PR-0795IRE Proofreading and Editing - Extension

Practical activities using text types 

Extension 

Proofreading 

and 

editing skills 

Viewing Samples 

0795C 

www.prim-ed.com

PROOFREADING AND EDITING SKILLS 

(Extension) 

Published in 2005 by Prim-Ed Publishing under 

licence. 

Copyright © R.I.C. Publications ® 2005 

ISBN 1 84654 003 8 

PR–0795 

Additional titles available in this series: 

PROOFREADING AND EDITING SKILLS (Lower) 

PROOFREADING AND EDITING SKILLS (Middle) 

PROOFREADING AND EDITING SKILLS (Upper) 

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publisher prohibits the loaning or onselling of this 

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Foreword 

Proofreading and editing skills consists of a selection of texts written in specific formats to 

provide punctuation, spelling and grammatical practice. Detailed descriptions of concepts, 

such as specific parts of speech and punctuation, are also included, as well as vocabulary 

enrichment and aspects of writing. 

The aim is to provide pupils with varied, structured experiences in proofreading and editing 

written texts. A high level of proficiency in these skills is vital for accurate self-monitoring 

of written work. 

Other titles in this series are: 

• Proofreading and editing skills (Lower) 

• Proofreading and editing skills (Middle) 

• Proofreading and editing skills (Upper) 

Contents 

Teachers information 

Teacher information .................................................................................................................. iv – v 

Curriculum links .......................................................................................................................vi – vii 

Overview of activity content ...................................................................................................viii – ix 

Punctuation, spelling, grammar, vocabulary and writing information ................................... x – xv 

Writing format information ..................................................................................................xvi – xvii 

Writing format checklists ................................................................................................ xviii – xxiv 

Pupil proofreading and editing checklist ..................................................................................... xxv 

Worksheets 

Dear diary ................................................. 2–3 

Piggy banks .............................................. 4–5 

Ancient Greek myth ................................. 6–7 

Where is the king? .................................... 8–9 

Revulsion ...............................................10–11 

Chocolate ..............................................12–13 

How the woodpecker was born ...........14–15 

Left-wing ................................................16–17 

Violence on the news .......................... 18–19 

The St Bernard ..................................... 20–21 

Kelly’s holiday ...................................... 22–23 

How to be successful at note taking ... 24–25 

The question mark ............................... 26–27 

The hothouse ....................................... 28–29 

A miraculous escape ........................... 30–31 

Michael McCoy ..................................... 32–33 

Mobile madness ................................... 34–35 

Making a papier-mâché piggy bank .... 36–37 

What is an urban myth? ....................... 38–39 

Travelling toad ...................................... 40–41 

Go and play! ......................................... 42–43 

Constable Hector Plod’s report .......... 44–45 

The word ‘love’ in tennis ..................... 46–47 

Surface tension ...................................... 48–49 

We should earn regular pocket money . 50–51 

The runaways ...................................... 52–53 

The castle on the hill ........................... 54–55 

Mighty microbes ................................. 56–57 

Princess Caraboo ................................ 58–59 

Making a tepee .................................... 60–61 

Achilles’s heel ...................................... 62–63 

Impressionism ..................................... 64–65 

Tsunami! .............................................. 66–67 

Rowan Atkinson .................................. 68–69 

Special groups ..................................... 70–71 

Give me strength ................................. 72–73 

The fleet awakens ............................... 74–75 

Taking better photos ........................... 76–77 

Cooking fish – the easy way ................ 78–79 

A night to remember ........................... 80–81 

Classical composers ............................ 82–83 

Music forever ........................................ 84–85 


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Teacher information 

The following is an explanation of how to use the pages in this book. 

Teachers pages 

A teachers page accompanies each pupil worksheet. It provides the following information: 

Ancient Greek myth 

Lesson focus 

Punctuation 

• Capital letters for sentence beginnings 

• Capital letters for proper nouns 

• Full stops 

• Grammatical commas 

Grammar 

• Pronouns 

• Verb tenses 


A narrative tells a story with events in sequential order. 

Answers 

Spelling 

Teachers notes 

• Confused words: of/off, to/too/two, 

won/one, flew/flu, our/hour, their/there 

• Misspelt words 

Vocabulary 

• Enrichment – word definitions 

• Synonyms 

• Antonyms 

Writing 

• Omitted words 

• Repeated words 

Pandora’s box 

Long ago, Prometheus, a Titan, stole fire from the gods and gave it to humans. As a punishment, 

Zeus, the king of the gods, decided to create misery on Earth. He ordered the blacksmith of the 

gods to create the first woman, Pandora. Zeus then sent her to live with Prometheus’s brother, 

Epimetheus. Epimetheus had a large box in his house that he warned Pandora never 

to open. But one day, Pandora became too curious and she opened the box. To 

her horror, out flew all the evils of the world, including Envy, Disease and 

Revenge. Pandora tried to put the lid back on but it was too late. Then she realised 

there was one thing left in the box – Hope. 

We should remember that, despite our troubles, there is always Hope. 

1. Missing punctuation is in bold type. 

2. (a) Correct pronouns are underlined. 

him – her (line 3), she – he (line 4), it – she (line 7) 

(b) Correct verbs are underlined in bold. 

will give – gave (line 1), will send – sent (line 3), opens – opened (line 5) 

3. (a) Spelling errors are in italic type. 

of, to, warned, one, To, flew, there, should, our 

4. (a) Teacher check. 

(b) Teacher check. Answers may include: 

expectation, desire, anticipation, belief (synonyms) 

despair, apathy, pessimism (antonyms) 

5. (a) is (line 9) 

(b) her (line 6) 

6 Proof Reading and Editing skills Prim-Ed Publishing www.prim-ed.com 

Proofreading and editing 

marks 

Editors use a number of consistent 

symbols to indicate where changes 

are to be made in a text. 

Teachers may require pupils to use 

these ‘professional’ proofreading and 

editing marks to indicate errors in the 

text on the pupil pages. 

The lesson focus indicates the focus for each 

pupil page. This will include aspects from the areas 

of punctuation, spelling, grammar, vocabulary 

and writing. Some of these may involve simple 

recognition of a concept, or use an already-known 

aspect. More detailed teacher information about 

punctuation, spelling, grammar, vocabulary and 

writing can be found on pages x–xv. 

Teacher information gives brief background 

information about each text type. More detailed 

information can be found on pages xvi–xvii. 

Answers to all worksheet activities are provided. 

The corrected text is given with punctuation errors 

in bold. Correct spelling is highlighted in italics, as 

well as being provided in the answers section. 

= insert (something) 

was 

T h e w e a t h e r h o t 

‘ 

T h e b o y s h a t 

m 

H e w e n t s w i m i n g . 


= delete (something) 

I w e n t t o t o t h e s h o p s . 

NOTE: 

All spelling is taken from the Oxford 

and Collins English dictionaries, 

while all punctuation is according to 

the Style manual for authors, editors 

and printers, Sixth edition, Revised 

by Snooks & Co. These are standard 

references for contemporary 

professional publishing. 

T h e d o g b r o k e i t ’ s c o l l a r. 

+ lc = lower case 

a 

lc 

I d o n’ t l i k e M a t h s . 

+ cap. = capital letter 

+ correction = spelling 

cap. 

‘ I ’ m t e l l i n g m u m . ’ 

H e w o s p l a y i n g f o o t b a l l . 

iv Proofreading and editing skills Prim-Ed Publishing www.prim-ed.com

Pupil pages 


• A specific text type is identified and presented for the pupils to read. The text has 

punctuation, spelling and grammatical errors for the pupil to identify. 

There are also opportunities presented for the pupils to work in the areas of grammar, 

vocabulary and writing as specified by the worksheet or teacher. 

• The texts are presented in two ways. One allows pupils to become familiar with formats 

they may encounter in some standardised tests; both follow a similar format for 

identifying and correcting proofreading and editing errors. 

The pupil activities follow a common format. 

Format 1 

The title of the text is given. 

Piggy banks 

Read the explanation. 

Ever wonder why some people keep there savings in a 

moneybox shaped like a pig? It is all dew to the incorrect 

meaning off a word! 

The origin of the piggy bank can bee found in the Middle 

Ages, when most pots dishs jars and other containers 

used in peoples homes are made of a cheap clay 

known as ‘pygg’. Metal was rarely used as it was to 

expensive. A pot made from pygg is kept by many 

householdes for storing the familys savings. This money pot 

became nown as the ‘pyggy bank’. 

But when potters in 19th century England will be asked by 

customeres to make pyggy banks they misunderstood 

and prodused pig-shaped containers. Instead of 

correcting the mistake people took two the idea and 

ever since, the piggy bank has bean a well-loved 

tipe of moneybox. 

1 Punctuation 

(a) Write the 5 missing commas and 2 

apostrophes Circle the quotation marks. 

A hyphen (-) is used in some words to connect 

smaller words together; for example, 

‘happy-go-lucky’, ‘self-pity’, ‘able-bodied’. 

(b) (i) Circle the 2 words in this text that 

contain hyphens. 

(ii) Choose one of the words. Use a 

dictionary to find three hyphenated words 

that contain one of the smaller words. 

2 Grammar 

We can change the ‘tense’ of a verb to tell what 

happened in the past, what is happening in the 

present or what will happen in the future; for 

example, ‘He said it’ (past tense); ‘He says it 

(present tense); ‘He will say it’ (future tense). 

Editing skills 

(a) In this text, the wrong verb tense has 

been used 3 times. Find each of these 

and write the correct verb tense in the 

space at the end of the line. 

3 Spelling 

(a) Three plural words from the text are 

misspelt. Write the correct spelling on the 

line at the end of the row. 

(b) Write the correct spelling of 10 misspelt 

words in the space at the end of the line. 

4 Writing 

(a) Correct the errors of fact in this sentence. 

In the 19th century in England, metal workers 

made pig-shaped moneyboxes, but people 

did not take to the idea. 

Prim-Ed Publishing www.prim-ed.com Proof reading and editing skills 5 

Headings indicate which punctuation, 

spelling, grammatical, vocabulary and 

writing mistakes need to be identified and 

corrected by the pupil. Extra practice is 

given in particular areas. 

The specific text type is given 

and the text presented. 

Format 2 


Read the narrative. 

1 Punctuation 

(a) Find 4 missing capital letters, 2 commas and 3 

full stops. 

2 Grammar 

Pronouns are words that replace nouns; 

e.g. ‘he’, ‘him’, ‘it’, ‘me’. 

(a) Circle the 3 incorrect pronouns used in the text. 

We can change the ‘tense’ of a verb; for example, 

‘He gave her a gift’ (past tense); ‘He gives her a 

gift (present tense); ‘He will give her a gift’ (future 

tense). 

(b) All of the verbs in the text should be in the 

past tense but there are 3 examples where 

the wrong verb tense has been used. Find and 

underline them. Write each of the incorrect 

verbs from the text below. Next to each, write 

the correct verb tense. 

Verb used 

Correction 


3 Spelling 

(a) Write the correct spelling of the 9 misspelt 

words. 

pandora’s box 

4 Vocabulary 

(a) Write a definition for each of the 3 evils. 

(i) Envy 

(ii) Disease 

(iii) Revenge 


Long ago, Prometheus, a Titan, stole fire from the gods and will give it to humans. As a punishment, 

Zeus the king of the gods, decided to create misery on Earth he ordered the blacksmith off the 

gods too create the first woman Pandora. Zeus then will send him to live with prometheus’s brother, 

epimetheus. epimetheus had a large box in his house that she worned Pandora never 

to open But won day, Pandora became too curious and she opens the box. Two 

her her horror, out flu all the evils of the world, including Envy, Disease and 

Revenge Pandora tried to put the lid back on but it was too late. Then it realised 

their was one thing left in the box—Hope. 

We shoud remember that, despite hour troubles, there always Hope. 

(b) Write 2 synonyms and 2 antonyms for the word 

‘hope’. 

Synonyms 

Antonyms 

5 Writing 

(a) One word has been omitted from the final line 

of the myth. Add it to the text. 

(b) Which word has been repeated unnecessarily in 

the text? 

Prim-Ed Publishing www.prim-ed.com Proof Reading and Editing skills 7 

Pupil instructions are written in a consistent format to encourage pupils to concentrate on 

the activity. 

Where an instruction requires pupils to ‘find capital letters etc.’, teachers should select 

their own method for pupils to use; for example, circle, highlight with a coloured marker, 

underline or write over the error. Some proofreading and editing marks may be used. (See 

teachers notes page iv.) 

Prim-Ed Publishing www.prim-ed.com Proofreading and editing skills v

Country/ 

Subject 

England 

Literacy 

Year/ 

Level 

Curriculum Links 

Strand/ 

Unit 

Objective 

Year 5 Range • Fiction and poetry: traditional stories, myths and legends from 

other cultures, narrative poetry 

• Non-Fiction: recounts, news reports, instructional texts, nonchronological 

reports, explanations, persuasive writing, letters 

Word • 1.1 Identify mis-spelt words 

• 1.5 Investigate patterns in pluralisation 

• 2.1 Identify mis-spelt words 

• 2.6 Distinguish between homophones 

• 2.7 Know the correct use and spelling of possessive pronouns 

• 2.10 Investigate antonyms 


• 3.5 Investigate and learn spelling rules 

• 3.6 Transform words by changing tenses 

Sentence • 1.2 Understand the basic conventions of standard English, 

including: agreement between nouns and verbs; consistency of 

tense and subject and avoidance of double negatives 

• 1.3 Proof-read and edit writing for clarity and correctness 

• 1.6 Understand the need for punctuation as an aid to the reader, 

e.g. commas to mark grammatical boundaries; a colon to signal, 

e.g. a list 

• 1.8 Extend work on verbs 

• 1.9 Identify the imperative form of verbs in instructional writing 

• 1.9 Identify the past tense of verbs in recounts 

• 2.2 Consolidate the basic conventions of standard English, 

including: agreement between nouns and verbs; consistency of 

tense and subject and avoidance of double negatives 

• 2.4 Revise different kinds of nouns, the functions of pronouns and 

agreement between nouns, pronouns and verbs 

• 2.5 Use punctuation effectively to signpost meaning in longer and 

more complex sentences 

• 2.9 Secure the use of the comma in embedding clauses within 

sentences 

• 3.1 Secure the basic conventions of standard English, including: 

agreement between nouns and verbs; consistency of tense and 

subject and avoidance of double negatives 

• 3.3 Identify a range of prepositions 

• 3.4 Use punctuation marks accurately in complex sentences 

• 3.5 Revise use of apostrophes for possession 

• 3.7 Use connectives to link clauses within sentences 

Year 6 Range • Non-Fiction: diaries, letters, recounts, journalistic writing, nonchronological 

reports, discussion texts, explanations 

Word • 1.1 Identify mis-spelt words 


• 2.4 Consolidate work on spelling rules 


• 3.4 Consolidate work on spelling rules 

• 3.7 Experiment with similes 

Sentence • 1.1 Revise prepositions and other conventions of standard English 

• 1.2 Revise verbs, including terms active and passive 

• 1.4 Investigate connecting words 

• 1.6 Secure knowledge and understanding of more sophisticated 

punctuation marks: colon, semicolon, parenthetic commas, 

dashes, brackets 

• 2.1 Investigate further the use of active and passive verbs 

• 2.2 Understand imperative verbs 

• 3.1 Revise the language conventions and grammatical features of 

different types of text 


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Country/ 

Subject 

Northern 

Ireland 

English 

Republic 

of Ireland 

English 

language 

Scotland 

English 

language 

Wales 

English 

Year/ 

Level 

Strand/ 

Unit 

Objective 

KS 2 Reading • Engage with a range of texts, including: stories, poems and 

non-fiction materials 

5th/6th 

Class 

Writing 

Competence 

and 

confidence 

(Reading) 

Competence 

(Writing) 

