English - BackTo Basics (Yr 3/P 4) Published by R.I.C, Public ations· 2010 Republished under licence by Prim-Ed Publishing· 2010 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 Copyrighte> Jenni Harrold 2010 Copyright Notice ISBN 918-1-84654-245-9 PR- 6313UK Titles available in th is serie s: English -Back To Basics (Yr liP Z) English - Back To Basics (Yr VP 3) English - Blick To Basics (Yr 3/P 4) English - Blick To Bllsics (Yr 4/P 5) English - Blick To Bllsics (Yr 5/P 6) English - Blick To Bllsics (Yr 6/P 7) English - Blick To BIIsics (Yr Exf/S I) 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 suHicient 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 Of receipt as proof of purchase Name of Purchaser: Date of Purchase: Supplier: School Order' (if applicable): Signature of Purchaser: Internet websites In some cases, websites or specific URLs may be recommended While these are checked and rechecked at Che time of publication, tha publisher has no control over any subsequent changes which may be made to webpagas It is slronglyrecommended that the class teacher chacks allURLs before allowing pupils to access them View all pages online Website: www.prim-ed.com Foreword 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.l/P 2, Yr 21P and Yr 3- P Ea c h of the pages foeuses on one c on capt, which is developed throug h relevant, graded activities Although intended liS a homework series, these books are also ideal for: • teaching a new concept • consolidation assessment • • revision English -Bltek To Basics - y, lIP2 Titles in the series are: English - Back To Basics - y,2!P English - Back To Basics - y,3/P English - Back To Basics - Y,4!P English - Back To Basics - y, SIP English - Back To Basics - Yr6/P English - Back To Basics - Yr6 Ext/S Contents Base words Teacher note Overvlew Prefixes - un, re 26 27 28-29 IV Suffixes - er, less Curriculum links v Words in words Spelling and vocabulary lists vi Alphabetical order Spelling rules vi Silent consonants Spelling list - word building vii GIossary Vlll-Xil Syllables Antonyms Additional word lists xii Homophones Vowel sounds xiii Compound words Consonant sounds xiv Contractions Prefixes xv Sorting words Suffixes xvi Word origins XVII Identifying correct spelling 30-31 32 33 34 35 36 37 38 39 40-41 42-43 44-45 46-47 48-49 50 51 Punctuation Words commonly misspelt xviii - xx Words easily confused or misused xxi - xxii Capital letters Full stops Phonic oar, ore air, a thr, shr spr, scr squ, str ch,tch ure, ine tion ,ous Commas 4-5 Editing Plurals Adding 'ing' 52-53 54-55 56 57 58-59 60 61 Grammar 10 11 Nouns 12-13 Verbs 14-15 Verb tenses 16 17 Pronouns 18 19 Adjectives Writing sentences - word order Spelling and word tudY Look, say, cover, write, check Question marks war, au Joining words (Conjunctions) 20 21 Sentences 22-23 Complex sentences 24-25 Overused words iii Eng/ish - 62 63 64 65 66 67 68 69 70 71 72-73 74-75 76 77 78-79 80 Back To Basics Overview Teacher notes Fortnat This series of books contains pupil lind teacher pages focusing on skills in the following areas: • spelling and word study • punctuation • grammar • - , ­ phonics lBooks Yr liP 2, Vr 2}PJ and Vr liP 41 "-­ , -­ ­ . �-­ -. - FlUltures _ -­ - - � • 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 II focal list of vocabulary • has II pupil page supported by a corresponding teachers page • has II teachers page that includes answers and detailed information explaining each concept • provides additional reference information for teachers .- �-­ -­ - - - T@� - - •• - _ - - , I ! teaching • consolidating and revising knowledge and skills • � - ,,, ,., • • ,,", This series of books is ideal for: II - - , "'-­ - - This series of books: - new concept homework activities to revise skiBs taught in class assessment , , , - - � • - - - " -.- - - - Spelling and voubula,., ••• - - • There lire two different lists of words used in each book: • an age-appropriate spelling list of 4Dwords, and • II high-Iraq uency voe II bulary list Both lists are used frequently throughout each book in the areas of spelling and word sludy, punctuation and grammar Additional re'erence mat.rl.' This book includes: word-buItding table which shows the base word, plural form, prefixes, suffixes, syllables, synonyms and antonyms • II • an extensive glossary 01 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 English - Back To Basics www.p�m-ed.com Prim-Ed Publishing" Curriculum links Teacher notes Country/SubjactJlevel Curriculum Objectives England literacy Yoar Th••• Word structu, and ""lIi"!l • pell high and medium frequency word, • ,ocogni •• a ange 01 prelixes and sul/ix•• • spe ll unfamiliar words u,ing known con,entia" Sentence Structur Ind Punctuation • compo•• sentenc •• " ing adjective• vern and nouns Northern Ire'and language and literacy Key Stage On Talking Ind Usla.jng • recognise features 01 13"gu3ge, showing phonological awaren R ding • build u p a sight vocabulary • identify words, patterns Of lett." • recognise and notice how words ar conmucted and pe� Writi ng • use a ••riety of skills to pell words • spe ll correctly rang" of familiar, important and regularly occurring word, • develop increa,ing competenc e in the use of g,amma, and punctuation Rlpublic of I,el and Engli.h Second Class Rlc_plivlnl to Laftguog • comi ftue to build a 'ight vocabulary • engage in activnie, de,igned to ine,ea,e aw.,eness of ound • learn about the sounds associated with the part of a wo,d 0' syllable that allows it to ,hyme with anothe, wo,d 0' syllable • learn about the sounds associated with the beginning of a wo,d 0' syllable • learn to connect the beginning of wo,d and yll ables • learn about common wo,d endings Compete"" and Confidence in Usi ng Languag_ • understand that the conventions of punctuation help to make meaning cleafe' in writing • opell wo,ds in a ,ecogni.able way baoed on an awareness of the most common spelling t,ings and patterns D•••lop ing Cognitive Abilitie through Languog • perfo rm alphabetical Scotl and Lite,acy and English First grder !aiks Reading • use knowiedga of ight vocabulary, phonic., punctuation and grammar to read with underotanding and expression Writing • opel l th e most commonl'f'-u.ed wo,d., using knowledge of lener panem • write i ndependentl'f', u.a appropriate punctuation and order and link sentence in a way that makes ,ense Wa l es Engli.h Key Stage Two Reading - Skills • develop phon ic, graphic and grammatical knowledge and word recognition • develop underotanding of the tructure, vocabulary g,ammar and punctuation o f Eng�.h, and of how tIIe,e clarify meaning Writing - Skill • use a range of emence mucture" linking them co herentl'f' • use punctuation to clarify meaning • choo,e and usa appropriate vocabulary • use the tandard form of English: nouns, pronouns, adjectives , connective ••nd ve,b tens", Eng/ish - Back To Basics Spelling and vocabulary lists Teacher notes $pelllng lI.t about could funny large once their afraid doctor glass light other tomorrow agam easy great little P'"' while around ever happy mate please would because fear high might quick yesterday before fight inside nearly ready climb friend knew nothing something Vocabulary lI.t animal brother house March once seen their water another circle January M,y over September then w.y April clean July more OW" should there were August could Jump mornlllg people sister these where beautiful December June myself please some thing who because February laugh next pull square took work birthday friend little night push teacher triangle would both half lunch November rectangle than under year bring home many October school thank watched Spelling rules Write i before e, except after c Drop the final e to most words when adding a suffix beginning with a vowel For example: friend, believe, receive, receipt For example: use-usable make-making Some exceptions: foreign, either, science, weird, height, species Write ie after c for words with a shuhn sound Double the consonant when adding a suffix starting with a vowel (e.g -ing) to: 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 ywhen adding -ing for example: crying, studying retain the yif it is preceded by a vowel, when adding s or a suffix; lor example: employs, employer Exceptions include many words ending in I, where the is always doubled; for example: appal-appalling travel-travelling Some exceptions: dryness, shyness - Back To Basics a word of more than one syllable ending in a single consonant, preceded by a vowel ilthe stress is on the final syllable; for example: begin-beginning commit-committed When the stress is not on the final syllable, the single consonant remains; for example: develop-developing-developed change the yto iiI it is preceded by a consonant, when adding a suffix; for example: cries, studies English a word of one syllable ending in a single consonant preceded by a vowel; for example: drip-dripping sit-sitting ,j www.p�m-ed.com P�m-Ed Publishing" Spelling list W.nJ B••• Plure' - word building Prefi••• Suffl••• about "" afraid again Teacher notes Syllebl•• Synonym Antonym a-bout almost a-fraid frightened unafraid exact a-gain around round a-round about because cause be-cause since be-fore earlier after climb