r o e t s Bo r e p ok u S A ______________ record.

The ____________ towel.

A _____________day.

The _____________ guitar.

A ______________ table.

A ______________ shirt.

A ______________ book.

The ____________horse.

* TASK B

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A _____________morning.

 Find and write an adjective that could be used with each listed noun.

E.g. wooden shelter.

_____________________ string

_____________________ bottle

_____________________ shop

_____________________ shoes

© ReadyEdPu b l i c a t i o n s _____________________ section •f orr evi ew pur posesonl y• Use three of the adjectives and nouns above in questions. E.g. Why was the wooden _____________________ picture

shelter built?

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Question 1: _______________________________________________________________ Question 2: _______________________________________________________________

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Question 3: _______________________________________________________________

 Find and write four adjectives that could describe each noun below.

Example: busker: young, small, tall, cheerful Noun child

Adjectives

monkey mattress candle terrace 43

 More Adjectives

* TASK

Underline the adjectives in the sentences. Suggest an additional adjective for each sentence.

1. He built the big brown cubby in one day for his youngest son.

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2. The wobbly wall looked dangerous.

4. The old keyboard needed replacing.

5. On Tuesday, he ripped up the musty carpet. 6. The poison apple lay on the floor. 7. The round pebbles sparkled in the moonlight.

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3. The rich and powerful king announced his retirement.

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11.At midnight the clumsy blue smurf slipped on the large rug.

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12.It was the quaint cottage which sold instantly. 13.The grumpy shepherd shouted at his dog. 14.The pretty princess hit her nasty brother. 15.The room was drab and old-fashioned. 16.The ugly sisters were mean to Cinderella.

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9. The scrawny dwarf was furious at her.

 Quantitative Adjectives A quantitative adjective tells the number or how many. Example: There were five apples on a plate. Five is the quantitative adjective.

* TASK A

 Circle the quantitative adjectives in the sentences below. Suggest an

alternative quantitative adjective for each sentence.

r o e t s Bo r e p ok u S

1. She picked eleven lemons.

3. She waved goodbye to all of her pets. 4. There was no lunch left.

5. The oranges were much tastier than yesterday. 6. The glass was half full.

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2. The train was full.

9. There was one book left on the shelf so she grabbed it.

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11.The lost property basket was empty.

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12.She didn’t have any mail today.

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10.She bought six pairs of shoes.

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 Create your own sentences using quantitative adjectives from TASK A.

little: ____________________________________________________________________ _________________________________________________________________________ many: ___________________________________________________________________ _________________________________________________________________________ few: _____________________________________________________________________ _________________________________________________________________________

 Comparative and Superlative Adjectives 1 Comparative adjectives are used to make comparisons between two things/people. Superlative adjectives are used to make comparisons between two or more things/people. If we compare three girls who are all fast runners, we need adjectives to describe how fast each girl is. Example: 1. The girls are fast runners. (Adjective – positive form.) 2. Mary is faster than Betty. (Adjective – comparative used to compare two things.) 3. Ida is the fastest of all. (Adjective –superlative used when more than two things are compared.)

* TASK A

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 Complete the table. (Some words will change, others will need

Positive neat

Comparative neater

small

pretty large

Superlative

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accompanying by another word.)

neatest

happy bad

far

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attractive famous

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comfortable

* TASK B

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playful

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 Write two sentences each showing the comparative and

COMPARATIVE …

superlative forms of adjectives.

_________________________________________________________________________ _________________________________________________________________________ SUPERLATIVE …

_________________________________________________________________________ _________________________________________________________________________ 46

 Comparative and Superlative Adjectives 2 When an adjective has two or more syllables, more and most are usually used to show comparison. Example: comfortable more comfortable most comfortable This chair is comfortable. (positive) This chair is more comfortable than yours. (comparative) This chair is the most comfortable in the room. (superlative)

TASK A

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 Complete each sentence by adding more or most to show comparison.