• Develop increasing competence in the use of the full stop, comma, 

question mark and exclamation mark 

• Observe the different conventions and structures demanded by the 

various forms of writing 

• Recognise the function of the paragraph 

• Observe the conventions of punctuation and grammar 

• Use connectives and pronouns appropriately 

• Avoid repetition 

• Locate the correct spelling of words 

• Set out and punctuate direct speech 

• Read a more challenging range of reading material, including 

stories, poems, myths, legends and non-fiction texts 

• Observe the conventions of grammar, punctuation and spelling in 

writing 

• Explore the possibilities of syntax and sentence structure in reading 

• Help others with editing their writing 

E Reading • Develop awareness of genre as a description of categories of texts 

• Study similes 

Writing • Check punctuation when redrafting 

• Be aware of spelling rules 

• Check possible spelling errors 

• Discuss subjects within sentence structure 

• Be aware of quotation marks and the apostrophe 

KS 2 Reading • 1.6 Read a wide range of literature, including: fiction, poetry, texts 

from a variety of cultures, myths, legends and traditional stories 

Writing • 2.3 Proofread - check drafts for spelling and punctuation errors 

• 2.5 Use punctuation marks correctly, including full stops, 

question and exclamation marks, commas, inverted commas and 

apostrophes to mark possession and shortened forms of words 

• 2.6 Check spellings of words 

• 2.6 Use appropriate terminology, including vowel and consonant 

• 3.3 Develop their understanding of the grammar of complex 

sentences 

• 3.4 Develop ability to use paragraphs 

• 3.5 Use nouns, pronouns, verbs, adjectives, adverbs, prepositions, 

conjunctions and verb tenses 


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Activity content overview 

Activity content Page number 

PUNCTUATION 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 43 45 47 49 51 53 55 57 59 61 63 65 67 69 71 73 75 77 79 81 83 85 

Full stops 

• • • • • • • • • • • • • • • 

Capital letters: begin. of sentences 

• • • • • • • • • • • • • • • • • 

proper nouns 

• • • • • • • • • • • • • • • • • • • • 

Question marks 

• • • • • • • • • • 

Exclamation marks 

• • • • • • • • • • 

Commas: in a list 

• • • • • • • • • • • • 

grammatical 

• • • • • • • • • • • • • • • • • • • • • • • • • • • • 

Apostrophes: contractions 

• • • • • • • • • • • • • • • 

possession 

• • • • • • • • • • • • • • • • • • • • • • • • • • • 

Quotation marks 

• • • • • • • • • • • • • • • • 

Colons 

• • • • • • • • • 

Semicolons 

• • • • • • • • • 

Hyphens 

• • • • • • • • • • • 

Dashes 

• • • • • • 

Parentheses • • • • • • • • • • 


SPELLING 

Misspelt words 

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 

Confused words 

• • • • • • • • • • • • • • • • • • • • • • • • • • 

Plurals: adding ‘s’ and ‘es’ 

• • 

change ‘y’ to ‘i’ • • 

Rec. 

Expl. 

N 

P 

Des. 

Rep. 

N 

Rec. 

Disc. 

Rep. 

N 

P 

Expl. 

Des. 

Rec. 

N 

Disc. 

P 

Expl. 

Rep. 

Rec. 

Rep. 

Expl. 

P 

Disc. 

N 

Des. 

Expl. 

Rec. 

P 

N 

Rep. 

Expl. 

Rec. 

Disc. 

Rep. 

Des. 

Expl. 

P 

Rec. 

Rep. 

N 

viii Proofreading and editing skills Prim-Ed Publishing www.prim-ed.com

Activity content Page number 

GRAMMAR 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 43 45 47 49 51 53 55 57 59 61 63 65 67 69 71 73 75 77 79 81 83 85 

Nouns: common nouns 

collective nouns 

• • • • • 

• 

Pronouns 

• • • • • • • • • • • • • 

Adjectives 

• • • • • • 

Verbs: active/passive 

• • • • • • 

tenses 

• • • • • • • • • • • 

infinitives 

• • 

Subject-verb agreement 

• • • • • • • • 

Adverbs 

• • • • • • • • 

Prepositions 

• • • • • • 

Conjunctions 

Indefinite article: ‘a’ or ‘an’ • • • 

• • 

VOCABULARY 

Enrichment 

• • • 

Synonyms 

• • • • • 

Antonyms 

• • • • • 

Compound words 

• • • • • • 

Compound words: hyphenated 

• • 

Shortened forms 

• • • 

Similes • • 

WRITING 

Paragraphs 

• • • • • 

Double negatives 

• • • • • 

Tautology 

• • • • • • • • • 

Convoluted language 

• • 

Analogy 

• 

Repeated and omitted words 

• • • 

Errors of fact • • • • • 


Rec. 

Expl. 

TEXT TYPE 

N 

P 

Des. 

Rep. 

N 

Rec. 

Disc. 

Rep. 

N 

P 

Expl. 

Des. 

Rec. 

N 

Disc. 

P 

Expl. 

Rep. 

Rec. 

Rep. 

Expl. 

P 

Disc. 

N 

Des. 

Expl. 

Rec. 

P 

N 

Rep. 

Expl. 

Rec. 

Disc. 

Rep. 

Des. 

Expl. 

P 

Rec. 

Rep. 

N 

Narrative – N Explanation – Expl. Procedure – P Recount – Rec. Report – Rep. Discussion – Disc. Description – Des. 

Prim-Ed Publishing www.prim-ed.com Proofreading and editing skills ix

Punctuation, spelling, grammar, vocabulary and 

writing information 

PUNCTUATION 


Please note: In some cases, teachers will need to exercise their own judgment with regard to 

punctuation, as certain aspects, particularly commas and exclamation marks, are to an extent 

discretionary and depend on the individual writer’s intent. 

Capital letters 

Capital letters are needed for: 

• sentence beginnings; e.g. My dog is very friendly. He welcomes everyone. 

• proper nouns – people’s names (Chloe Parker), names of places (Indian Ocean), days of 

the week (Saturday), months (December), holidays and festivals (Christmas), countries 

(America), nationalities (Russian), languages (Italian) and religions (Buddhism). 

• titles; e.g. World Health Organisation 

NOTE: Prim-Ed Publishing employs minimal capitalisation for titles of books and other 

publications as recommended by The Style manual for authors, editors and printers, 

sixth edition 2002. 

To kill a mockingbird 

Snow White and the seven dwarfs 

Exclamation marks 

Exclamation marks are used to end exclamations and imperatives (commands) and for 

emphasis at the end of a statement. 

I love it! 

Don’t touch! 

She ate every bit of it! 

Note: If overused, exclamation marks lose their effect. 

Commas 

Commas are used to separate items in a list or series. 

I enjoy reading, playing squash, skiing and swimming. 

Grammatical commas are used to: 

• make the meaning of a sentence clear. 

Jane said her mother is very busy. (Jane’s mother is very busy.) 

Jane, said her mother, is very busy. (Jane is very busy.) 

• indicate where a pause is needed in a sentence. 

Many years ago, dinosaurs roamed the Earth. 


Apostrophes for possession 

Apostrophes are used to show that something belongs to someone or something. 

The placement of the apostrophe can be challenging but the simple rule is that it is placed 

after the owner or owners. (The ‘tail’ of the apostrophe ‘points’ to the owner(s).) 

the boy’s shoes (one boy) .............. the boys’ shoes (more than one boy) 

the lady’s hats (one lady) .............. the ladies’ hats (more than one lady) 

the son’s pets (one son) .................. the sons’ pets (more than one son) 

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Grammatical contractions 

Grammatical contractions are words that have been made by joining and shortening two 

words. An apostrophe is used in place of the missing letters. 

would not .............wouldn’t will not .....................won’t 

I would ...........................I’d they are ................. they’re 


Quotation marks are used: 

• to enclose quoted speech 

Single or double quotation marks are accepted but must be used consistently. 

‘You’re late again’, my mother complained. 

“I’m sorry”, I replied. 

• To enclose quotes within quotes, one set is used outside and the other inside. 

He reported, ‘My mother complained, “Late again, John”’ 

• To cite a title. 

I read the book ‘Black Beauty’. 

Colons 

A colon is a marker of relationship and sequence. 

Colons are used: 

• before offset lists 

You need to take: 

warm socks, 

sturdy walking shoes, 

a raincoat. 

• between a statement and an explanation. 

I remember you: we went to the same school. 

• with quotations. 

Malcolm Fraser said: ‘Life wasn’t meant to be easy’. 

Semicolons 

A semicolon, despite its name, is not a half colon; it is much stronger than a comma, closer 

to a full stop. It is generally used where a full stop is possible, but using one would separate 

the sentences too strongly. 

It can be used: 

• when two sentences are closely connected. 

The footballers are leaving the field; some are looking very dejected. 

• before words and expressions such as, ‘therefore’, ‘for example’ and ‘however’. 

There are many animals native to Australia; for example, wallabies, kangaroos and 

wombats. 


Hyphens 

Hyphens are short strokes (without a space on either side) used to join words or parts of 

words. 

ice-cream 

pre-existing 

Note: Pupils should be encouraged to refer to a modern dictionary to check for current hyphenation, 

which changes over time in response to common use. 

Prim-Ed Publishing www.prim-ed.com Proofreading and editing skills xi

Punctuation (continued) 

Dashes 

A dash is used to indicate a text break but should not be overused. 

It can be used: 

• to separate a word or group of words within a sentence. 

Climbing mountains is fun—if you are young and fit. 

• before a specific list. 

Do you know the Wilsons—Peter and Jane? 

• between numbers or words to mean ‘to’ or ‘until’. 

Read chapters 1–4. 

• in place of parentheses (round brackets). 

The tsunami—2004—caused horrendous damage. 

Parentheses (round brackets) 

The main use of parentheses is to enclose explanations and asides. 

Parentheses are used: 

• to add explanatory words 

Ian Thorpe (Australia) won his race. 

• to express the same thing in a different way 

He ran 6 km (kilometres). 

• To set-off an aside 

He won the race in record (yet to be confirmed) time. 

GRAMMAR 


Nouns 

Nouns are naming words of people, places, feelings and things: 

teacher, school, desk. 

Proper nouns name individual people (Bill), places (Kings Park) and others (Christmas, 

December, Sunday). Proper nouns start with capital letters. 

Common nouns are any other nouns. 

Collective nouns are a subset of common nouns: 

a team of players. 


Pronouns 

A pronoun is a word substituted for a noun: 

They asked him to help them. 

Personal pronouns refer to you, me and other people: 

I, me, you, she, us, them. 

Adjectives 

Adjectives modify (enhance or change) the meaning of nouns and, less commonly, 

pronouns: 

parched land; green, fertile land; poor, old me; lucky you 

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Verbs 

Verbs are ‘doing’ words: 

swim, like, look. 

Auxiliary verbs join other verbs to form verb groups: 

have eaten, will be asleep. 

Active and passive verbs 


In English, verbs are classified as either active or passive. 

Active verbs indicate that the subject ‘does’ or ‘is’ something. They are straightforward and 

cause little difficulty. 

We went to the shopping centre. 

(subject) (verb) 

The passive voice is often used when it is not necessary to tell who is responsible for the 

action. 

Cats should be fed regularly. 

Pupils should be encouraged to use active verbs in preference to passive ones because 

they make sentences more direct and positive. 

Verb tense There are three basic tenses. Because there are so many irregular verbs in 

English, tense can be complex. 

regular 

irregular 

the past .................... the present ......................the future 

played ..............................play...............................will play 

has played ......................plays........................ should play 

went ................................. go .................................. will go 

has gone ......................... goes ...........................should go 

NOTE: The future and the past tenses often use auxiliary verbs. 

Infinitives 

The infinitive is the basic form of a verb and is usually introduced by ‘to’: 

to work, to be, to eat 

Subject-verb agreement 

Verbs have to agree with their subjects: 

The children cheer loudly. 

(subject-plural) verb 


The child cheers loudly 

(subject-singular) verb 

Many English verbs are irregular, which can cause problems, particularly for pupils from 

non-English speaking backgrounds: 

He is at school. 

They are at school. 

He was busy. 

They were busy. 

In some sentences the subject of a verb is separated from the verb and not easy to locate. 

Pupils should be encouraged to ask themselves ‘who’ or ‘what’ before the verb. 

‘The boy, although really late for school and likely to get into trouble, dawdled.’ 

‘dawdled’ is the verb. 

‘The boy’ is the subject. (who dawdled?) 

Adverbs 

Adverbs are words that modify (enhance or change) the meaning of verbs: 

He ran quickly. 

I’ve seen this before. 

There are adverbs of: time .......................e.g. yesterday 

place .....................e.g. downstairs 

manner ..................e.g. carefully 

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Prepositions 

Prepositions show the relationship between nouns and/or pronouns in the same 

sentence. 

Common prepositions include: across, about, between, by, during, for, from, in, of, since, 

through, until, without, up. 

He disappeared during the night. 

I’m afraid of spiders. 

I enjoy reading books about travel. 

Conjunctions 

Conjunctions are joining words. They can join different language units: 

• One word with another ........................e.g. black or white 

• One phrase with another .......................e.g. on the beach and in the sand 

• One clause with another .......................e.g. He asked me if I could cook. 

• One sentence with another ...................e.g. I was hot so I went for a swim. 

SPELLING 

Singular and plural nouns 

Adding ‘s’ and ‘es’ 

The most commonly used plural is made by adding ‘s’; e.g. books, games. 

It is usually necessary to add ‘es’ to nouns ending in ‘ch’, ‘sh’, ‘s’, ‘x’ and ‘z’ to make the 

plural easier to pronounce; e.g. watches, dishes, classes, foxes and waltzes. 

Words ending in ‘o’ are also often made into a plural by adding ‘es’: 

potatoes, tomatoes 

There are many exceptions, including radios, merinos, silos, zeros, photos and sopranos. 

Pupils should be encouraged to consult a dictionary if uncertain about the spelling of a 

specific word. 

Changing ‘y’ to ‘i’ and adding ‘es’ 

Many nouns and verbs ending with ‘y’, change the ‘y’ to ‘i’ before adding ‘es’: 

lady (singular noun) 

ladies (plural noun) 

curry (singular noun) 

curries (plural noun) 

I cry 

he cries (verb) 

VOCABULARY 



Shortened forms 

There are three categories of shortened forms: 

• Shortened words: 

– abbreviations (first letter, some other letters, but not the last letter): 

Mon., Cont., Co. 

(full stop needed) 

– contractions (first letter and last letter and sometimes other letters): 

Mr, dept, govt 

(no full stop) 

• Shortened phrases: 

– acronyms (strings of initial letters pronounced as a word): 

radar, WHO, sonar 

(no full stops) 

• Symbols: 

Internationally recognised representations of units of measurement, words and concepts: 

km, %, @ 

(no full stops) 

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Similes 

A simile is a figure of speech in which one thing is likened to another in one particular 

respect: 

as fast as greased lightning 

to run like the wind 

Similes can enhance descriptions by helping to convey the writer’s intended meaning. 

Writing 

Tautology 


Tautology is combining two or more words, which in effect say the same thing: 

I followed after him. 

He has never at any time smoked. 

Examples of tautology include: 

blend together, close proximity, combine together, cost the sum of, divide up, during 

the course of, few in number, for a period of, grateful thanks, just recently, may 

possibly, mutual cooperation, small in size, return back, repeat again. 

Convoluted language 

Convoluted language is unnecessarily complicated, complex language, often using passive 

verbs, lengthy sentences and unnecessary words. Pupils should be encouraged to use 

clear, concise language to express ideas: 

In the fullness of time, taking into account the exigencies of the existing situation, 

and in complete recognition of the delicacy of this matter, your proposal will be 

duly brought to the light of day, unpacked and addressed in a cooperative group 

context. 

(We will look at your proposal later.) 

Analogy 

An analogy is usually used to explain something complex by using something familiar: 

An atom is like our solar system. (The nucleus is the sun and the electrons are the 

planets in orbit around it.) 

Stones were to some ancient people as coins and bank notes are to modern 

people. 

Analogies are helpful in pointing out relationships that may not at first be obvious, but they 

have their limitations. It is said that an analogy ‘breaks down’; this means that it is only 

suggestive and doesn’t hold true in every detail. 