ascend descend simple hard before climb ed,iog er could could doctor easy doctors "" ease ed, ing dot-lor er, est,Iy eas-y '"' e�er e-ver fear feafs ed, er, iog, ful fear terror fight fights er, iog light argue friend friends b, less,ly friend mate enemy "" er, est Iv fun-ny happy "d funny '"" glass glasses glass great "" happy high highs inside er, est, Iy great wonderful awful er, est,ly hap-py glad "d er, est,ly high lall i"w " in-side knew large light lights little mate outside knew understood '" er, Iy, esse,est large big small " er,ed,ing,ly light fair dark b, er, est lit-tie small big ed,ing, less mate friend enemy ier,iest, ily might strength mates might nearly near near-Iy almost exactly nothing thing noth-ing nought something ""' once once other others p.", parties please "" dis quick "" ready something never oth-er ed, ing part-y celebrate lion) ed, ing,er please satisfy annoy er,est, Iy quick fast slow ed, ing, tv read-y prepared thing some-thing their nothing their tomorrow to-mor-row while while would would yesterday yes-ter-day vii yesterday tomorrow Eng/ish - Back To Basics Glossary Teacher notes and word tudy' Abbreviation Digraph Plural An abbreviation is II 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 slop Two letters representing one phoneme Indicates more than one person or thing For example: th, sh, wh, er, ck, au Eponyms For example: two books three wishes lour children For example: Mon for Monday Orfor Doctor Eponyms are words that come from a person's name or name of a place Prefix Acronym A word made up from the initial letters of II phrase For example: SIOS t�udden infant death !yndrome) radadradio detecting and ranging) For example: Jules Leotard Anders Celsius Earl of Cardigan Etymology Used at the beginning 01 a base word to change meaning For example: inedible, unconscious, iAegal, disobey The study of the origin and history 01 words Singular For example: annualfrom the Latin word annu, meaning 'year' For example: one book, a table, an apple Antonyms Grapheme Words that are opposite in meaning Used at the end of a base word The written representation of a sound For example: working, lonely, walked, editor (Note: If it is not pronounced as II word, it is an intialism; e.g LPG.] For example: hot/cold dark/light wet/dry Base word The root word or main part of tho word Prefixes and suffixes can be added to the base word For example: reading, misguided, c arefully Compound word Two or more words joined together For example: pancake, teaspoon, underground Consonant Any letter of the alphabet that is not a vowel For example: b, c, d, f g, h, i Contraction A shortened form of a word An apostrophe is used to replace the deleted letters For example: I'm, we're, they'lI, she'd, can't Derivative A word made from adding prefixes and suffixes to a base word For example: sleeping, un usual, happily English - Back To Basics For example: ew, ing, th Homographs Words that are spelt the same but have different origins and meanings and are sometimes pronounced differently For example: cricket, wn i d Only one person or thing Suffix Syl/able A unit of sound which contains II vowel sound All words are made up of one or more syllables For example: talk, nerv-ous, in-de-pen-dent Synonyms Homophones Words that are similar in meaning Words that sound the same but are spelled differently For example: big/large small/tiny wet/damp For example: peace/piece threw/through bored/board Thesaurus A reference book which groups words by meaning Morpheme The smallest unit of meaning For example: house/keep/ing Phoneme For example: promise-pledge, guarantee, engagement, commit, assure, secure The smallest unit of sound in a word that can be represented by one, two, three or four letters There are 44 phonemes i n English Three letters representing one phoneme For example: to, shoe, through For example: high, fudge, pear Phonetics Vowel System of spetting words that represents sounds by symbols The five letters of the alphabet that are not consonants Trigraph These are: a, e, i, a and u viii www.p�m-ed.com P�m-Ed Publishing" Glossary Teacher notes PunctuatIon Apostrophe Exclamation mark Quotation marks Used to show ownership and in contractions to show where letters have been dropped Used to show strong emotion Used to indicate direct speech, quotations and specific titles For example: Jackie's dog wasn't barking Forward slash Capital letters Used to start a sentence, as the firsl letter of proper nouns, for the pronoun I, in tilles, and to start direct speech Colon Used to introduce additional information For example: Use the following: eggs, bacon, milk, salt and pepper Comma Used as II short pause to separate parts of II sentence and items in II lis! Forexample: The boy, II great athlete, was competing in most events I took pens pencils For example: That's fantastic news! Used to show options, shortened forms, in web addresses and instead of per, an or a For example: true/false 60kmlh Full stop Used at the end of a sentence or in some abbreviations For example: His birthday was on 21 Feb For example: 'Did you know the Spanish word �siesta" means a short nap?' Ben asked Semicolon 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 Hyphen 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 Parentheses , paper and paints to the class Dash Used to provide additional information or show that something is unfinished 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 For example: I opened the gift-it was just what I wanted Used at the end of a sentence to show a question to be answered Ellipsis For example: Did you finish everything you wanted to? 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! '1 • , , - II • Eng/ish - Back To Basics Glossary Teacher notes Grammar Abstract noun Auxiliary verb Conjunction A word which describes things that cannot actually be heard, seen, smelt or tasted A'helping' verb that is used in forming tense, mood and voices with other verbs The verbs to be, to have and to doare often used as auxiliary verbs A joining word for words, phrases, clauses and sentences For example: anger, beauty, d/Jnger, jealousy, loyalty, pain I was tired but I had to work because the assignment was due For example: I W8S thinking of you Active voice He does leave his room In a mess The voice of the verb which shows that the subject of the sentence i s performing the action For example: Her friend drove the car The dog frig h fenedthe child Adjective A describing word IIsed to add meaning to II noun or pronoun For example: He wore For example: I ate an apple anda pear II blue shirt The meal was delicious We have seen it Connective Clause A connecting word that tells order and what i s coming next A group of words with a subject and its verb For example: I'll finish the dishes first and then watch a film For example: She walked to the st8tion Determiner Collective noun A word that is used in front of a noun or pronoun to tell something about it A group of persons or things For example: a c/8SS of students, a flock of sheep, a herd of elephants For example: a tiger, thetiger, some tigers, both tigers, that tiger, three tigers Direct speech Adverb Command verb (imperative) Adds meaning to II verb, adjective or other adverb It can tell how, where A verb used as an order or command Exactly what is spoken, and is enclosed in quotation marks For exa mple: Stop talki ng so loudly For example: 'Are you feeling or when For example: He worked carefully Common noun Yesterday they walked to school A word naming general rather than particular things She finally finished For example: apple, river, table, colour Agreement Shows that linked words or phrases agree in terms of case, number, gender and person For example: He iswetcome They are welcome She tried to write the story herself Article A subclass of determiners where a and 8n are indefinite and the is definitive For example: a computer, an apple, thedog Complex sentence 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 thirsty?" she asked Double negative When two negatives are used together, with the effect of ca n ceiling each other so the negative meaning is lost For example: She wasn't doing nothing He didn't get no lunch Finite verb 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 Idiom A phrase that is not meant literally For example: over the moon frog in my throat English - Back To Basics • www.p�m-ed.com P�m-Ed Publishing" Verb tenses Read the sentences (a) Underline and then write the verb in each sentence (b) Write 'present' next to the sentence that tells something is happening now Write 'past' next to the sentence that tells something has already happened I watch a DVD I watched a DVD Underline each verb Write 'present' or 'past' I al I walk to school w ::0 « z ' - e> :::> e> I walked to school I b I She talked to the boy She talks to the boy I c I He played football He plays football Idl I work hard I worked hard lei I cleaned up the mess _ I clean up the mess _ Underline each verb Write 'present' or 'past' lal I write a story _ Ibl The plant grows I wrote a story lei He taught reading The plant grew _ Idl I wear a shirt to school lei She thought about it IfI We catch the train _ _ He teaches reading _ _ _ _ I wore