Write another sentence using the same adjective.

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Of the two girls, Nancy was the _____________________________ beautiful. Sentence: _________________________________________________________________.

I thought the sunset tonight was __________________________ brilliant than last night’s. Sentence: _________________________________________________________________. Dad always liked to sit on the _____________________ comfortable chair in the room.

Sentence: _________________________________________________________________.

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* TASK B

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Sentence: _________________________________________________________________.

 Write the words below in complete sentences to show their meanings.

Remember that these words show comparison.

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more thoughtful _________________________________________________________ _______________________________________________________________________ most thoughtful _________________________________________________________ _______________________________________________________________________ more expensive _________________________________________________________ _______________________________________________________________________ most expensive _________________________________________________________ _______________________________________________________________________

 Comparative and Superlative Adjectives 3 When some adjectives compare two or more things they change their form. Example: bad (positive) worse (comparative) worst (superlative) John’s cold was bad but Peter’s was worse. However, their sister’s cold was the worst.

* TASK A

 Write the comparative and superlative forms of each adjective below.

comparative: superlative:

little l________ l________

many m________ m________

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 Use each adjective in a short sentence.

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* TASK B

r o e t s Bo r e p ok u S good b________ b________

good

Sentence: _______________________________________________________________. better

Sentence: _______________________________________________________________. best

Sentence: _______________________________________________________________.

Sentence: _______________________________________________________________. least

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* TASK C

Write three sentences to show comparison. Use:

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Sentence: _______________________________________________________________. many more most.

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Sentence: _______________________________________________________________. Sentence: _______________________________________________________________. Sentence: _______________________________________________________________.

* TASK D

Write three questions to show comparison. Use: bad worse worst.

Question: _______________________________________________________________. Question: _______________________________________________________________. Question: _______________________________________________________________.

 Expanding Adjectives We can use more than one adjective in a sentence to give a more detailed description of a person, thing or idea.

* TASK A

 Add more adjectives to the sentences below to give more detailed

descriptions.

r o e t s Bo r e p ok u S

You could choose from the following adjectives:

beautiful, round, square, boiling, broken, cheerful, wise, cold, courageous, creepy, hot, damaged, dusty, giant, gentle, healthy, excited, handsome, great, multi-coloured

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The brown bowl was sitting on the large table.

_________________________________________________________________________ The hot porridge pot was overflowing onto the old bench.

_________________________________________________________________________ The black spider scuttled across the large box.

_________________________________________________________________________

The little girl walked quickly onto the plane.

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The lion was handsome.

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_________________________________________________________________________

_________________________________________________________________________  Write a sentence containing adjectives to match each picture. * TASK B . te o

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_________________________________________________________________ _________________________________________________________________

 Answers P6 TASK B Students should highlight: pre, pre, un, un, re, re, re, semi, semi

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P7 Unhappy: To be sad about something. The opposite of happy. Semiformal: To wear clothes that are not too casual and not too dressy/formal. Unplug: To remove a plug from a socket. Repaint/prepaint: Repaint means to paint something again. Prepaint means to paint something before applying the final coat. Unacceptable: Something that is not appropriate or acceptable. Semipermanent: Something that can be reversed and so is not permanent, but will stay for some time. Semifinal: A game that happens before the finals. It determines who will be in the finals. Prepaid/repaid: Prepaid means to pay for something in advance such as credit for a mobile phone. Repaid means to pay something back to someone. Unreal: Something that is imaginary rather than real. It is also a colloquial term meaning that something is great. Prerelease/rerelease: Prerelease means to release something (such as a movie or a song) before the official date. Rerelease means to release something that has already been released. Semiawake/reawake: Semiawake means that someone is partly awake. Reawake means to wake again. Reentry: Means to enter something again. Presale/resale: Presale means a sale that is on before an official sale. Resale means to sell something again. Prerun or rerun: Prerun means to run something before it is officially run. Rerun means to run something again.