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Writing format information 

Below are general descriptions of the text types included in this book. 

Narrative 

– is a framework which tells a story. 

– includes: 

• Orientation: 

the setting, time and character(s) 

• Complication: 

involving the main character(s) and a 

sequence of events. 

• Resolution: 

to the complication 

• Ending: 

often showing what has changed 

and what the characters have learnt. 

– uses: 

• a range of conjunctions to connect 

ideas 

• appropriate paragraphing 

• descriptive language 

• past tense. 

A narrative may be written in the form 

of a poem, story, play, imaginative story, 

fairytale, novel, myth, legend, ballad, 

science fiction story or modern fantasy. 

Recount 

– is a framework that retells events as 

they happened in time order. 

– may be factual, personal or imaginative. 

– includes: 

• Orientation: 

all relevant background (who, when, 

where, why) 

• Events: 

significant events in detail 

• Conclusion: 

often with an evaluative comment. 

– uses: 

• vocabulary to suggest time passing 

• paragraphs to show separate 

sections 

• the past tense. 

A recount may be written in the form 

of a newspaper report, diary, letter, 

journal, eyewitness account, biography, 

autobiography or history. 

Report 

– is a framework which provides facts 

concerning aspects of a living or non-living 

thing without unnecessary information or 

opinion. 

– includes: 

• Classification: 

a general or classifying statement 

• Description: 

accurate and detailed 


a comment about the content of the 

report (optional). 

– uses: 

• factual language rather than imaginative 

• the third person 

• the timeless present tense 

• linking and action verbs. 

A report may be written in the form of a 

book review, scientific report, newspaper or 

magazine article, eyewitness account or a 

progress report. 

Procedure 

– is a framework which outlines how 

something is made or done. 

– includes: 

• the purpose of the procedure shown 

clearly and precisely 

• a list of materials or requirements 

under appropriate headings or layout 

• the method in a detailed, logical 

sequence 

• an evaluation (if appropriate). 

– uses: 

• instructions with an imperative verb 

• subject-specific vocabulary 

• simple present tense. 

A procedure may be written in the form of 

a recipe, instructions for making something, 

an experiment, an instruction manual, a 

maths procedure, how to play a game, how 

to operate an appliance, how to use an atlas 

and how to deal with a problem. 


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Discussion 


Writing format information 

– is a framework which argues for 

a particular position and attempts 

to persuade the audience to share 

this view. 

– includes: 

• Introduction: 

statement of the problem and 

the writer’s position 

• Arguments: 

presented in a logical manner 

with supporting detail, usually 

from the strongest to the 

weakest 


an evaluation restating the 

writer’s position. 

– uses: 

• persuasive language 

• paragraphs to state and 

elaborate on each point. 

A discussion text may be written 

in the form of an essay, a letter, a 

policy statement, a critical review, 

an advertisement, an editorial or a 

speech. 

Explanation 

– is a framework which outlines how or why something 

occurs, works or is made. 

– includes: 

• Statement: 

precisely what is to be explained 

• Explanation: 

a clear account in logical sequence of how and 

why the phenomenon occurs 


an evaluation and comment about what has been 

explained. 

OR 

• a definition 

• a description of the components or parts 

• the operation—how it works or is made 

• the application—where and when it works or is 

applied 

• special features—interesting comments 

• evaluation or comment. 

– uses: 

• subject–specific terms and technical vocabulary 

where appropriate 

• simple present tense 

• linking words to show cause and effect. 

An explanation may be written in the form of an essay, or 

a handbook—for example, how a kite works—a science 

text, a health text or a geography text. 


Description 

– is a framework which describes the characteristics, components or function of specific living 

or non-living things. 

Physical characteristics of living things are described or the components of non-living things 

and their functions. Special features are also discussed. This type of writing can be used to 

describe, for example, a specific breed of animal, object or picture. 

– includes: 

• Introduction: what it is 

• Description: its appearance: colour, shape, size etc. 

• Interesting details/special features 

• Concluding statement. 

– uses: 

• adjectives extensively 

• conjunctions. 

A description may be written in poetic form and may describe a person, place, animal, thing 

or emotion. 

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Name: Date: 

Name: Date: 

The sequence of events is described. 

Resolution: 

A logical, believable resolution is presented. 

Ending: 

The narrative has a satisfactory ending. 

Writing skills: 

• Paragraphs are used to introduce new ideas. 

• Descriptive language is included. 

• A range of conjunctions connects ideas. 

• The narrative is written in the past tense. 

• Adjectives are varied and interesting. 

• Punctuation and spelling have been checked. 

The complication involving the main characters is explained. 

The time the story took place is stated. 

Complication: 

Title: 

The title is appropriate and interesting. 

Orientation: 

Writing format checklists 

Pupil narrative checklist 

Proofreading and editing skills Prim-Ed Publishing www.prim-ed.com 

• The narrative is written in the past tense. 

• Adjectives are varied and interesting. 


• A range of conjunctions connects ideas. 

• Descriptive language is included. 

• Paragraphs are used to introduce new ideas. 


The narrative has a satisfactory ending. 

Ending: 


Resolution: 

The sequence of events is described. 

The complication involving the main characters is explained. 

Information about where the story happened is provided. 

The characters are introduced and described. 

Title: 

The title is appropriate and interesting. 

Orientation: 

The characters are introduced and described. 

Information about where the story happened is provided. 

The time the story took place is stated. 

Complication: 


Pupil narrative checklist 

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Pupil recount checklist 

Prim-Ed Publishing www.prim-ed.com Proofreading and editing skills 


Pupil recount checklist 

Title: 

The title is suitable. 

Orientation: 

A clearly written orientation provides relevant 

information about, who, when, where and why. 

Events: 

Significant events are described in detail. 

Events are retold in chronological order. 

Title: 

The title is suitable. 

Orientation: 

A clearly written orientation provides relevant 

information about, who, when, where and why. 

Resolution: 


Prim-Ed Publishing www.prim-ed.com Proofreading and editing skills xix 

Conclusion: 

The ending is clearly described. 

Events: 

Significant events are described in detail. 

Events are retold in chronological order. 

Resolution: 


Conclusion: 

The ending is clearly described. 

An evaluative comment about the conclusion is included. 


• Paragraphs are used to show separate sections. 

• Vocabulary suggests the passing of time. 


• The past tense is maintained. 

• Sentence beginnings vary. 

• Quotation marks are used for quoted speech. 


Name: Date: 

An evaluative comment about the conclusion is included. 


• Paragraphs are used to show separate sections. 

• Vocabulary suggests the passing of time. 

• The past tense is maintained. 

• Sentence beginnings vary. 

• Quotation marks are used for quoted speech. 


Name: Date:

Name: Date: 

Name: Date: 

Arguments are presented in a logical manner. 

Supporting information is provided. 

The strongest arguments are presented first. 

Opposing arguments are rebutted. 

The language is persuasive. 

Conclusion: 

A summary of the supporting arguments is given. 

A evaluative conclusion is presented. 


• Paragraphs state and elaborate each point. 

• The writing style is impersonal. 

• Different conjunctions are used to connect ideas. 


what I think about it. 

Arguments: 

Title: 

Overview: 


Pupil discussion checklist 



• Different conjunctions are used to connect ideas. 

• The writing style is impersonal. 

• Paragraphs state and elaborate each point. 


A evaluative conclusion is presented. 

A summary of the supporting arguments is given. 

Conclusion: 

The language is persuasive. 

Opposing arguments are rebutted. 

The strongest arguments are presented first. 

The opening statement presents the topic and 

Title: 

Overview: 

The opening statement presents the topic and 

what I think about it. 

Arguments: 

Arguments are presented in a logical manner. 

Supporting information is provided. 


Pupil discussion checklist 

xx Proofreading and editing skills Prim-Ed Publishing www.prim-ed.com

Pupil explanation checklist 



Pupil explanation checklist 

Title: 

Definition: 

A precise statement or definition is provided. 

Description: 

There is a clear account of how and why the 

phenomenon occurs. 

Information is relevant and correct. 

Title: 

Definition: 

A precise statement or definition is provided. 

Information is provided in a logical order. 

Explanations are clearly and simply stated. 

Description: 

There is a clear account of how and why the 

phenomenon occurs. 

Information is relevant and correct. 

Information is provided in a logical order. 

Explanations are clearly and simply stated. 

Concluding statement: 

The conclusion includes an evaluation or comment. 


• Linking words are used to show cause and effect. 

• The simple present tense is used. 

• Technical vocabulary and subject-specific 

terms are used. 

• Spelling and punctuation have been checked. 

Name: Date: 

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Concluding statement: 

The conclusion includes an evaluation or comment. 


• Linking words are used to show cause and effect. 

• The simple present tense is used. 

• Technical vocabulary and subject-specific 


terms are used. 

• Spelling and punctuation have been checked. 

Name: Date:

Name: Date: 

Name: Date: 

A personal comment has been made about the subject. 


• Language is factual rather than imaginative. 

• The report is written in the third person. 

• The present tense is used. 

• Technical vocabulary and subject specific terms are used. 

• Information is organised in paragraphs. 


the subject of the report. 

Description: 

Provides accurate, detailed descriptions. 

Information is clearly presented. 

Facts are relevant and interesting. 

Conclusion: 

Title: 

Classification: 


Pupil report checklist 



• Information is organised in paragraphs. 

• Technical vocabulary and subject specific terms are used. 


• The report is written in the third person. 

• Language is factual rather than imaginative. 


A personal comment has been made about the subject. 

Conclusion: 

Facts are relevant and interesting. 

Information is clearly presented. 

There is a general or classifying statement about 

Title: 

Classification: 

There is a general or classifying statement about 

the subject of the report. 

Description: 

Provides accurate, detailed descriptions. 


Pupil report checklist 

xxii Proofreading and editing skills Prim-Ed Publishing www.prim-ed.com

Pupil procedure checklist 



Pupil procedure checklist 

Title: 

Goal: 

The purpose is clearly and precisely stated. 

Materials: 

The materials or requirements are listed under 

appropriate headings or layout. 

Method: 

Title: 

Goal: 

The steps are clear and concise. 

There is a logical order to the sequence of the steps. 

Prim-Ed Publishing www.prim-ed.com Proofreading and editing skills xxiii 

The steps are easy to understand and follow. 

All of the necessary steps are included. 

Test: 

An evaluation to test if the procedure has been 

successfully followed is included. 


• Instructions begin with command verbs. 


• Unnecessary words have been omitted. 


Name: Date: 

The purpose is clearly and precisely stated. 

Materials: 

The materials or requirements are listed under 

appropriate headings or layout. 

Method: 

The steps are clear and concise. 

There is a logical order to the sequence of the steps. 

The steps are easy to understand and follow. 

All of the necessary steps are included. 

Test: 

An evaluation to test if the procedure has been 

successfully followed is included. 


• Instructions begin with command verbs. 


• Unnecessary words have been omitted. 


Name: Date: 

Viewing Samples

Name: Date: 

Name: Date: 

Description: 

Details concerning appearance are provided. 

Interesting details are included. 

Special features are described. 


• Information is interesting. 

• Relevant details are provided. 

• Adjectives are used extensively. 

• Conjunctions link ideas. 

• Appropriate paragraphing is used. 


Title: 

Introduction: 


Pupil description checklist 



• Appropriate paragraphing is used. 

• Conjunctions link ideas. 

• Adjectives are used extensively. 

• Relevant details are provided. 

• Information is interesting. 


Special features are described. 

Interesting details are included. 

The introduction states what is to be described. 

Title: 

Introduction: 

The introduction states what is to be described. 

Description: 

Details concerning appearance are provided. 


Pupil description checklist 

xxiv Proofreading and editing skills Prim-Ed Publishing www.prim-ed.com

Pupil proofreading and editing checklist 

Use this page to check your work. You will not need to tick all of the boxes. 

Name: 

Date: 

Title: 

Punctuation: 

I have included: 

• full stops 

• capital letters for: 

• question marks 

• exclamation marks 

• commas: 

• apostrophes: 

• quotation marks 

• colons 

• semicolons 

• hyphens 

• dashes 

• brackets 

beginning sentences 

proper nouns 

in lists 

for pauses 

to make meaning clear 

in contractions 

to show ownership 

Spelling: 

I have: 

• checked the spelling of any unknown words 

• used the correct endings for plurals 

Grammar: 


I have included: 

• a variety of different verbs 

• correct verb tenses 

• correct verb-subject agreement 

• appropriate adverbs to describe verbs 

• interesting adjectives to describe nouns and pronouns 

• suitable conjunctions 

• a variety of prepositions 

Writing: 

I have read through my writing to check that: 

• it makes sense 

• it is easy to understand 

• there are no repeated or omitted words 

• paragraphing is appropriate 

• there are no double negatives or tautologies 

• there are no errors of fact 

Prim-Ed Publishing www.prim-ed.com Proofreading and editing skills xxv

Dear diary 

Lesson focus 


Punctuation 

• Exclamation marks 

• Question marks 


• Hyphens 

• Apostrophes in contractions 

Grammar 

Spelling 

• Confused words: die/dye, made/maid, 

so/sew, weak/week 


Vocabulary 

• Common nouns 

• Pronouns 

• Conjunctions 


• Synonyms 

• Antonyms 

A recount retells events as they happen, in time order. A recount may be in the form of a diary. 

Answers 

Monday 

A new guy started at school today. What a hunk! 

His name’s Taj. He has blue eyes to die for and 

his blonde curls are made for running your 

fingers through. I think I’m in love already! 

Tuesday 

Taj sat next to me at lunch today!!! I held my 

breath so long I nearly fainted. Our hands 

brushed together as we reached for our 

sandwiches. I’m never washing my hand again. 

Wednesday 

He’s asked me out! We’re going to the cinema 

tonight. I was so surprised when he asked 

me, I could only stammer like a fool. He probably 

thinks I’m a Grade-A moron! Ohhh, why couldn’t 

I be cool? 

Thursday 

Last night was just wonderful. We even shared 

the same box of popcorn. Then he put his 

arm around my shoulders. He’s so strong and 

romantic. 

Friday 

It’s all over! Taj is such a … male chauvinistic 

pig! He’s obsessed with power! At school today 

I found out he’s rostered me for playground 

duty twice a week!! He’s the absolute worst 

headteacher I’ve ever worked with! 


1. (a) Missing punctuation is in 

bold type. 

(b) Title is underlined. 

Grade-A moron 

2 (a) Answers may include: guy, 

school, hunk, name, eyes, 

curls, fingers, love, lunch, 

breath, hands, sandwiches, 

hand, cinema, fool, moron, 

night, box, popcorn, arm, 

shoulders, male, pig, power, 

playground, duty, week, 

headteacher 

(b) Answers may include: His, 

He, I, me, our, we 

(c) and, as, when 

3. (a) Spelling errors are in italic 

type. 

die, made, probably, so, 

chauvinistic, week 

4. (a) Teacher check. Answers may 

include: 

(i) began, commenced 

(ii) films, pictures 

(iii) dope, idiot 

(iv) chilly, calm 

(b) Teacher check. Answers may 

include: 

(i) indifferent 

(ii) dreadful, ordinary 

(iii) feminist 

2 Proofreading and editing skills Prim-Ed Publishing www.prim-ed.com

Dear diary 

Read the recount. 

Monday 

A new guy started at school today. What a hunk! 

His names Taj. He has blue eyes to dye for 

and his blonde curls are maid for running your 

1 Punctuation 


(a) Find 7 missing apostrophes for contractions, 

1 question mark, 4 exclamation marks and 2 

grammatical commas. 

(b) Write a title used in the text which begins 

with a capital letter and includes a hyphen. 

fingers through. I think I’m in love already 

Tuesday 

Taj sat next to me at lunch today!!! I held my 

breath so long I nearly fainted. Our hands 

brushed together as we reached for our 

sandwiches. Im never washing my hand again. 

Wednesday 

Hes asked me out Were going to the cinema 

tonight. I was sew surprised when he asked 

me I could only stammer like a fool. He probly 

thinks I’m a Grade-A moron! Ohhh why couldnt 

I be cool 

Thursday 

Last night was just wonderful. We even shared 

the same box of popcorn. Then he put his 

arm around my shoulders. He’s so strong and 

romantic. 