a shirt _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ She thinks about it We caught the train _ _ _ _ _ _ _ _ Write the past verb to match these lal draw lei eats _ _ _ _ _ _ _ lei meets Igi see _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Ibl ride Idl buy _ _ _ _ _ _ _ _ _ _ _ _ IfI finds Ihl hear 67 _ _ _ _ _ _ _ _ _ _ _ _ English -Back To Basics Pronouns Grammar TEACHER INFORMATION A pronoun is used in place of II noun to avoid repetition Personal prorlOuns 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 clln be singular or plural, subjective, objective or possessive Examples are: it, Ihey, them, theirs Relatillo pronouns refer to people and objects and connect clauses and sentences They are used in the three cases: subjective - who, thai, which possessive -whose, of that, 01 which, of whose objective - whom, thai, 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 Thev have no gender but are used in the three cases: subjective -this, that,these, those possessive - of this, of that, 01 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.f • • • • Inte"ogative pronouns are used in asking questions Thev include who, whose, whoever (used for people) and what, which and whatever (used for thingsf 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 saving exactlv 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, nolhing, 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 (determinerf ,• Answers I I I h" Idl She, her I I Dr Mary Idl Rick I I mme I bl h, (c) Thev K I,) I, you I b) Eric and Tom (c) Alice I, ) Mr Smith I b) ours (c) yours (b) he (c) they (b) they (c) she (e) it (I) Idl hers Pronouns are: I I ,h, I I (\ Idl h' - Eng/ish Back To Basics 68 we J Pr1m·Ed Pub"5hl� Pronouns I Colour the right word la) Kirsty is walking to our house I can't see I her I him I yet Ib) Dan is reading a book Do you think I him I he I likes it? Ie) The children are sitting down IThem ITheyI are all quiet Id) Mrs Jones is the teachef Shel HerI is sitting at I his I her I desk Ie) w ::0 « z ' - "­ :::> "- I I I MeI am going to play Are Ithem I you I playing, too? Use the names to finish the sentences IEric and Tom I (a) I had to see Ib) I saw I Mr Smith I IAlice I I Rick I I Dr Mary I She gave me some medicine Ie) Id) Ie ) _ I can see playing They were having fun is drawing Her picture is beautiful _ outside He is playing basketball has a new car I think his car is white Colour the right word CC yCT I= m"' in"' el · la) The book is I"'m Ib) The books are l our lours I· Ie) The book is I your I yoursl· Id) Jane's book is I his I hers I · The nouns are underlined Write a new sentence using a pronoun in place of the noun la) Mum is in the car _ _ Ib) Mr Brown is over there _ _ Ie) The children are reading _ Choose a pronoun that could be used to rep/ace the nouns she we la) dog Ib) Ben and Zac Ie) Id) John Ie) tree If) Mum and 69 Emma _ _ _ English -Back To Basics Adjectives Grammar TEACHER INFORMATION An adjective is II word that describes or gives more information about II noun or pronoun; e,g pretty, thin, tall, delicious It qualifies the word it describes by making it more specific; e.g.lhe red dress-the adjective red specifies the colour of the noun dress Adjectives can tell II bout the colour, size, number, classification or quality of II 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 I comparative (e.g smaller), superlative (e.g smallest) Answers (II) linle, cute, young, soft, sleepy (b) long striped, cold-blooded, poisonous, thin (c) juicy, tasty, delicious, fresh, crisp, ripe Answers will vary Suggestions include: • (a) ugly, old, mean, scary, wrinkly, bad (b) pretty, sweet, friendly, happy, nice, beautiful Answers will vary Suggestions include: ( ( dark/cold ( bl sunny/rainy (,I young/kind (til cute/little (,I crisp/red (I) ( I big, bigger, biggest new/shiny ( bl old, older, oldest (,I warm, warmer, warmest (til kind, kinder, kindest (,I tall, taller, tallest light,lighter, lightest ( I best J3 (I) ( bl worse (,I less ,• (til most K J - Eng/ish Back To Basics 70 Pr1m·Ed Pub"5hl� www.prlm·ed.com Adjectives Tick the words you could use to describe these things lal Ibl little love cute cry young Max angry soft brother sleepy long hard tall pOisonous cold-blooded JUICY tasty melon delicious fruit striped reptile thin slither food fresh seeds CriSp JUice ripe Write four describing words for each picture la) w ::0 « z ' - "­ :::> "- I b) II Complete each sentence by using an adjective la) The night is I b) The day was I c) She is a lady Ie) It is a Id) The puppy is apple I have a (I) car Finish the pattern Fo r