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P8 TASK A misfortune antisocial disrespect dishonest indefinite infrequent disappear antiseptic

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unemployed indestructible improbable insincere impatient imperfect nonsense discomfort

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TASK B 1. improbable 2. disappear 3. antiseptic 4. indestructible 5. insincere 6. nonsense 7. antisocial 8. discomfort Suggestions for challenge: antibiotics, antibacterial, antibody, anticlimax, anticlockwise, antidepressant, antihistamine, antioxidant, antivirus, antiwrinkle

P9 TASK A bi – two – bipolar/bicycle/bifocal/bicentenary/binary tri – three – tricycle/triangle/trifecta/trigonometry quad – four – quadrangle/quadruple/quadrilateral oct – eight – octagon/octopus/October cent – hundred – centipede/centenary/century milli – thousand – millipede/millilitre/milligram TASK B impossible, irresponsible, inadequate, disappear, unfortunate, improbable, disrespectful, inexpensive

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P10 TASK A 1. mistrust, misled, misuse, misplace 2. repaint, readdress, repay, redraw, redo, revisit 3. unfit, unafraid, untied, unable 4. superhuman, superhero, supersensitive, superman, superwoman 5. subzero, submarine, subway 6. forehead, forewarn, foretell, forecast P11 1. cramming, crammer, crammed 2. buzzing, buzzer, buzzed 3. pouring, pourer, poured 4. bombing, bomber, bombed 5. dreaming, dreamer, dreamed 6. hopping, hopper, hopped 7. jarring, jarred 8. eating Challenge: eat - the past tense of eat is ate

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P12 1. murdering, murderer, murdered 2. digital 3. explaining, explained 4. towering, towered 5. levelling, leveller, levelled 6. regretting, regretted 7. excelling, excelled 8. appearing, appeared, appearance 9. listening, listener, listened 10. suffering, sufferer, suffered, sufferance Challenge: (some suggestions) inexplicable, regrettable, disappear

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P13 TASK A Rule: When adding the suffixes ed and es to words ending in y, the y changes to an i. TASK B Rule: When adding the suffix ing to words ending in y, the y does not change to an i.

TASK C territory + al = territorial primary + ly = primarily multiply + cation = multiplication rely + ance = reliance mystery + ious = mysterious

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P14 TASK A scarcity, scarcely troubling, troublesome extremity, extremely announcing, announcement gravity, gravely living, lively advertising, advertisement measuring, measurement TASK B 1. troublesome 2. measuring 3. scarcity 4. extremely 5. advertisement 6. living

P15 A. dripping, ending, brewing, mowing B. stewing, cramming, hopping, jarring C. fitter, shopper, dreamer, swimmer D. pourer, painter, runner, stirrer E. shrugged, buzzed, starred, spotted F. eased, bombed, filled, killed

P17 TASK A

unfasten uncovered unbalanced unbeaten unfinished unforgettable untouchable derailing unshrinkable

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Prefix

Suffix

un un un un un un un de un

en ed ed en ed able able ing able

TASK B balance, beat, cover, fast, finish, forget, rail, shrink, touch 52

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P16 actress, hostess, waitress, spokeswoman, postwoman, firewoman, batwoman, fisherwoman, chairwoman, sportswoman, saleswoman

P19 TASK A girls, boys, schools, receipts, stars, pencils, cups, computers TASK B foxes, bushes, matches, messes, sandwiches, boxes, glasses P20 bosses, toys, trays, buses, bananas, cliffs, hisses, classes, books, dashes, trees, windows, benches, dresses, keys, coins, bottles, phones, rings, drinks, nails, kisses, ashes, latches, edges, girls, songs, bags, cats, days, switches, dogs, boys, dishes, boxes, glasses, horses, buzzes, bushes, witches