Friday 

2 Grammar 

(a) Circle 10 common nouns. 

(b) Write 3 personal pronouns from the text. 

Conjunctions are words that join single words or 

groups of words to make a longer sentence. 

(c) Write 3 conjunctions from the text. 

3 Spelling 

(a) Write the correct spelling 

of 6 misspelt words. 


4 Vocabulary 

(a) Write synonyms for these words. 

(i) started 

Its all over! Taj is such a … male chauvanistic 

pig! He’s obsessed with power At school today 

I found out he’s rostered me for playground 

duty twice a weak!! He’s the absolute worst 

headteacher Ive ever worked with 

(ii) movies 

(iii) fool 

(iv) cool 

(b) Write antonyms for these words. 

(i) obsessed 

(ii) wonderful 

(iii) male chauvinist pig 

Prim-Ed Publishing www.prim-ed.com Proofreading and editing skills 3

Piggy banks 

Lesson focus 


Punctuation 

• Commas in lists 


• Apostrophes to show possession 

• Quotation marks 

• Hyphens 

Grammar 


Spelling 

• Confused words: their/there, due/dew, 

off/of, be/bee, too/to/two, been/bean 


• Plurals (‘s’ and ‘es’) 

Writing 

• Errors of fact 


An explanation outlines how something works, is made or how or why things happen. 

Answers 

Ever wonder why some people keep their savings in a 

their 

moneybox shaped like a pig? It is all due to the incorrect 

due 

meaning of a word! 

of 

The origin of the piggy bank can be found in the Middle 

be 

Ages, when most pots, dishes, jars and other containers 

dishes 

used in people’s homes were made of a cheap clay 

were (verb) 

known as ‘pygg’. Metal was rarely used as it was too 

too 

expensive. A pot made from pygg was kept by many 

was (verb) 

households for storing the family’s savings. This money pot households 

became known as the ‘pyggy bank’. 

known 

But when potters in 19th century England were asked by 

were (verb) 

customers to make pyggy banks, they misunderstood 

customers 

and produced pig-shaped containers. Instead of 

produced 

correcting the mistake, people took to the idea and, 

to 

ever since, the piggy bank has been a well-loved 

been 

type of moneybox. 

type 

1. (a) Missing punctuation is in bold type. 

(b) (i) Hyphenated words are underlined. 

well-loved, pig-shaped 

(ii) Teacher check 

2. (a) Correct verbs are underlined in bold. 

are – were (line 6), is – was (line 8), will be – were (line 11) 

3. Spelling errors are in italic type. 

(a) dishes, households, customers 

(b) their, due, of, be, too, known, produced, to, been, type 

4. In the 19th century in England, potters made pig-shaped moneyboxes and people took to the idea. 



Piggy banks 



Ever wonder why some people keep there savings in a 

moneybox shaped like a pig? It is all dew to the incorrect 

meaning off a word! 

The origin of the piggy bank can bee found in the Middle 

Ages, when most pots dishs jars and other containers 

used in peoples homes are made of a cheap clay 

known as ‘pygg’. Metal was rarely used as it was to 

expensive. A pot made from pygg is kept by many 

householdes for storing the familys savings. This money pot 

became nown as the ‘pyggy bank’. 

But when potters in 19th century England will be asked by 

customeres to make pyggy banks they misunderstood 

and prodused pig-shaped containers. Instead of 

correcting the mistake people took two the idea and 

ever since, the piggy bank has bean a well-loved 

tipe of moneybox. 

1 Punctuation 

(a) Write the 5 missing commas and 2 

apostrophes Circle the quotation marks. 



‘happy-go-lucky’, ‘self-pity’, ‘able-bodied’. 

(b) (i) Circle the 2 words in this text that 

contain hyphens. 

(ii) Choose one of the words. Use a 

dictionary to find three hyphenated words 

that contain one of the smaller words. 





3 Spelling 

(a) Three plural words from the text are 

misspelt. Write the correct spelling on the 

line at the end of the row. 


(b) Write the correct spelling of 10 misspelt 


4 Writing 


2 Grammar 




example, ‘He said it’ (past tense); ‘He says it’ 


In the 19th century in England, metal workers 

made pig-shaped moneyboxes, but people 

did not take to the idea. 



Lesson focus 


Punctuation 





Grammar 

• Pronouns 


Spelling 

• Confused words: of/off, to/too/two, 

won/one, flew/flu, our/hour, their/there 


Vocabulary 

• Enrichment – word definitions 

• Synonyms 

• Antonyms 



Answers 

Writing 

• Omitted words 


Pandora’s box 

Long ago, Prometheus, a Titan, stole fire from the gods and gave it to humans. As a punishment, 

Zeus, the king of the gods, decided to create misery on Earth. He ordered the blacksmith of the 

gods to create the first woman, Pandora. Zeus then sent her to live with Prometheus’s brother, 

Epimetheus. Epimetheus had a large box in his house that he warned Pandora never 

to open. But one day, Pandora became too curious and she opened the box. To 

her horror, out flew all the evils of the world, including Envy, Disease and 

Revenge. Pandora tried to put the lid back on but it was too late. Then she realised 

there was one thing left in the box – Hope. 

We should remember that, despite our troubles, there is always Hope. 



2. (a) Correct pronouns are underlined. 

him – her (line 3), she – he (line 4), it – she (line 7) 

(b) Correct verbs are underlined in bold. 

will give – gave (line 1), will send – sent (line 3), opens – opened (line 5) 


of, to, warned, one, To, flew, there, should, our 

4. (a) Teacher check. 


expectation, desire, anticipation, belief (synonyms) 

despair, apathy, pessimism (antonyms) 

5. (a) is (line 9) 

(b) her (line 6) 




pandora’s box 


Long ago, Prometheus, a Titan, stole fire from the gods and will give it to humans. As a punishment, 

Zeus the king of the gods, decided to create misery on Earth he ordered the blacksmith off the 

gods too create the first woman Pandora. Zeus then will send him to live with prometheus’s brother, 

epimetheus. epimetheus had a large box in his house that she worned Pandora never 

to open But won day, Pandora became too curious and she opens the box. Two 

her her horror, out flu all the evils of the world, including Envy, Disease and 

Revenge Pandora tried to put the lid back on but it was too late. Then it realised 

their was one thing left in the box—Hope. 

We shoud remember that, despite hour troubles, there always Hope. 

1 Punctuation 

(a) Find 5 missing capital letters, 2 commas and 3 

full stops. 

2 Grammar 


e.g. ‘he’, ‘him’, ‘it’, ‘me’. 

(a) Circle the 3 incorrect pronouns used in the text. 

We can change the ‘tense’ of a verb; for example, 

‘He gave her a gift’ (past tense); ‘He gives her a 

gift’ (present tense); ‘He will give her a gift’ (future 

tense). 

(b) All of the verbs in the text should be in the 

past tense but there are 3 examples where 

the wrong verb tense has been used. Find and 

underline them. Write each of the incorrect 

verbs from the text below. Next to each, write 

the correct verb tense. 

4 Vocabulary 

(a) Write a definition for each of the 3 evils. 

(i) 

Envy 

(ii) Disease 

(iii) Revenge 


(b) Write 2 synonyms and 2 antonyms for the word 

‘hope’. 

Verb used 

Correction 

Synonyms 

Antonyms 

3 Spelling 


words. 

5 Writing 

(a) One word has been omitted from the final line 

of the myth. Add it to the text. 

(b) Which word has been repeated unnecessarily in 

the text? 


Where is the king? 

Lesson focus 


Punctuation 





• Semicolons 

Grammar 

• Subject-verb agreement 

Spelling 

• Confused words: witch/which 


Writing 

• Tautology 


A procedure outlines how something is done. It gives a list of materials or requirements and instructions 

using imperative verbs. 

Answers 

You will need: 

• four queens and one king from a pack of playing cards 

• five identical envelopes 

What to do: 

1. Tell your audience that you will use your mental powers mental 

to find the sealed envelope that contains the king. 

sealed 

Then place one card inside each envelope and seal it. 

envelope 

The queens must be inserted horizontally into their 

horizontally 

envelopes and the king inserted vertically into its 

vertically 

envelope. Bend the envelope as you do this; it will 

do (verb) 

hide the secret from the audience. 

secret 

2. Ask a volunteer to shuffle the envelopes and hand hand (verb) 

them to you singly. 

singly 

3. Hold each envelope to your forehead and pretend to forehead 

focus while you secretly feel each 

focus/concentrate 

envelope to find out how the card inside is positioned. 

positioned 

4. When you have identified which is the king’s envelope, which 

open the envelope, turning the king on its side as you 

open 

do so. Your audience will be amazed! 

do (verb) 



2. Correct verbs are underlined. 

(a) does – do (line 10), hands – hand (line 12), does – do (line 19) 


mental, sealed, envelope, horizontally, vertically, secret, forehead, positioned, which, open 

4. (a) One way of correcting the tautology has been underlined in bold. 

The two phrases are ‘singly one at a time’ (could be replace by ‘singly’) and ‘focus and 

concentrate’ (could be replaced by ‘focus’ or ‘concentrate’). 


Where is the king? 

Read the procedure for a card trick. 


You will need: 

• four queens and one king from a pack of playing cards 

• five identical envelopes 

what to do: 

1. Tell your audience that you will use your mentil powers 

to find the sealled envelope that contains the king. 

then place one card inside each envelop and seal it. 

The queens must be inserted horizontaly into their 

envelopes and the king inserted vertticaly into its 

envelope. Bend the envelope as you does this it will 

hide the seckret from the audience. 

2. ask a volunteer to shuffle the envelopes and hands 

them to you singly one at a time. 

3. Hold each envelope to your forhead and pretend to 

focus and concentrate while you secretly feel each 

envelope to find out how the card inside is pozitioned. 

4. When you have identified witch is the kings envelope 

oppen the envelope turning the king on its side as you 

does so. your audience will be amazed 

1 Punctuation 

(a) Find the 4 missing capital letters, 2 

commas, 1 apostrophe for possession and 1 

exclamation mark. 

A semicolon is used to separate clauses or 

phrases in a sentence. It indicates a pause—not as 

strong a pause as a full stop or colon, but stronger 

than a comma; for example, ‘He wouldn’t stop 

talking; he was being annoying’, ‘You may go; 

however, pack up first’. 

(b) Write the missing semicolon from the text. 

2 Grammar 

In any sentence, the subject and the verb have to 

agree in person and in number; for example, 

‘He was’ but ‘They were’. 


(a) Three verbs in the text do not agree with their 

subjects. Write the correct form of each verb in 

the space at the end of the line. 

3 Spelling 

(a) Write the correct spelling for 10 misspelt 


4 Writing 

A tautology is the unnecessary repetition of 

an idea in a phrase or sentence; for example, 

‘descend down’, ‘repeat again’. 

(a) Find 2 examples of phrases containing 

tautology in the text. Choose one word to 

replace the phrase. It may be one of the words 

used in the phrase. Write it on the line at the 

end of each row where the phrase is found. 


Revulsion 

Lesson focus 


Punctuation 



• Commas in a list 




• Hyphens 

Grammar 

Spelling 

• Confused words: deer/dear 


Writing 


• Double negatives 


This is a description of a repulsive character and the feelings of revulsion experienced by a girl during an 

encounter. 

Answers 

The man rubbed his puffy hands together and grinned. 

His teeth were a sickening yellow. They looked like they 

hadn’t been brushed in years. Slowly, he reached into 

the pocket of his old-fashioned jacket and pulled out the 

parchment. With the other hand, he slicked back his 

greasy hair. Finally, he placed the parchment on the 

table and stared at Mara. Then he laughed. It was a laugh 

that made Mara’s spine tingle. Ear-piercing and hollow, it 

echoed around the room for what seemed like minutes. 

Then the man stopped and leant even closer to Mara. 

She shrank back. His breath was unbearable. He looked at 

her without blinking, reminding her of a snake lazing on a 

rock. This was a man who never did anything in a rush. 

He didn’t have to. After several seconds, he eased 

himself into his chair and settled his huge, lumbering body. 

‘Well, my dear, we need to talk.’ 

Mara shuddered. The man was softly-spoken but 

there was an edge to his words. 


together 

sickening 

reached (verb) 

jacket 

slicked (verb) 

greasy 

stared 

hollow 

echoed 

stopped (verb) 

shrank 

reminding 

rush 

eased (verb) 

lumbering 

dear 

shuddered 

edge 

Answers 


(b) old-fashioned, ear-piercing, softly-spoken 

2. (a) Verbs are underlined. 

reaches – reached (line 3), will slick – slicked (line 5), stops – stopped (line 10), will ease – eased 

(line 14) 


together, sickening, jacket, greasy, stared, hollow, echoed, shrank, reminding, rush, lumbering, 

dear, shuddered, edge 

4. (a) One way of correcting the double negative has been underlined in bold. 

‘This was a man who never did nothing in a rush’ should read ‘This was a man who never did 

anything in a rush’ or ‘This was a man who did nothing in a rush’. 


Revulsion 

Read the description. 


The man rubbed his puffy hands toogether and grinned. 

His teeth were a sickning yellow they looked like they 

hadn’t been brushed in years. Slowly he reaches into 

the pocket of his oldfashioned jakkit and pulled out the 

parchment with the other hand, he will slick back his 

greazy hair. Finally he placed the parchment on the 

table and starred at Mara. Then he laughed it was a laugh 

that made Maras spine tingle. Earpiercing and hollo it 

echod around the room for what seemed like minutes. 

Then the man stops and leant even closer to Mara. 

She shranck back. His breath was unbearable he looked at 

her without blinking, remynding her of a snake lazing on a 

rock. This was a man who never did nothing in a rushe. 

He didn’t have to. After several seconds he will ease 

himself into his chair and settled his huge lumbrring body. 

Well, my deer, we need to talk. 

Mara shuderred. The man was softlyspoken but 

there was an ege to his words. 

1 Punctuation 

(a) Write the 4 missing capital letters, 4 full 

stops, 5 commas, 1 apostrophe to show 

possession and 1 set of quotation marks. 



‘happy-go-lucky’, ‘self-pity’, ‘blue-black’. 

(b) There are 3 words in this text that need a 

hyphen between them, as they have been 

incorrectly written as one word. Write in the 

hyphen. 

2 Grammar 











3 Spelling 

(a) Write the correct spelling for the misspelt 


4 Writing 

A double negative statement incorrectly uses two 

negative words; for example, ‘I haven’t got no 

more,’ should be ‘I haven’t any more’ or 

‘I have no more’. 

(a) Circle the line in the text containing a double 

negative. Write it correctly. 


Chocolate 

Lesson focus 


Punctuation 





• Apostrophes in grammatical contractions 

Grammar 

Spelling 

• Confused words: were/where 


Writing 

• Pronouns 

• Nouns – pronoun matching 




A report is usually written in the present tense and describes aspects of a living or non-living thing. 

Answers 

Chocolate was first made in Mexico, where the Aztec Indians 

used cocoa beans to make a cold drink. 

In the 1500s, it was the favourite of the Mexican emperor 

Montezuma. He reportedly drank over 50 cups a day! 

When Spanish explorers came to Mexico, they tried 

Montezuma’s chocolate but found it very bitter as it didn’t 

have any sweeteners added. They took it back to Spain, where 

sugar, vanilla, cinnamon and other spices were added. It was 

also decided the drink would taste considerably better 

if it was hot. 

Chocolate then spread to the rest of Europe, where it 

became a fashionable drink. It wasn’t until 1847 that an 

English company first made chocolate which could be 

eaten. In 1876, the Swiss added milk to chocolate, creating 

the most popular kind of chocolate today—milk chocolate. 


where 

cocoa 

favourite 

He (pronoun) 

tried 

it (pronoun) 

added 

vanilla 

decided 

it (pronoun) 

spread 

fashionable 

company 

creating 

popular 

Answers 


2. (a) Pronouns are underlined. 