example, small, smaller, smallest la) big I c) _ Ie) lb) old _ _ warmer ld) _ _ _ _ _ _ _ _ _ _ _ _ kindest _ tallest If) lighter _ _ _ _ _ _ Now try these la) good better Ib) bad Ic) little Prlm·Ed Pubiishlr.g" least www.pr1m·ed.com , worst Id) many more " " " 71 " " " " " " , ' " " " " " " " " " " " " " " " " English -Back To Basics Writing sentences - word order Grammar Answers ia) My mum's birthday is in April ib) There is nolhing t wanlto watch on TV icl I will my homework before I'm tired id) My little dog is funny when he plays Sentence answers will vary Examples include: ia) Today, I walked to the shop ib) Itwas a hal day so she swam in the pool icl Are you ready to go? id) My friend is tunny Answers will vary • ,• K J - Eng/ish Back To Basics 72 Pr1m-Ed Pub"5hl� www.prlm·ed.com Writing sentences - word order Write the words so the sentence makes sense lal My birthday April mum's is in Ibl There TV nothing want is I to watch on lei _ will homework I my I'm tired before Idl dog funny plays My is when he little w ::0 « z ' - � a Write a sentence with these words in it lal I walked today shop Ibl she pool hot swam lei ready you go are _ _ Idl funny friend my is _ _ Finish these sentences so they make sense lal I saw a man _ but then he -_ (b) I wanted to see another lei I forgot to Idl I enjoy because beeause 73 _ _ _ _ _ _ _ _ _ _ _ so _ English -Back To Basics .Joining words (Conjunctions, Grammar TEACHER INFORMATION A conjunction is II word (or wordsl that connects words, phrases, clauses and sentences; e.g and, bul, because, so, that • • Conjunctions used to join sentences of equal importance are called coordinating conjunctions; o.g l lil::o apples end oranges They include end, but, lor, yet, or, 8S well as, both, so, therefore and nOf 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, 8S, since, where, whenever, wherever Answers (a) I know I'll be late for school unless I wake up when Mum calls me (b) The music was turned up loudly so Dad could hear it outside (c) Kara won't be able to go shopping if she does not have any money • (d) Mrs Jones came to school early so she could plan our lessons (e) Jake will not go to the game if his arm is still hurting (I) My mum will not serve dinner unless everyone is at the table Answers will vary Answers will vary Answers will vary ,• K J - Eng/ish Back To Basics 74 Pr1m-Ed Pub"5hl� www.prlm-ed.com .Joining words (Conjunctions) Words such as unless, so and if can be used as joining words to add more to a sentence Join two sentences to make one sentence by colouring the two boxes the same I a I I I know I'll be late for school unlessI Ishe does not have any money.I Ishe could plan our lessons I II wake up when Mum calls me.I leveryone is atthe table I lOad could hear it outside Ihis arm is still hurting I I b I IThe music was turned up loudly soI I c I IKara won't be able to go shopping if I Idl IMrs Jones came to school early so lei IJake will not go to the game if I w IfI IMy mum will not serve dinner unless I ::0 « z ' - "- :::> "- Complete the sentences I a I I'm not going unless I bI _ lei I don't like going to bed unless Idl unless Mum and Dad say yes _ _ unless the water is too cold Complete the sentences lal I need to try hard so Ibl _ lei I wear a bike helmet so Idl _ so I stay healthy _ _ I don't get into trouble 50 _ Complete the sentences lal I won't be going out to play il Ibl _ lei I don't like watching TV il Idl lei _ _ _ _ _ _ _ _ _ _ _ _ _ _ il I il my _ _ _ _ _ _ _ don't eat all my dinner 75 bed is not made il I go to bed too late English -Back To Basics Sentences Grammar TEACHER INFORMATION A s6ntrlnCB is II group of words that makes sense on its own It must have II finite verb (II verb with II subject), II capital letter at the start and end in II full slop question mark or exclamation mark Answers I Sentences are: ( ( I can see II dog ( b) The light is on (d) Can you draw? (I) Look at that! (h) They saw the bird Sentences are: (b) Did you write that? ( ,) l am happy today (g) We ate the cakes (h) She doesn't feel well ( ) Shane - throws ( ,) That's perfect! ( b) Sally - sleeps (, ) Dad - reads (d) - forget (.) leah - grows (I) My- legs -hurt • J3 ( ) I don t know how to read that ' (b) Did Tara send that? (, ) Clln you please take Mark home? (d) I can't see the birds (, ) That's great! Who gave ilia you? Sentences will vary ,• K J - Eng/ish Back To Basics 76 Pr1m-Ed Pub"5hl� www.prlm-ed.com Sentences A sentence is a group of words that makes sense on its own Write next to the sentences I a) Id) Ig) o I can see a dog D Can you draw? o It is only o The light is on D He read can well o