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P21 TASK A tomatoes, potatoes, pianos, tornadoes, hippos, avocados, biros, casinos, cargoes, cuckoos, goes, echoes, heroes, kangaroos

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P22 TASK A hooves, roofs, loaves, lives, dwarves, cuffs, halves, wives All of the words contain an f. Rule: If you add es to a word ending in f, the f changes to a v. If adding an s, the f does not change to a v. P23 TASK A fairies, diaries, countries, mysteries, families, worries, ladies, spies, properties, armies When making words plural that end in y, change the y to ies. TASK B boys, displays, monkeys, holidays, keys, toys When making words plural that end in a consonant and a y, change the y to ies. When making words plural that end in a vowel and a y, just add an s.

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P24 TASK A men, children, fungi, mice, teeth, oxen, appendices, oases, curricula, foci TASK B fish = singular and plural deer = singular and plural innings = singular and plural species =singular and plural

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P25 TASK A - glasses, leaves, men, teeth, families TASK B - feet, boxes, tomatoes, mice, libraries, sandwiches TASK C - knives, sheep, women, children, people, potatoes P26 a.) skis b.) taxes b.) watches b.) pears a.) diaries

a.) tools c.) fairies a.) worries a.) matches b.) flies P28 TASK C Students should label and circle: the water bottle, the bag, the apple, the sandwich, the coat, the pencil, the notepad, the banana, the sunscreen

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P33 TASK B No.

Common Noun

Proper Noun

Abstract Noun

(i)

explorer

Captain Cook

courage

(ii)

stadium

World Cup Final

(iv) (v)

team

noise mob © ReadyEd Publ i c at i ons song Mary audience •f orMrr evi ew honesty/ pur posesonl y• teacher report Smith/Tony church

friendliness

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P35 TASK C The teenager talks on the telephone. The old car slips off the wet road. The children’s choir sang at the hospital.

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(iii)

Collective Noun

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Teac he r

P31 TASK A flock, crew, swarm or colony, team, litter, band or choir TASK B Answers may vary: ships, wolves, geese, cows/elephants/horses, gorillas, lions, birds/dolphins

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P37 TASK B My dog Mandy eats her dog biscuits. The toddler sings to herself. The tall teenager runs to the bus stop. TASK C Students should circle: grows, kneels, creeps, rang, shines, walks, shoots, runs, hike, drives, eats P38 TASK B Dad lights the fire after dark. The tall boy sees the new bike in the shop. Mr Brown, the farmer, sends his sheep to the sale. The hot air balloon falls from the sky.

The children play the piano every Friday. He passed his swimming test. She went to dinner with her friends at 7pm. She sent three pairs of shoes to her brother. P41 1. carefully 2. patiently 3. quickly 4. loudly 5. tightly 6. eagerly 7. awkwardly 8. angrily 9. correctly 10. easily 11. beautifully 12. cleverly 13. nervously 14. quietly 15. carelessly 16. cheerfully

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P44 1. big, brown, youngest 2. wobbly, dangerous 3. rich, powerful 4. old 5. musty 6. poison 7. round 8. black 9. scrawny 10. unsightly 11. clumsy, blue, large 12. quaint 13. grumpy 14. pretty, nasty 15. drab, old-fashioned 16. ugly

Teac he r

P46 TASK A small – smaller – smallest pretty – prettier – prettiest large – larger – largest happy – happier – happiest bad – worse – worst much – more – most far – further – furthest playful – more playful – the most playful attractive – more attractive – the most attractive famous – more famous – the most famous comfortable – more comfortable – the most comfortable

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P45 TASK A 1. eleven 2. full 3. all 4. no 5. much 6. half, full 7. several 8. doubled 9. one 10. six, pairs 11. empty 12. any

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P47 TASK A most, more, most, more

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P48 TASK A good = better, best little = less, least many = more, most

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o c . che e r o t r s super

Teac he r

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r o e t s Bo r e p ok u S

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o c . che e r o t r s super