Him – He (line 4); her – it (line 6); they – it (line 10) 

(b) (i) it – chocolate (ii) they – Spanish explorers 

(c) These conjunctions should be underlined. 

(i) if (line 10) (ii) but (line 6) (iii) as (line 6) (iv) where (line 1, 7 or 11) 

(d) • ‘Chocolate was first made in Mexico’ and ‘The Aztec Indians used cocoa beans to make a cold drink.’ 

• ‘They took it back to Spain.’ and ‘Sugar, vanilla, cinnamon and other spices were added.’ 

• ‘Chocolate then spread to the rest of Europe.’ and ‘It became a fashionable drink.’ 


where, cocoa, favourite, tried, added, vanilla, decided, spread, fashionable, company, creating, 

popular 


‘…didn’t have no sweeteners …’ should read ‘… didn’t have any sweeteners …’ or 

‘… had no sweeteners …’ 


Chocolate 

Read the report. 


Chocolate was first made in mexico, were the Aztec Indians 

used cokoa beans to make a cold drink. 

In the 1500s it was the favorite of the mexican emperor 

montezuma. Him reportedly drank over 50 cups a day 

When spanish explorers came to Mexico they tryd 

Montezumas chocolate but found her very bitter as it didnt 

have no sweeteners aded. They took it back to spain, where 

sugar, vanila, cinnamon and other spices were added. It was 

also descided the drink would taste considerably better 

if they was hot. 

Chocolate then spred to the rest of europe, where it 

became a fashinable drink. It wasnt until 1847 that an 

english companey first made chocolate which could be 

eaten. In 1876 the swiss added milk to chocolate, criating 

the most poppular kind of chocolate today—milk chocolate. 

1 Punctuation 

(a) Find the 3 missing apostrophes, 8 capital 

letters, 3 commas and the exclamation mark. 

2 Grammar 

Pronouns are words that replace nouns; for 

example, ‘I’, ‘he’, ‘she’, ‘him’, ‘it’. 

(a) Circle the 3 incorrect pronouns used in the 

text. Write the correct pronoun in the space 

at the end of the line. 

(b) Write the nouns replaced by the pronouns 

highlighted in the text. 

(i) it 

(ii) they 


groups of words to make a sentence longer. 

(c) Underline these words used as 

conjunctions in the text. 

(i) if (ii) but 

(d) Write any two sentences in the text that have 

been joined with the conjunction ‘where’. 


3 Spelling 

(a) Write the incorrectly spelt words in the space 


4 Writing 





(a) Underline the line in the text containing a 

double negative. Write it correctly. 

(iii) as 

(iv) where 


How the woodpecker was born 


Lesson focus 

Punctuation 








Grammar 

Spelling 


Writing 

• Active and passive verbs 


A narrative tells a story and is written in sequential events. 

Answers 


Long ago, the Great Spirit disguised himself as an old man and visited the people he had created to see 

how they were living. One day, he met a chief’s wife in front of her wigwam. Knowing she had plenty 

of food, he asked for something to eat. 

‘I don’t have much food,’ said the woman, ‘but I could bake you a cake’. 

The Great Spirit silently waited while the cake was baked by the woman. But when it was ready, she 

decided it was too large to give away. 

‘This cake is for my husband’, she lied. ‘I’ll make you another one.’ 

The woman then made a smaller cake; however, to her it still seemed too large to give away so she 

made a third, even tinier, cake. She studied it for a while, then turned to the old man. 

‘There isn’t any food for you after all’, she said. ‘You’ll have to find some in the forest.’ 

To the woman’s amazement, the old man suddenly turned into the Great Spirit. 

‘You are not kind to those in need,’ he said, ‘so you will no longer live in comfort. 

Instead, you must search for your food in the bark of trees in the forest. 

You will also have a small body; this will match your small spirit’. 

As the Great Spirit spoke, the woman transformed into a bird—the first 

woodpecker. Even today, woodpeckers find their food in the bark of trees. 



2. (a) The sentence which uses a passive verb has been underlined. 

‘… the cake was baked by the woman’ should be underlined. 


disguised, created, wigwam, ready, studied, amazement, comfort, forest, match, transformed, 

their 


‘There isn’t no food for you after all …’ should read ‘There isn’t any food for you after all …’ or 

‘There is no food for you after all …’ 


How the woodpecker was born 

Read the Native American myth. 


Long ago, the Great Spirit disgised himself as an old man and visited the people he had creatted to see 

how they were living. one day, he met a chiefs wife in front of her wigwarm. Knowing she had plenty 

of food he asked for something to eat. 

‘I don’t have much food’ said the woman, but I could bake you a cake’. 

The Great Spirit silently waited while the cake was baked by the woman. But when it was reddy, she 

decided it was too large to give away. 

‘this cake is for my husband’, she lied. I’ll make you another one. 

The woman then made a smaller cake however, to her it still seemed too large to give away so she 

made a third even tinier, cake. She studeed it for a while, then turned to the old man. 

‘There isn’t no food for you after all’, she said. ‘Youll have to find some in the forest.’ 

To the womans amazment the old man suddenly turned into the Great spirit. 

You are not kind to those in need, he said, ‘so you will no longer live in comfert. 

Instead, you must search for your food in the bark of trees in the forrest. 

you will also have a small body this will mach your small spirit’. 

as the Great Spirit spoke, the woman transfformed into a bird—the first 

woodpecker. even today woodpeckers find thier food in the bark of trees. 

1 Punctuation 

(a) Find the 6 missing capital letters, 5 commas, 

5 quotation marks and 3 apostrophes, 2 for 

possession and 1 for a contraction. 







(b) Write the 2 semicolons missing from the 

text. 

2 Grammar 

Verbs can be either active or passive. An active 

verb is used in a sentence with this word order: 

subject, verb, object. For example, ‘The cat sat 

on the mat.’ A passive verb is used in a sentence 

with this word order: object, verb, subject. For 

example, ‘The mat was sat on by the cat.’ In most 

cases, it is better to use active verbs in writing. 

(a) Underline the sentence in the text that uses a 

passive verb. 


3 Spelling 


words above each word. 

4 Writing 








Left-wing 

Lesson focus 


Punctuation 

Spelling 


• Apostrophes to show grammatical 

contractions 



• Dashes to show additional thoughts added 

to a sentence 

• Hyphens 


Grammar 

• Pronouns 

• Collective nouns 


A recount retells events as they happened, in time order. 

Answers 

• Confused words: blue/blew, to/two, 

teem/team 


Vocabulary 

• Compound words 

Writing 

• Tautology 

It was the last game before finals. Tarnie sat on the pitch putting her shin pads underneath her socks. 

She glanced up at the sky. ‘Overcast, that’s good’, she thought. The whistle blew. Tarnie jumped up, 

bringing her knees to her chest a couple of times, then grabbed her stick and mouthguard. She jogged 

to the centre to shake hands with her opponents, then walked to the left wing, twirling her stick in her 

hands. For the newest member of the team, it was the simplest position to play. Left wing was also a 

position where you could score a goal and Tarnie was determined to score in this game. 

The first half was a blur. At half-time, Tarnie shoved a jelly snake in her mouth and stared at the 

ground. The whistle blew. This was it! 

After 15 minutes of play, her team’s centre player had possession of the ball 

and was descending, bringing it down the field, dodging and avoiding the 

other team’s defence. Tarnie ran towards the goals and stood in 

position—stick ready. The ball came to her. Tarnie fell down to her knees, 

stick outstretched and swept the ball between the goalie’s legs. Bang! 

The ball had hit metal. She had scored! 



2. (a) It, her, She, you 


(i) team (ii) gaggle (iii) school 


pitch, blew, opponents, position, possession, team’s, to, knees 

4. (a) Teacher check. Answers will include, mouthguard, outstretched, overcast, half-time, underneath 

5. (a) Tautology is underlined in bold. Answers will include: 

‘descending bringing it down’, ‘dodging and avoiding’ and ‘fell down’ 


Left-wing 



It was the last game before finals. Tarnie sat on the pich putting her shin pads underneath her socks. 

She glanced up at the sky. Overcast, thats good she thought. The whistle blue. Tarnie jumped up 

bringing her knees to her chest a couple of times then grabbed her stick and mouthguard. She jogged 

to the centre to shake hands with her oponents, then walked to the left wing, twirling her stick in her 

hands. For the newest member of the team, it was the simplest posishun to play. Left wing was also a 

position where you could score a goal and Tarnie was determined to score in this game. 

The first half was a blur. At half time Tarnie shoved a jelly snake in her mouth and stared at the 

ground. The whistle blew. This was it. 

After 15 minutes of play, her teams centre player had posession of the ball 

and was descending, bringing it down the field, dodging and avoiding the 

other teems defence. Tarnie ran towards the goals and stood in 

position—stick ready. The ball came two her. Tarnie fell down to her nees 

stick outstretched and swept the ball between the goalies legs. Bang! 

The ball had hit metal. She had scored. 

1 Punctuation 

(a) Find the 2 exclamation marks, 3 apostrophes 

which show possession and 1 for a 

contraction, 4 missing commas and a hyphen 

joining two words in paragraph 2. 

(b) Include the missing set of quotation marks. 

(c) Circle the dash to show an additional piece 

of information has been added to a sentence. 

2 Grammar 

Pronouns are words that replace nouns; for 

example, ‘I’, ‘he’, ‘she’, ‘him’, ‘it’. 

(a) Underline 4 different pronouns in the text. 

3 Spelling 

(a) Write the correct spelling above each of the 8 

misspelt words. 

4 Vocabulary 

(a) Write 1 compound word from the text and 2 

more of your own. 


Collective nouns are nouns commonly used to 

name groups; for example, ‘a pride of lions’. 

(b) Find collective nouns for these groups. 

(i) a 

(ii) a 

(iii) a 

of players 

of geese 

of fish 

5 Writing 

Tautology is the unnecessary repetition of an idea 

in a phrase or sentence; for example, ‘descend 

down’, ‘repeat again’. 

(a) Underline 2 examples of tautology in the final 

paragraph of the text. 


Violence on the news 

Lesson focus 


Punctuation 




• Colons in titles 

Grammar 

Spelling 

• Confused words: two/too, write/right, 

some/sun, they’re/their, aloud/allowed, 

reel/real 


Writing 



• Tautology 


A discussion is written to persuade others to think or do something. 

Answers 

Television violence: my view 

I feel there is too much violence shown on television 

news programmes at prime time. I don’t think it is right 

that disturbing images like accident scenes are shown 

during times when young children are likely to be watching. 

Although I think it is sometimes necessary and essential to 

show some of the more unpleasant aspects of life, 

images not suitable for children should be kept until later 

news broadcasts. So many of today’s parents work and this 

means that many children are left alone in the house 

with unsupervised access to the television until early 

evening. I feel that all television networks should be 

stopped and banned from showing unsuitable images 

during their early news programmes. No other show 

during the same timeslot would be allowed to 

show violence, so why should news programmes get away 

with it just because the violence is real? 


too 

right 

accident 

are (verb) 

necessary/essential 

some 

suitable 

broadcasts 

means 

access 

evening 

stopped/banned 

their 

allowed 

get (verb) 

real 



is – are (line 5), gets – get (line 16) 


(a) too, right, some, their, allowed, real 

(b) accident, suitable, broadcasts, means, access, evening 

4. (a) Tautology is underlined bold. 

The two phrases are ‘… necessary and essential …’ (could be replaced by ‘necessary’ or 

‘essential’) and ‘… stopped and banned …’ (could be replaced by ‘stopped’ or ‘banned’). 

(b) Answers will vary, but should indicate the following: 

The author feels that early news programmes show too much violence. Television networks 

should be banned from showing violence in early news programmes because many children 

watch them. 


Violence on the news 

Read the discussion text. 


1 Punctuation 

(a) Find the 3 missing capital letters, 3 full stops, 

1 apostrophe and the colon in the title. 

2 Grammar 

Television violence my view 

I feel there is (two, too) much violence shown on television 

news programmes at prime time. I don’t think it is (write, right) 

that disturbing images like aksident scenes are shown 

during times when young children is likely to be watching. 

Although I think it is sometimes necessary and essential to 

show (some, sum) of the more unpleasant aspects of life 

images not suttable for children should be kept until later 

news broardcasts so many of todays parents work and this 

meens that many children are left alone in the house 

with unsupervised acsess to the television until early 

eevning i feel that all television networks should be 

stopped and banned from showing unsuitable images 

during (they’re, their) early news programmes no other show 

during the same timeslot would be (allowed, aloud) to 

show violence, so why should news programmes gets away 

with it just because the violence is (reel, real)? 


agree in person and in number; for example, 

‘He has’ but ‘They have’. 

(a) Two verbs in the text do not agree with their 

subjects. Write the correct form of each verb 

in the space at the end of the line. 

3 Spelling 

(a) Choose the correct spelling 

from each pair of words in 

brackets. Write your choice 

in the space at the end of 

the line. 

(b) Write the correct spelling 

for the 6 misspelt words 

in the space at the end of 

the line. 

4 Writing 


in a phrase or sentence; for example, 


(a) Find 2 examples of tautology in the text. 

Choose one word to replace the phrase. It 

may be one of the words used in the phrase. 

Write it in the space at the end of the line. 

(b) Correct the errors of fact in these sentences. 


The author feels that early news 

programmes don’t show enough violence. 

Television networks should be encouraged 

to show violence in early news programmes 

because many adults watch them. 


The St Bernard 

Lesson focus 


Punctuation 

• Apostrophes for possession 





Grammar 


Spelling 

• Confused words: where/wear, to/too, 

whether/weather, weigh/way, they’re/their 


Vocabulary 

• Shortened forms 


A report is usually written in the present tense and describes aspects of a living or non-living thing. 

Answers 

The St Bernard is a large, intelligent dog with a dense coat. 

is (verb) 

The breed was first developed in the 1600s in Switzerland, Switzerland 

where the dogs were kept at the St Bernard’s 

where 

monastery in the Swiss Alps as guard dogs. By 1750, the 

monastery 

breed became known for rescuing people who were 

were (verb) 

travelling on foot through the Alps and got lost or were 

travelling 

buried by snowstorms or avalanches. The St Bernard had 

buried 

many attributes that made it suitable for working in these 

suitable 

conditions; thick fur, a keen sense of smell, an excellent 

excellent 

sense of direction and, according to the monks, 

to 

an ability to sense severe weather conditions. 

weather 

Today’s St Bernards are thought to be bigger than the 

thought 

original Swiss rescuers. They can weigh up to about 

weigh 

90 kg and stand about 75 cm high, making them one of high 

the largest dog breeds. Their coats are white and red or 

are (verb) 

white and brown and can be long or short. They have a 

have (verb) 

gentle nature; however, due to their size they can 

their 

be a handful for any family to own! 

handful 




am – is (line 1), was – were (line 5), is – are (line 15), has – have (line 16) 


(a) where, to, weather, weigh, their 

(b) Switzerland, monastery, travelling, buried, suitable, excellent, thought, high, handful 

4. (a) (i) St – Saint (ii) kg – kilograms (iii) cm – centimetres 


The St Bernard 



The St Bernard am a large intelligent dog with a dense coat. 

The breed was first developed in the 1600s in Swisserland 

(wear, where) the dogs were kept at the St Bernards 

monasterry in the swiss Alps as guard dogs. By 1750 the 

breed became known for rescuing people who was 

traveling on foot through the alps and got lost or were 

berried by snowstorms or avalanches. The St bernard had 

many attributes that made it sutable for working in these 

conditions thick fur a keen sense of smell an exellent 

sense of direction and, according (too, to) the monks 

an ability to sense severe (whether, weather) conditions. 

Todays St Bernards are thouht to be bigger than the 

original Swiss rescuers. They can (weigh, way) up to about 

90 kg and stand about 75 cm hi, making them one of 

the largest dog breeds. Their coats is white and red or 

white and brown and can be long or short. They has a 

gentle nature however, due to (they’re, their) size they can 

be a handfull for any family to own! 

1 Punctuation 

(a) Write the 2 missing apostrophes for 

possession, 3 capital letters and 6 commas. 