They saw the bird I b) Ie) I h) Ie) If) Ii) O Wili you o Look at that! O The is four A sentence must start with a capital letter and end with a full stopD question mark rn or exclamation mark []] w ::0 « Z ' Tick the box if the sentence has the correct punctuation I a) - "- :::> "- Id) Ig) o I can run very fast D dad drove the car o We ate the cakes Did you write that? Ie) O That's perfect! Ih) She doesn't feel well Ib) Ie) I am happy today He's very kind? Ii) does he run fast If) Underline the verb (doing word) that tells what happens Circle the person or thing that makes it happen For example: ak 'ides his bike to school (.! ?J la) Shane throws the ball Ib) Sally sleeps on the bed Ie) Dad reads the paper Id) I often forget my books Ie) Leah grows flowers If) My legs hurt after training Write each sentence correctly la) i don't know how to read that Ib) did tara send that _ _ _ _ _ _ Ie) can you please take mark home Id) i can't see the birds _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Ie) that's great who gave it to you _ Write two complete sentences Include a capital letter and the correct punctuation at the end la) Ib) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 77 English -Back To Basics Complex sentences Grammar TEACHER INFORMATION A simple sentence has one main idea lind usually contains only one verb and one subject It cannot be broken down into other clauses; e.g Mark isubject) threw (verb) the ball is an example of II simple sentence A compound sontrmce has two (or more) independent clauses with II conjunction For example, Tim and I saw the film but I didn't enjoy it (Clauses can be separated by II comma, semicolon or colon.) A complex sentence has II main (independentl clause and at least one subordinate (dependent! clause; e.g The doctor worked long hours at II hospitalwhere there were many very sick children Answers Answers will vary Examples include: (a) My wonderful mum made II chocolate cake (bl The kind nllrse cared for the sick girl • (c) The cute puppy was playing outside (d) The elderly lady grew beautiful flowers Answers will vary Examples include: (a) The busy lady went grocery shopping with her three children (b) The athletic man went to the local gym to lift weights (e) The young boy rode his new bike to his best friend's house (d) The thoughtful teacher gave us II new book that she thought we would enloy ,• K J - Eng/ish Back To Basics 78 Pr1m·Ed Pub"5hl� www.prlm·ed.com Complex sentences It's easy to make a sentence more interesting! You can add describing words, joining words and more naming and doing words • The firefighter saved the boy • The game was boring -> The brave cricket • The scared to watch! firefighter saved the game was so boring boy Write more interesting sentences from these simple sentences lal My mum made a cake My mum made a cake Ibl The nurse cared for the girl The nurse cared for the gi rl I c I The puppy was outside w ::0 « z The ' puppy was outside - "- Idl The lady grew flowers :::> "- The lady grew flowers Make your sentences even more interesting! • • The brave firefighter saved the scared boy The cricket game was so boring to watch from the blazing house I fell asleep! Write more interesting sentences lal The lady went shopping The busy lady went grocery shopping with Ibl The man went to the gym The _ _ _ _ _ _ _ _ _ _ _ _ _ man went to the _ gym to Icl The boy rode his bike _ _ The boy rode his bike to Idl The teacher gave us a book 79 English -Back To Basics Overused words Grammar Answers I Answers will va ry Sugg eslions for nice incIud e: ( ( warm ( b( thoughtful (d( i" ( ,) special ( , ( terrific Answers will vary Suggestions for good include: ( ) interesting ( b) delicious (d) fantastic ( ,) loving ( ,) perfect Answers will vary suggestions for said include: ( ) whispered ( b) yelled (d) begged ( ,) ordered ( ) drove (d) walked ( b) flew ( ,) asked ( , ) rolled ( , ) slithered • ,• K J - Eng/ish Back To Basics 80 Pr1m-Ed Pub"5hl� www.prlm-ed.com Overused words Sentences need interesting words Some words, such as nic e, like and good are used so offen it's boring! Rewrite each sentence, using a more interesting word for nice lal It was a nice day _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ (b) Grandma gave me a nice present lei I watched a nice film on TV Idl It was nice to play a!Tim's w � Z lei My best friend is nice _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Rewrite each sentence, using a more interesting word for good lal It is a good story _ Ibl We had a good dinner lei _ It is a good day for playing Idl You did good work! _ _ _ _ lei My parents