(b) Write 2 semicolons missing from the text. 

3 Spelling 


(a) Choose the correct 

spelling from each 

pair of words in 

brackets. Write your 

choice in the space 


(b) Write the correct spelling 

of the misspelt words in the 


2 Grammar 


agree in person and in number; for example, ‘He 

has’ but ‘They have’. 

(a) Four verbs in the text do not agree with their 

subjects. Write the correct form of each verb 

in the space at the end of the line. 

4 Vocabulary 

(a) Circle the 3 shortened forms in the text. 

Write what each stands for. 

(i) 

(ii) 

(iii) 


Kelly’s holiday 

Lesson focus 


Punctuation 





Grammar 


• Adverbs 

Spelling 

• Confused words: fare/fair, 

foreword/forward, their/there 


Vocabulary 

• Vocabulary enrichment 


A narrative tells a story in a sequence of events involving fictitious characters. 

Answers 

Kelly glared at the suitcase on her bed and sighed 

sighed 

loudly. She didn’t want to go to her 

loudly (adverb) 

grandmother’s. It wasn’t fair. 

fair 

‘Can I come in?’ Her mother appeared in the doorway. 

appeared 

Kelly shrugged. ‘If you want to.’ She turned her back and 

turned 

pretended to be locking the suitcase. 

pretended 

‘Look, honey, I know you don’t want to go, but it’s for the 

honey 

best. You can’t come with us—the prize was a holiday for 

holiday 

two adults. Besides, Gran is looking forward to seeing you.’ forward 

Kelly whirled around. ‘But I hate the country! There’ll be 

country 

nothing to do. Why can’t I stay with Jessica instead?’ 

nothing 

‘We’ve already had this discussion’, her mother said 

already 

sharply. ‘The decision has been made. You’re going 

sharply (adverb) 

and that’s all there is to it.’ She marched stiffly 

stiffly (adverb) 

out of the room. 

The bed was struck by Kelly’s fists. She could see there 

there 

was no way to get out of it now. It was going to be the 

going 

worst two weeks of her life. 

worst 



2. (a) ‘The bed was struck by Kelly’s fists’ should be underlined. 

(b) Adverbs are underlined in bold type. 

loudly, sharply, stiffly 


sighed, fair, appeared, turned, pretended, honey, holiday, forward, country, nothing, already, 

there, going, worst 

4. (a) Teacher check 


Kelly’s holiday 



Kelly glared at the suitcase on her bed and sigheed 

with a loud volume. She didn’t want to go to her 

grandmothers. It wasn’t fare. 

‘Can I come in’ Her mother appearred in the doorway. 

Kelly shrugged. If you want to.’ She terned her back and 

preetended to be locking the suitcase. 

Look, hunny, I know you dont want to go, but it’s for the 

best. You cant come with us—the prize was a holaday for 

two adults. Besides, Gran is looking foreword to seeing you. 

Kelly whirled around. ‘But I hate the countrie! Therell be 

nothink to do. Why cant I stay with Jessica instead’ 

Weve allready had this discussion, her mother said 

with sharpness. ‘The decision has been made. Youre going 

and that’s all there is to it. She marched with stiffness 

out of the room. 

The bed was struck by Kellys fists. She could see their 

was no way to get out of it now. It was goeing to be the 

werst two weeks of her life. 

1 Punctuation 

(a) Write 2 missing apostrophes for 

possession and 6 in contractions, 

2 question marks and quotation 

marks to show direct speech. 

(b) Look at the words in bold type in the text. 

Replace each group of words with one 

adverb with the same meaning. Write each 

one in the space at the end of the line. 


3 Spelling 

2 Grammar 



subject, verb, object; for example, ‘The cat sat 

on the mat’. A passive verb is used in a sentence 

with this word order: object, verb, subject; for 

example, ‘The mat was sat on by the cat’. In most 



passive verb. 

(a) Write the correct spelling of the misspelt 


4 Vocabulary 

(a) The word ‘glared’ has been used in this 

text to describe how someone can look at 

something. List other words that describe 

how people can look at things. 

glanced, 

Adverbs are words that describe verbs. They often 

end in ‘ly’; for example, ‘happily’, ‘slowly’, ‘never’. 


How to be successful at note taking 


Lesson focus 

Punctuation 






• Colons for offset lists 

Spelling 

• Confused words: ewe/you, cheque/check 


Grammar 

• Adverbs 

• Pronouns 


A procedure outlines how something is done. Instructions are usually written using a command verb at 

the beginning of a sentence. 

Answers 

Follow these steps when reading difficult text. 

1. As you are reading the text, ask yourself questions such as: 

• Can I read all the words? 

• Do I know the meaning of all the words? 

• Do I understand the facts? 

Use a dictionary or ask a classmate or teacher to help you understand the text. 

2. Now read the text again, this time more slowly. Underline or highlight the keywords, phrases and facts. 

(Remember: keywords are the most important words.) 

3. Use the keywords, phrases and facts to make notes. Remember: 

• Notes do not need to be full sentences—they can be part of sentences or words. 

• Notes can be written in point form. 

• Although your writing does not have to be perfect when note taking, you need to: 

– be able to read it easily, 

– make sure the spelling of names and places is correct, 

– make sure if you use abbreviations that you remember what they mean; for example, the water 

seeps u.g. (u.g. = underground). 

4. Read your notes and then stop and think. Do you understand them? Do you need to check any 

meanings to make sure you understand? 

5. Now you can use your notes to summarise what you know about a topic. To make sure you are writing in 

your own words, read your notes and then look away from them when you are writing your summary. 


Answers 


2. (a) Adverbs are underlined. 

slowly, easily 

(b) Teacher check 

(c) you, I, they, your, it, them 


you, perfect, abbreviations, check, summarise 


How to be successful at note taking 


Read the procedure. 

Follow these steps when reading difficult text. 

1. As you are reading the text ask yourself questions such as 

• Can I read all the words? 

• Do I know the meaning of all the words 

• Do I understand the facts? 

Use a dictionary or ask a classmate or teacher to help ewe understand the text. 

2. Now read the text again this time more slowly Underline or highlight the keywords phrases and facts. 

(remember keywords are the most important words.) 

3. Use the keywords phrases and facts to make notes. Remember: 

• Notes do not need to be full sentences—they can be part of sentences or words. 

• notes can be written in point form 

• Although your writing does not have to be perfekt when note taking, you need to 

– be able to read it easily, 

– make sure the spelling of names and places is correct, 

– make sure if you use abreviations that you remember what they mean; for example, the water 

seeps u.g. (u.g. = underground). 

4. Read your notes and then stop and think. Do you understand them do you need to cheque any 

meanings to make sure you understand 


5. now you can use your notes to sumarise what you know about a topic. To make sure you are writing in 

your own words, read your notes and then look away from them when you are writing your summary 

1 Punctuation 

(a) Write in 4 missing commas, 3 question 

marks, 4 capital letters and 3 full stops. 

A colon is used to break a sentence when the 

second half of the sentence explains what is in the 

first half. It is also used to introduce an offset list. 

(b) Find the 3 missing colons in the text. 

2 Grammar 

(a) Circle 2 adverbs ending in ‘ly’. 

(b) Choose a suitable adverb for these verbs. 

(i) struggled 

(ii) ate 

(iii) wrote 


for example, ‘he’, ‘him’. 

(c) Highlight the pronouns in the text. 

3 Spelling 


words above the words in the text. 


The question mark 

Lesson focus 


Punctuation 





Grammar 

Spelling 

• Confused words: be/bee, peace/piece, 

see/sea 


Writing 

• Prepositions 


• Tautology 


An explanation outlines how things work, or how or why things happen. 

Answers 

The question mark is an important part of punctuation. 

It would be difficult to recognise questions in a piece of 

writing without them. But how did the symbol ‘?’come 

to be used? 

Long ago, people who wrote in Latin, the language of 

ancient Rome, had to write the word ‘questio’ (question) 

at the end of each question in a piece of text. But this was 

clumsy and took up a lot of room on the page. So 

‘questio’ began to be shortened 

to ‘QO’. However, this created a new problem—‘QO’ 

could be confused for part of a word. 

The next development was for writers to write the ‘Q’ 

on top of the ‘O’. Over time, the ‘Q’ turned into a 

curly scribble that doesn’t have any meaning and the ‘O’ 

became a dot. And that’s how the humble question 

mark was born. Will you think about this the 

next time you see one? 


important 

recognise 

symbol 

be 

language 

ancient 

piece 

clumsy 

shortened/abbreviated 

created 

confused/mistaken 

development 

turned 

scribble 

humble 

born 

see 

Answers 


2. (a) (i) on (ii) in (iii) of 

(iv) about (v) into 


important, recognise, symbol, be, language, ancient, piece, clumsy, created, development, 

turned, scribble, humble, see 

4. (a) One way of correcting the double negative has been underlined. 

‘…that don’t have no meaning…’ should read ‘… that doesn’t have any meaning… ‘ or ‘… has 

no meaning …’ 

(b) Examples of tautology are underlined in bold type. 

The three phrases are ‘shortened and abbreviated’ (could be replace by ‘shortened’ or 

‘abbreviated’), ‘confused or mistaken’ (could be replaced by ‘confused’ or ‘mistaken’) and ‘born 

and came to be’ (could be replaced by ‘born’). 


The question mark 



The question mark is an importtant part of punctuation. 

It would be difficult to recognisze questions in a piece of 

writing without them. But how did the cymbel ‘?’ come 

to bee used 

Long ago people who wrote in Latin, the languge of 

anchient Rome had to write the word questio’ (question) 

at the end of each question in a peace of text. But this was 

clummsey and took up a lot of room on the page. So 

‘questio began to be shortened and abbreviated 

to ‘QO’. However this creatted a new problem—‘QO 

could be confused or mistaken for part of a word. 

The next developement was for writers to write the ‘Q’ 

on top of the ‘O’. Over time the ‘Q’ turend into a 

curly scribbel that don’t have no meaning and the O 

became a dot. And thats how the hummble question 

mark was born and came to be. Will you think about this 

the next time you sea one 

1 Punctuation 

(a) Find the 4 missing commas, 2 question 

marks, 5 quotation marks and 1 apostrophe 

for a contraction. 

2 Grammar 

Prepositions are positional words placed before 

nouns and pronouns to indicate their relation to other 

words; for example, He swam between the flags. 

(a) Write the missing prepositions from the text. 

4 Writing 

A double negative statement 

incorrectly uses two negative 

words; for example, ‘I haven’t 

got no more,’ should be ‘I 

haven’t any more’ or ‘I have 

no more’. 




(i) room 

(ii) questions 

the page 

a piece of writing 

(iii) the language 

(iv) think 

(v) turned 

this 

ancient Rome 

a curly scribble 

3 Spelling 

(a) Write the 14 misspelt words in the space at 

the end of the line. 

A tautology is the unnecessary repetition of 

an idea in a phrase or sentence; for example, 


(b) Underline 3 examples of tautology in the 

text. Choose one word to replace each of the 

phrases. It may be one of the words used in 

the phrase. Write it in the space at the end of 

the line. 


The hothouse 

Lesson focus 


Punctuation 

Spelling 


• Confused words: witch/which, tee/tea, 


dyed/died, weak/week 





• Parentheses 

Vocabulary 

Grammar 


• Verb tense 

• Similes 

• Infinitive verbs 


• A description describes the characteristics, components or functions of specific living or non-living 

things. 

• Where pupils are required to add commas, capital letters, apostrophes or exclamation marks in a 

line, they may do so in the actual text and write the type of error on the line. 

Answers 

If our house isn’t the hottest 

I’d sure like to know which one is. 

‘Cos in our house we don’t have to cook our food 

It cooks to a tee in the fridge. 

The kids look like ripened tomatoes 

The dog died of prickly heat 

Poor Dad nearly drowned in his very own sweat 

And I’ve just burned myself on my seat. 

If our house isn’t the hottest 

I’d sure like to know which one is. 

‘Cos without any insulation 

Our beds are like barbecue grills. 

My terrarium’s growing a Triffid 

I’ve a flourishing Red Desert Pea 

And for the third time this week 

(So it isn’t unique) 

We’re having boiled goldfish for tea. 

If our house is still not the hottest 

Then I’d better give up ‘cos I’m beat. 

Please excuse the soggy, wet paper 

My hands are like taps – it’s the HEAT! 


Apostrophe 

which 

Apostrophe 

tee 

tomatoes 

died 

Capital letter 

Apostrophe 

Apostrophe 

Apostrophe 

without (Compound word) 

barbecue 

Apostrophe 

Apostrophe 

week 

unique 


hottest 

Apostrophe 

Comma 

Exclamation mark 


2. (a) Past tense verbs are underlined. (b) Answers will include: to cook (line 3) 

died, drowned, burned and to know (lines 2 and 10) 


which, tee, tomatoes, died, barbecue, week, unique, hottest 

4. (a) without (the compound word has been underlined in bold) 

(b) (i) ripened tomatoes (ii) barbecue grills 

(iii) taps 


The hothouse 

Read the descriptive poem. 

‘ 

If our house isn t the hottest 

I’d sure like to know witch one is. 

‘Cos in our house we dont have to cook our food 

It cooks to a tea in the fridge. 

The kids look like ripened tomatos 

The dog dyed of prickly heat 

Poor dad nearly drowned in his very own sweat 

And Ive just burned myself on my seat. 

If our house isnt the hottest 

Id sure like to know which one is 

‘Cos with out any insulation 

Our beds are like barbecu grills. 

My terrariums growing a Triffid 

Ive a flourishing Red Desert Pea 

And for the third time this weak 

(So it isn’t uniqe) 

we’re having boiled goldfish for tea. 

If our house is still not the hotest 

Then Id better give up ‘cos I’m beat. 

Please excuse the soggy wet paper 

My hands are like taps – it’s the HEAT 

1 Punctuation 

(a) Write in 2 missing capital letters, 8 

apostrophes for contractions, 1 comma 

and 1 exclamation mark. Highlight the 

parentheses (brackets). 

(b) Write the type of punctuation added, in the 

space at the end of the line. The first one has 

been done. 

2 Grammar 

(a) This poem is mostly written in the present 

tense. Write 3 past tense verbs used. 



apostrophe 

3 Spelling 

(a) Write the correct spelling of 8 misspelt 


4 Vocabulary 

(a) Find the compound word that has been 

written as two separate words and write it in 


A simile uses ‘like’ or ‘as’ to compare one 

thing to another. 

(b) Write what each of the following has been 

compared to in the poem. 

The infinitive form of a verb characteristically has 

the word ‘to’ in front of it. 

(b) Write an infinitive used in the text. 

(i) kids 

(ii) beds 

(iii) hands 


A miraculous escape 

Lesson focus 


Punctuation 




• Quotation marks for direct speech 

• Hyphens in word groups 

• Parentheses 

Grammar 

Spelling 

• Confused words: dual/duel, sure/shore, 

right/write, fete/fate, for/four 


Vocabulary 


Writing 

• Adverbs 



A recount retells events as they happened, in time order. This recount is in the form of a newspaper 

report. 

Answers 

• Paragraphing 

A 13-year-old Northshore boy is tonight safely at home with nothing worse than a broken toe after what 

witnesses are calling a ‘miraculous’ escape from almost certain death. 

Early yesterday evening, James Lee was riding his bicycle home along the dual use path that borders 

Northern Bypass. Horrified commuters watched helplessly as James swerved to miss a young puppy that 

ran in front of the bicycle. The bicycle’s front wheel jammed in a grid and stopped instantly, 

hurling James over the handlebars, directly into the heavy traffic on Northern Bypass. 

‘I was sure he was going to be killed’, said Holly Madison, who had been waiting at a nearby bus stop. 

‘He went up, up and then down, down, right in the middle of the road.’ In a miraculous twist of fate, 

James landed in the back of a passing truck which was carrying a large trampoline for the local fitness 

centre. The trampoline broke James’s fall, but flung him back into the air. What happened next was 

even more unbelievable. 