are good to me _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Write a new word for said in each sentence lal Talk quietly', I said _ _ _ _ _ Ibl 'You have to run faster!' he said lei _ _ _ _ _ _ _ _ _ _ _ _ _ _ 'Do you know my name?' said the boy Idl 'Please help me!' she said _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ (e) 'Come in for dinner now', Mum said _ _ _ _ _ _ _ _ _ _ _ _ _ _ Write a new word for wentin each sentence lal They went home lei Ibl We went to Spain _ _ The boys went down the hill on their skateboards Idl Emma and I went to the park to play _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Ie) The big snake went throug h the bushes 61 English -Back To Basics [...]... beside except co till without amid besides f" onto to amidst between from '"t towards Prepos/t/ona' phr according to aside from behind in in front of in regard to on account of ahead of as to due to in lieu of in spite of on board apart from back of in addition to in light of instead of out of as tar liS because of in the back of in place of in view of owing to Word's used s adjectl"•• or adverbs b,d doubtless... lived He has shown me the way to go storey/story They lived on the top storey of the building I read the story thei r/there/they're That is their house They live there They're going out threw/through I threw the ball I walked through the room tore/torn He tore the shirt he was wearing The shirt is torn wear/where/we're I will wear the dress Where are you? We"re going to school went/gone They went an... aerate, aeroplane, aerl al sphere globe, ball atmosphare, stratosphere, hemisphere tele far off telephone, teleport, televise, talevision logy word, knowledge, science of psychology, biology, zoology, neurology auto self automatic, autobiogra phy, autogra ph, automobile logos word, reason logic, logistic, logical xvii Eng/ish - Back To Basics Words commonly misspelt Teacher notes LIST 1 English - about... English -Back To Basics thr shr Phonics Answers I 2 3 ( ( three ( bl throw (,I throat (dl thread (, I throne (I) through ( I shrink ( bl shrub (,I shred (dl shrug (, I shriek (I) shrimp ( I three, shmbs (bl shrunken, thread 4 ( I throw, threw (bl shrink, shrunk (, I through, threw • ,• K J - Eng/ish Back To Basics • thr shr 1 Write thr to finish the words Use the correct word to complete each... wore the new suit to the party We stayed in an expensive hotel suite summary/summery The summary was very brief It was a fine, summery day English - Back To Basics nii www.p�m-ed.com Prim-Ed Publishing" I• ? • J c z o English -Back To Basics oar ore Phonics Answers I 2 ( ( roar ( bl soar (,I board (dl hoarse (, I oars (I) ( I more ( bl sore (,I lore (dl wore (, I pore (I) core (01 store (hI score !i)... sister went to the store I shoreI to buy a dress I l I Idl I can read a lot Imore pore books this year Prlm·Ed Pubiishlr.g" www.pr!m-ed.com , " " " 3 " " " " " " , ' " " " " " " " " " " " " " " " " English -Back To Basics • air, a Phonics Answers I Teacher check drawings 2 3 ( ( hai... " " " " English -Back To Basics war au Phonics Answers ( b( warn ( ,) reward (d) ward ( ,) swarm (I) w.rt (0) wardrobe (h) dwarf ( ) sauce ( b) saucer ( ,) launch (d) haunt ( ,) laundry (I( ( b) rewarded ( ,) rewarding I ( ( 2 3 ( ) warm pause warm, August (b) astronaut, launch 4 ( ) rewards • ,• K J - Eng/ish Back To Basics • war au 1 Write war to finish the words in each sentence... friend I told her she was forgiven forma Ily/formerly I was dressed formally I was formerly at another address human/humane He is a human being They had to treat the animal in a humane way lic en ce/lic ense He had a driver's licence He had to license the car mediate/meditate She had to mediate between the groups I took time to meditate and relax mistaken/mistook I was mistaken about the time I mistook... English -Back To Basics " " , ' " " " " " " " " " " " " " " " " spr scr Phonics Answers ( ( spray ( bl sprinkles (,I sprint (dl spread (, I Spring (I) sprout 2 ( I spree ( bl sprinkler 3 ( I scream ( bl screen (,I scratch (dl scrub (,I screw (I) scribble I 4 ( I scruffy, scratch (bl scribbled, scrap • ,• K J Eng/ish - Back To Basics 10 spr scr , Write spr to finish the words in each... score (dl bored (,I chore (I) ( bl board (,I stofe (j) 3 bored 4 ( I sore aboard core (dl more • ,• K J Eng/ish - Back To Basics 2 oar ore 1 Write oar to finish the words in each sentence (a) You can hear the lions r Ibl Birds can s at the zoo high in the sky Icl My friends and I played a b d game Idl I had a cough and my voice was very h lei You need two se s to row a small boat IfI Be careful when