‘I couldn’t believe my eyes’, said truckdriver Butch Henry (43). ‘This kid just came flying over the cab of 

my truck and disappeared into the back.’ 

James’s incredible luck held out, because Butch’s truck was carrying 

a full shipment of innerspring mattresses. Once again, James 

landed safely before becoming airborne for the third time. On this 

occasion, he flew over the fence of the Happy Daze Childcare Centre 

and landed, winded but completely unhurt, in the children’s sandpit. 

His toe was broken when his mother, arriving to take her lucky son 

home, drove her car over his foot. 



2. (a) safely, helplessly, instantly, directly (Completely is an adjective.) 

(b) Northshore, tonight, nothing, Bypass, handlebars, nearby, truckdriver, innerspring, airborne, 

Childcare, sandpit 

(c) ‘is riding’ – ’was riding’ (line 3), ‘am sure’ – ’was sure’ (line 7), ‘goes up’ – ‘went up’ (line 8), ‘he 

flies’ – ‘he flew’ (line 17) 

3. (a) Spelling errors are italic type. 

certain, dual, sure, right, fate, trampoline (2), unbelievable, disappeared, for, 

4. (a) (i) 6 (ii) 3 


A miraculous escape 



A 13 year old northshore boy is tonight safely at home with nothing worse than a broken toe after what 

witnesses are calling a ‘miraculous’ escape from almost certin death. 

Early yesterday evening, James Lee is riding his bicycle home along the duel use path that borders 

northern bypass. Horrified commuters watched helplessly as James swerved to miss a young puppy 

that ran in front of the bicycle. The bicycles front wheel jammed in a grid and stopped instantly, 

hurling James over the handlebars, directly into the heavy traffic on northern bypass. 

I am shore he was going to be killed, said Holly Madison, who had been waiting at a nearby bus stop. 

He goes up, up and then down, down, write in the middle of the road. In a miraculous twist of fete, 

James landed in the back of a passing truck which was carrying a large tramperline for the local fitness 

centre. The tramperline broke Jamess fall, but flung him back into the air. What happened next was 

even more unbeleivable. 

I couldn’t believe my eyes, said truckdriver Butch Henry (43). This kid just came flying over the cab of 

my truck and disapeared into the back. 

Jamess incredible luck held out, because Butchs truck was carrying 

a full shipment of innerspring mattresses. Once again, James 

landed safely before becoming airborne four the third time. On this 

occasion, he flies over the fence of the happy daze childcare centre 

and landed, winded but completely unhurt, in the childrens sandpit. 

His toe was broken when his mother arriving to take her lucky son 

home drove her car over his foot. 

1 Punctuation 

(a) Write the 9 capital letters needed for titles, 2 

hyphens in a word group, 2 missing commas 

in the last sentence, quotation marks 

for direct speech and 5 apostrophes for 

possession. 

Brackets (parentheses) may be required where 

additional information is given. 

(b) Circle where brackets have been used in the 

text for this purpose. 

2 Grammar/Vocabulary 

Many adverbs end with the letters ’ly’. 

(a) Underline 4 of these adverbs in the text. 


(b) Highlight 11 compound words. 

(c) Correct the 4 verbs in the incorrect tense. 

3 Spelling 



4 Writing 

(a) How many 

paragraphs is the 

recount? 

(b) Which paragraph 

tells about the 

trampoline? 


Michael McCoy 

Lesson focus 


Punctuation 





Spelling 

• Confused words: source/sauce, to/too/two, 

See/Sea, one/won, there/their 


Grammar 



• A narrative which tells a story may also be written in poetry form. 

• Where pupils are required to add capital letters, apostrophes or quotation marks in a line, they may 

do so in the actual text and write the type of error on the line. 

Answers 

Young Michael McCoy 

Was a horrid little boy 

Did things he really shouldn’t ‘oughta’. 

Between playing the fool 

At home and at school 

He was rarely out of hot water. 

He painted the cat, 

(He was being a brat) 

Stirred salt in his dad’s cup of tea. 

Put hot sauce on the roast 

And twice burnt the toast 

Always said ‘no’—just to disagree. 

He teased his young sister 

He cheated at Twister 

He really wasn’t that nice. 

Made faces at Gran 

And thought of a plan 

To fill up her bed with ice. 

Took his sister to the vet 

To swap her for a pet 

Maybe a puppy or a bird. 

Wrote naughty words in his pad 

(See, I told you he was bad!) 

At least, that’s what I’ve heard. 

Then one day playing the fool 

In the school swimming pool 

He did a bombie—which is very unkind. 

When he climbed out we said, ‘Dear!’ 

And there arose a mighty cheer 

‘Cause he’d left his trunks behind! 

Capital letters for proper nouns 

horrid 

Apostrohe for contraction 

Between 

school 

Verb agreement 

painted 

being 

Apostrophe for possession 

sauce 

burnt 


teased 

Capital letter for name 

Apostrophe for contraction 

Capital letter for proper noun 

thought 

To 

to 

swap 

Maybe 

Wrote 

See 


one 

school 

very 


there 




2. (a) Verb is underlined 

He was (line 6) 


horrid, Between, school, painted, being, sauce, burnt, teased, thought, To, to, swap, Maybe, 

Wrote, See, one, school, very, there 


Michael McCoy 

Read the narrative poem. 

cap. 

Young michael McCoy 

Was a horid little boy 

Did things he really shouldnt ‘oughta’. 

Beetween playing the fool 

At home and at scool 

He were rarely out of hot water. 

He paynted the cat 

(He was bein a brat) 

Stirred salt in his dads cup of tea. 

Put hot source on the roast 

And twice bernt the toast 

Always said no—just to disagree. 

He teesed his young sister 

He cheated at twister 

He really wasnt that nice. 

Made faces at gran 

And thort of a plan 

Too fill up her bed with ice. 

Took his sister two the vet 

To swop her for a pet 

Maibe a puppy or a bird. 

Rote naughty words in his pad 

(Sea, I told you he was bad!) 

At least, that’s what Ive heard. 

Then won day playing the fool 

In the scool swimming pool 

He did a bombie—which is verry unkind. 

When he climbed out we said, Dear! 

And their arose a mighty cheer 

‘Cause hed left his trunks behind! 



capital letter 

Use the lines to write or describe the corrections for all of the following. The first one has been done. 

1 Punctuation 

2 Grammar 

(a) 3 missing capital letters for proper nouns, (a) One verb does not agree with its subject. 

including 1 for a name, 4 apostrophes for 

contractions and 1 for possession and 2 sets 3 Spelling 

of quotation marks for direct speech. 

(a) 19 misspelt words. 


Mobile madness 

Lesson focus 


Punctuation 






• Hyphens 

Grammar 

Spelling 

• Confused words: been/bean, through/ 

threw, presents/presence, their/there 


Vocabulary 

• Pronouns 



• Synonyms 

• Antonyms 

A discussion is written to persuade others to think or do something. A discussion uses persuasive 

language. 

Answers 

Dear Editor, 

I am writing in reference to your article: 

‘Surgeon urges worldwide mobile ban’ The Westerner, 3/1/06 

I applaud the good sense of surgeon, Mr Tan, for finally exposing the truth about mobile phones. It has 

always been my belief that anything that is emitting radio waves should not be placed near our body 

at all, let alone near our brains! Every day I am dumbfounded to see hordes of people, young and old, 

with these minute machines attached to their heads! Have you not noticed that your ears are red and 

warm after lengthy conversations? Could it be the electromagnetic radiation entering your body through 

your ears? The statistics are proving that the incidence of brain cancers in the young and old is rising. 

This alone should prevent people from reaching for their mobile phone (especially when a landline 

phone is close by and considerably cheaper!). 

Not only are mobile phone menaces to our health, they are financial albatrosses! The trend of 

prepubescents being given mobile phones as presents from their parents is preposterous! Please 

explain what a nine-year-old has to say to his or her friend that is so important it is worth their parents 

spending a small fortune? 

I urge all mobile phone users to consider the repercussions of their next ‘quick’ mobile call. 

Nick Nunan 

Bedford 



(b) ‘Surgeon urges worldwide mobile ban’ and ‘quick’ are underlined in bold. 

2. (a) Teacher check – Answers may include: ‘I’, ‘It’, ‘you’, ‘they’, ‘my’, ‘our’, ‘their’, ‘your’, ‘his’, ‘her’ 


been, emitting, through, statistics, incidence, menaces, presents, their 

4. (a) Teacher check. Answers may include: 

(i) preposterous – absurd, crazy, extreme (ii) applaud – acclaim, approve, cheer, clap 


(i) warm – cool, cold, indifferent (ii) cheap – costly, expensive, superior 

(c) (i) Answers may include; worldwide, anything, dumbfounded, landline, fortune, Bedford 

(ii) Teacher check 


Mobile madness 

Read the discussion text. 


Dear editor, 

I am writing in reference to your article: 

‘Surgeon urges worldwide mobile ban’ The westerner, 3/1/06 

I applaud the good sense of surgeon mr tan for finally exposing the truth about mobile phones. It has 

always bean my belief that anything that is emiting radio waves should not be placed near our body 

at all let alone near our brains Every day I am dumbfounded to see hordes of people young and old, 

with these minute machines attached to their heads Have you not noticed that your ears are red and 

warm after lengthy conversations Could it be the electromagnetic radiation entering your body threw 

your ears The statistiks are proving that the incidents of brain cancers in the young and old is rising. 

This alone should prevent people from reaching for their mobile phone (especially when a landline 

phone is close by and considerably cheaper). 

Not only are mobile phones menases to our health they are financial albatrosses The trend of 

prepubescents being given mobile phones as presence from their parents is preposterous Please 

explain what a nine year old has to say to his or her friend that is so important it is worth their parents 

spending a small fortune on it 

I urge all mobile phone users to consider the repercussions of there next ‘quick’ mobile call. 

Nick Nunan 

Bedford 

1 Punctuation 

(a) Write 5 exclamation marks, 3 question 

marks, 2 hyphens missing from a word 

group, 5 grammatical commas and 4 capital 

letters (for titles). 

(b) Underline the words within the 2 sets of 

quotation marks. 

2 Grammar 

(a) Underline 4 pronouns in the text. 

3 Spelling 

(a) Write the correct spelling of 8 misspelt words. 


4 Vocabulary 


(i) preposterous 

(ii) applaud 


(i) warm 

(ii) cheap 

(c) Write: (i) 2 compound words from the text and 

(ii) 2 more of your own. 


Making a papier-mâché piggy bank 


Lesson focus 

Punctuation 




Grammar 

• Adverbs 

• Adjectives 


Spelling 


Vocabulary 


Writing 


This procedure describes the materials needed and the sequential steps to follow to make a papiermâché 

piggy bank. 

Answers 

Materials required: 

small, round balloon kitchen paper tube 

small yoghurt pot 

10 cm x 10 cm thin card 

white paper 

adhesive tape 

paper paste 

paint 

PVA glue 

black marker pen 

pipe-cleaner 

Method: 

1. Blow up balloon for pig’s body. 

2. Cut tube into quarters and tape in position on balloon 

for pig’s legs. 

3. Tape yoghurt pot in position for pig’s snout. 

4. Cut card in half diagonally and tape triangles in 

position for pig’s ears. 

5. Draw small rectangle on pig’s back for money slot. 

6. Cut paper into many small pieces – 

about 2 cm x 2 cm. 

7. Paste several layers of paper all over pig, leaving 

money slot clear. 

8. Allow each layer to dry a little before adding the 

next. 

9. Allow pig to dry out completely. 

10. Burst balloon through money slot. 

11. Paint pig. Allow paint to dry then paint with PVA glue 

to varnish. 

12. Curl pipe-cleaner around finger then tape to pig for 

its tail. 

13. Use marker pen to detail pig’s features. 

Evaluation: 

Does your piggy bank hold your money? 


1. Missing punctuation is in bold 

type. 

2. (a) (i) adverb 

(ii) adjective 

(iii) adjective 

(iv) adverb 

(v) adjective 

(vi) adjective 


(a) Materials, quarters, yoghurt, 

diagonally, several, features 

4. (a) (i) cm 

(ii) PVA 

(b) (i) afternoon/post meridiem 

(ii) biology 

(iii) Absent without leave 

5. (a) The deleted words have been 

removed from: 

for (line 9), on (line 15), 

small (line 16), your (line 31). 

The remaining words are 

underlined. 


Making a papier-mâché piggy bank 

Read this procedure. 

Materails required 

small, round balloon 

small yoghurt pot 

white paper 

paper paste 

PVA glue 

pipe-cleaner 

Method 

kitchen paper tube 

10 cm x 10 cm thin card 

adhesive tape 

paint 

black marker pen 

1. Blow up balloon for for pigs body. 

2. Cut tube into quaters and tape in position on balloon 

for pigs legs. 

3. Tape yoghert pot in position for pigs snout. 

4. Cut card in half diagonaly and tape triangles in 

position for pigs ears. 

5. Draw small rectangle on on pigs back for money slot. 

6. Cut paper into many small small pieces— about 2 cm 

x 2 cm. 

7. Paste sevaral layers of paper all over the pig, leaving 

money slot clear. 

8. Allow each layer to dry a little before adding the 

next. 

9. Allow pig to dry out completely. 

10. Burst balloon through money slot. 

11. Paint pig. Allow paint to dry then paint with PVA glue 

to varnish. 

1 Punctuation 


(a) Write 6 apostrophes for possession, 

1 missing question mark and 3 

colons. 

2 Grammar 

Adjectives are words that describe 

nouns; for example, ‘a cute pig’, 

‘The pig is cute’. 

Adverbs are words that describe 

verbs. They can tell how (manner), 

when (time) or where (place); for 

example, ‘He ran quickly’, ‘She ran 

yesterday’, ‘I ran outside’. 

(a) Find and underline these words 

in the text and write ‘adverb’ or 

‘adjective’ after each. 

(i) diagonally 

(ii) white 

(iii) several 

(iv) completely 

(v) sticky 

(vi) small 

3 Spelling 


(a) Write the correct spelling above each 

of the 6 misspelt words. 

4 Vocabulary 

(a) Write the shortened forms used in 

the text for: 

(i) centimetres 

(ii) polyvinyl acetate 

(b) Write these shortened forms in full. 

(i) p.m. 

12. Curl pipe-cleaner around finger then tape to pig for 

its tail. 

13. Use marker pen to detail pigs feetures. 

Evaluation 

Does your piggy bank hold your your money 

(ii) biol. 

(iii) AWOL 

5 Writing 

(a) Delete 4 words which have been 

repeated unnecessarily. 


What is an ‘urban myth’? 


Lesson focus 

Punctuation 


• Apostrophes in contractions 




• Dashes 

Spelling 

• Confused words: been/bean, desert/ 

dessert, right/write 


Grammar 


• Pronouns 


• Nouns 


An explanation analyses how things came to be the way they are, how things work or why things 

happen. 

Answers 

An urban myth is one of those stories we all hear about, that 

Comma 

seems fantastic but true. You know the sort, usually told by 

Comma 

someone whose ‘brother’s best friend’s girlfriend’s mother’ told Apostrophe for possession (3) 

them about it, so ‘it must be true’. Or perhaps it’s one of the Apostrophe in contractions 

many email urban myths that circulate around the electronic 

many 

world. However, closer investigation nearly always shows the story 

Comma 

to be just that—a story made up by someone with a fabulous 

Dash 

imagination. 

One urban myth which has been around for nearly 40 years now 

been 

concerns the man who strapped a solid fuel rocket engine to his 

concerns 

car—just to see what it would do. He accelerated down a 

Dash 

road in the desert and then fired off the rocket. The car 

desert 

blasted up to almost 480 km/h! But when he tried to stop, the 


car’s brakes melted and the tyres blew out. Unable to take a Apostrophe for possession 

bend in the road, the car became airborne, flying for more than Commas (2) 

a kilometre, before slamming into the side of a mountain. Great 

kilometre 

story, huh? What a shame it never happened. 

Question mark 

There are entire websites devoted to exposing urban myths. A 

are (verb) 

search engine will point you in the right direction. 

right 


Answers 


2. (a) The correct verb has been underlined. 

There are 

(b) Answers will include we, you, them, his, he. 

(c) (i) solid fuel (ii) Great/fantastic (iii) closer 

(iv) electronic (v) fabulous (vi) right 


many, been, concerns, desert, kilometre, right 


What is an ‘urban myth’? 



An urban myth is one of those stories we all hear about that 

seems fantastic but true. You know the sort usually told by 

someone whose ‘brothers best friends girlfriends mother’ told 

them about it, so ‘it must be true’. Or perhaps its one of the 

meny email urban myths that circulate around the electronic 

world. However closer investigation nearly always shows the story 

to be just that a story made up by someone with a fabulous 

imagination. 

One urban myth which has bean around for nearly 40 years now 

concirns the man who strapped a solid fuel rocket engine to his 

car just to see what it would do. He accelerated down a 

road in the dessert and then fired off the rocket. The car 

blasted up to almost 480 km/h But when he tried to stop, the 

cars brakes melted and the tyres blew out. Unable to take a 

bend in the road the car became airborne flying for more than 

a kilometer, before slamming into the side of a mountain. Great 

story, huh What a shame it never happened. 

There is entire websites devoted to exposing urban myths. A 

search engine will point you in the write direction. 

1 Punctuation 

(a) Write in 5 missing commas, 4 missing 

apostrophes for possession and 1 for a 

contraction, 1 missing question mark, 1 

exclamation mark and 2 dashes. In the space 

at the end of each line where punctuation 

is missing, write the name of the type of 

punctuation which you had to include. 

2 Grammar 

(a) Find the sentence which has a verb which 

does not agree with its subject. 

Circle the verb and write the correct verb in 


(b) Write 3 personal pronouns from the text. 


(c) Write adjectives from the text for the nouns 

given. 

Prim-Ed Publishing www.prim-ed.com Proofreading and editing skills 39 

(i) 

(ii) 

(iii) 

(iv) 

(v) 

(vi) 

rocket 

story 

investigation 

world 

imagination 

direction 

3 Spelling 

(a) Circle 6 misspelt words and write the correct 

spelling in the space at the end of the line.

Travelling toad 

Lesson focus 


Punctuation 






Spelling 


• Plural nouns 

Grammar 

• Adverbs 


• Pronouns 


A report records factual information clearly without unnecessary information or opinions. 

Answers 

MEDIA STATEMENT 

AUSTRALIAN TEENAGER COMMENDED 

A Perth teenager is being commended for his quick actions after discovering a cane toad in his 

luggage following a holiday to Queensland. 

The Department’s vertebrates pest officer, Robbie Robson, said the young person demonstrated quick 

thinking and concern for his community. 

‘While he was on holiday in Queensland, a cane toad climbed into the young man’s trainer, which he 

had left outside after a game of cricket. Preparing to return to Perth, he placed his shoes in a plastic 

bag and added them to his suitcase. This action inadvertently brought the cane toad on the return trip 

with him. When he unpacked his luggage, he was surprised by the discovery of the toad, which jumped 

from his trainer and began hopping around his bedroom. The teenager was able to capture the toad 

and, subsequently, called the Department which confirmed its identity.’ 

Mr Robson said that when toads are found in Western Australia, it is because they have hitched a ride in 

a vehicle, in camping gear or in packed luggage. 

‘In the case of cane toads, reporting is vital for preventing their spread.’ 


Answers 


2. (a) Adverbs have been underlined. 

inadvertently, subsequently 

(b) The correct verbs have been underlined in bold. 

places – placed (line 8), jumps – jumped (line 10), calls – called (line 12) 

(c) The correct pronouns are highlighted grey. 

it – he (line 7), her – his (line 10), his – their (line 15) 


Queensland, officer, community, climbed, subsequently, confirmed, hitched 

(b) (i) communities (ii) suitcases 

(iii) identities 

(iv) luggage 

(v) discoveries 


Travelling toad 



MEDIA STATEMENT 

AUSTRALIAN TEENAGER COMMENDED 

A perth teenager is being commended for his quick actions after discovering a cane toad in his 

luggage following a holiday to Qeensland 

The Departments vertebrates pest oficer Robbie Robson, said the young person demonstrated quick 

thinking and concern for his comunity. 

‘While he was on holiday in Queensland, a cane toad climed into the young mans trainer, which it had 

left outside after a game of cricket. Preparing to return to perth, he places his shoes in a plastic bag 

and added them to his suitcase This action inadvertently brought the cane toad on the return trip with 

him. When he unpacked her luggage, he was surprised by the discovery of the toad which jumps from 

his trainer and began hopping around his bedroom. The teenager was able to capture the toad and, 

subseqently, calls the Department which confermed its identity 

Mr robson said that when toads are found in western Australia it is because they have hiched a ride in 

a vehicle, in camping gear or in packed luggage. 

‘In the case of cane toads reporting is vital for preventing his spread 

1 Punctuation 

(a) Find the 4 missing capital letters for proper 

nouns and 4 full stops. 

(b) Find 2 missing quotation marks, 4 

grammatical commas and 2 apostrophes for 

possession. 

2 Grammar 

(a) Underline 2 adverbs ending in ‘ly’. 


3 Spelling 


words above the words in the text. 

We change the ‘tense’ of a verb to tell what 





(b) In this text, the wrong verb tense has been 

used 3 times. Find each of these and write 

the correct verb above the word. 


e.g. ‘she’, ‘him’, ‘them’. 

(c) Circle the incorrect pronouns used in the 

text. Write the correct pronoun above the 

word. 

Although the most common way to make the 

plural form of nouns is to add ‘s’ or ‘es’, there 

are many exceptions; for example, ‘library’ and 

‘libraries’, ‘sheep’ and ‘sheep’. 

(b) Write the plural of these nouns from the text. 

(i) community 

(ii) suitcase 

(iii) identity 

(iv) luggage 

(v) discovery 


Go and play! 

Lesson focus 


Punctuation 






to a sentence 


Grammar 

Spelling 


Vocabulary 


• Synonyms 

• Antonyms 


A recount retells events as they happen, in time order. A recount may be in the form of a letter. 

Answers 

Hi Jenna 

Surprise! The caravan park has upgraded its resources and there is now a ‘cyber-bus’ full of computers 

for emailing! (Airconditioning was obviously beyond the budget but I shouldn’t complain as I can 

actually see the beach from here.) 

How are your holidays going? Mine are showing promise, especially compared to last year’s camping 

escapades where I spent the majority of my time writing in my diary or playing cards with Mum and 

John. 

Never swaying from tradition, Mum gave the command of ‘Go and play!’ as soon as we arrived. Lachey had 

made friends and joined a cricket game before I had even managed to get through the hobbit-sized 

door of the caravan! 

After a quick surveillance of the grounds, I noticed a group of girls by the barbecues —cans of diet soda 

in one hand and, of course, their mobile phones in the other. Actually, their hands were waving around 

above their heads and one girl was halfway up a tree, obviously trying to catch some reception. 

Now don’t laugh, but the only way I found the courage to walk over to the 

girls was by thinking about what Miss Taplin had said in health lessons. I 

kept repeating ‘positive thoughts’ about myself in my head, things like ... 

‘I’m nice. I’ve got a good sense of humour. I’m fun to be around’. It really 

worked! I walked up to the group, said hi, commiserated with them about the 

lack of mobile reception at the campsite and then sat down. 

We are meeting again tonight after tea by the fish cleaning station (ugh!). 

Will email again soon. 

Teisha:) 



2. (a) (i) of (ii) in (iii) with 


resources, budget, especially, escapades, command, managed, surveillance, Actually, courage, 

humour, commiserated 


(i) detect, distinguish (ii) bravery, daring 


(i) depart, leave (ii) downgraded, degraded 


Go and play! 



Hi jenna 

Surprise! The caravan park has upgraded its resourses and there is now a ‘cyber-bus’ full of computers 

for emailing! (Airconditioning was obviously beyond the buget but I shouldnt complain as I can 

actually see the beach from here.) 

How are your holidays going Mine are showing promise especialy compared to last years camping 

eskapades where I spent the majority of my time writing in my diary or playing cards with mum and 

john. 

Never swaying from tradition, Mum gave the comand of ‘Go and play!’ as soon as we arrived. lachey had 

made friends and joined a cricket game before I had even manajed to get through the hobbit-sized 

door of the caravan! 

After a quick surveillanse of the grounds I noticed a group of girls by the barbecues —cans of diet soda 

in one hand and, of course, their mobile phones in the other. Actualy, their hands were waving around 

above their heads and one girl was halfway up a tree, obviously trying to catch some reception. 

Now dont laugh, but the only way I found the curage to walk over to the 

girls was by thinking about what Miss taplin had said in health lessons. I 

kept repeating ‘positive thoughts’ about myself in my head, things like... 

‘Im nice. Ive got a good sense of humur. Im fun to be around’. It really 

worked! I walked up to the group said hi comiserated with them about the 

lack of mobile reception at the campsite and then sat down. 

We are meeting again tonight after tea by the fish cleaning station (ugh!). 

Will email again soon. 

teisha:) 

1 Punctuation 

(a) Find 6 missing capital letters, 5 apostrophes 

in contractions and 1 for possession, 1 

question mark and 4 commas. 

(b) Circle the dash for additional information. 

2 Grammar 


nouns and pronouns to indicate their relation to 

other words; for example, ‘on’, ‘over’. 

(a) Choose a preposition from the text for each 

phrase. 

(i) full 

(ii) writing 

(iii) playing cards 


computers 

my diary 

Mum 

3 Spelling 

(a) Write the correct spelling above each of the 

11 misspelt words in the text. 

4 Vocabulary 


(i) notice 

(ii) courage 


(i) arrive 

(ii) upgraded 


Constable Hector Plod’s report 


Lesson focus 

Punctuation 


• Quotation marks – quotes within quotes 

• Colons introducing dialogue 


Grammar 



Spelling 


Writing 

• Convoluted writing 

• Tautology 

An eyewitness account is a form of report which records factual information. 

Answers 

‘Last Friday evening, 20 June, I was perambulating through my assigned patrol area. At about 8.00 p.m. 

in the evening, I did espy the defendant, Lionel ‘Lucky’ Logan, descending down a fire escape affixed to 

the premises at 223 Remington Lane. He was carrying a large bag over his shoulder with the word ‘Loot’ 

painted on it. At that point in time, I believed his actions and demeanour to be of a suspicious nature. 

‘Reaching the second floor from the ground, Logan disappeared from sight behind a large sign 

advertising a ‘free gift’ with every Lenny Burger sold. Proceeding carefully with caution, I advanced 

towards the building. By the time Logan reached the ground, I was waiting for him. Quickly moving at 

speed, I was able to place my handcuffs on the suspect, thereby rendering him innocuous. 

‘An examination of the previously referenced white bag revealed the contents inside to be stolen 

jewellery, the property of Miss Andrea Lisle, whose abode was at Flat 3, 223 Remington Lane. I then did 

place my hand on Logan’s shoulder and intone: “Lionel Logan, I hereby place you under arrest for 

the unlawful theft of property. I now require you to accompany me to Broadwater Police Station”.’ 


2. (a) Teacher check 


defendant, demeanour, jewellery 

4. (a) Teacher check; answers could include: (i) spy, see, notice, detect (ii) home, residence (iii) 

behaviour, conduct, appearance (iv) walking (v) attached, fastened, joined (vi) harmless 

(b) Groups of words where tautology is used are underlined. 

8.00 p.m. in the evening, descending down, second floor from the ground, free gift, carefully 

with caution, advanced towards, Quickly moving at speed, unlawful theft 



Constable Hector Plod’s report 

Read the eyewitness report. 


‘Last Friday evening 20 June I was perambulating through my assigned patrol area. At about 8.00 p.m. 

in the evening, I did espy the defendent Lionel Lucky Logan descending down a fire escape affixed to 

the premises at 223 remington lane. He was carrying a large bag over his shoulder with the word Loot 

painted on it. At that point in time, I believed his actions and demenor to be of a suspicious nature. 

‘Reaching the second floor from the ground, Logan disappeared from sight behind a large sign 

advertising a free gift with every Lenny Burger sold. Proceeding carefully with caution I advanced 

towards the building. By the time Logan reached the ground, I was waiting for him. Quickly moving at 

speed, I was able to place my handcuffs on the suspect thereby rendering him innocuous. 

‘An examination of the previously referenced white bag revealed the contents inside to be stolen 

jewelery, the property of miss andrea lisle whose abode was at Flat 3, 223 remington lane. I then 

did place my hand on Logan’s shoulder and intone Lionel Logan, I hereby place you under arrest for 

the unlawful theft of property. I now require you to accompany me to Broadwater Police Station.’ 

1 Punctuation 

(a) Find 7 missing capital letters for proper 

nouns, 1 colon, 7 commas and 4 sets of 

quotation marks. 

Whenever a quote is written within a quote, 

different quotation marks are used from those on 

the outside of the quote; i.e either ‘ or “. 

(b) Write the missing quotation marks for a 

quote within another quote. 

2 Grammar 



other words; for example; the girl with curly hair. 

(a) Write 1 sentence using these 2 prepositions. 

outside 

from 

4 Writing 

‘Convoluted’ writing often includes words which 

could be replaced by others that are easier 

to understand. 

(a) Give more common, simpler words for these. 


(i) espy 

(ii) abode 

(iii) demeanour 

(iv) perambulating 

(v) affixed 

3 Spelling 



(vi) innocuous 

(b) Underline 8 examples of tautology; i.e two 

words or a group of words meaning the 

same thing. 


The word ‘love’ in tennis 

Lesson focus 


Punctuation 





Grammar 

• Pronouns 

Spelling 

• Confused words: no/know, where/were, 

an/a, of/off 


Writing 





Answers 

Tennis: love at first sight 

If you have ever watched a game of tennis, you will 

know that the word ‘love’ is used to mean ‘no score’. 

This has been the case since at least the mid-1700s. How 

did this come about? Why would someone ‘love’ to play 

if he or she has scored no points? 

‘Love’, as it is used in tennis, is actually derived from a 

French word. Tennis originated in France where 

people involved in the game decided that the numeral ‘0’ 

looked like an egg. So, instead of calling ‘zero’ when 

a player had not scored any points, they used the French 

word for egg instead – ‘l’ouef’ (pronounced ‘lerf’). 

When the game of tennis become popular in 

England, the English soon turned ‘l’ouef’ into a 

recognisable word to them – ‘love’. The word has been 

used during tennis games ever since. 


watched 

know 

case 

about 

actually 

where 

numeral 

an 

they (pronoun) 

pronounced 

of 

turned 

them (pronoun) 

during 


2. (a) The corrected pronouns are underlined. 

them – they (line 10), him – them (line 14) 


(a) know, where, an, of 

(b) watched, case, about, actually, numeral, pronounced, turned, during 

4. (a) One way of correcting the double negative statement is underlined in bold. 

‘if he or she has not scored no points’ should read ‘if he or she has scored no points’ or ‘if he or 

she has not scored any points’. 

(b) The word ‘l’ouef’ means ‘egg’ in French. When tennis arrived in England, ‘l’ouef’ became 

‘love’ instead. The word has been used in tennis since at least the mid-1700s. 


The word ‘love’ in tennis 



1 Punctuation 

(a) Find the missing 

quotation marks, 7 

capital letters and the 

colon in the title. 

2 Grammar 

Pronouns are words that 

replace nouns; e.g. ‘I’, ‘he’, 

‘she’, ‘him’, ‘it’. 

Tennis love at first sight 

If you have ever wached a game of tennis, you will 

(no, know) that the word ‘love’ is used to mean ‘no score’. 

This has been the cayse since at least the mid-1700s. How 

did this come abbout? why would someone love’ to play 

if he or she has not scored no points? 

‘Love’, as it is used in tennis, is actualy derived from a 

french word. Tennis originated in france (where, were) 

people involved in the game decided that the numral ‘0 

looked like (an, a) egg. so, instead of calling ‘zero when 

a player had not scored any points, them used the French 

word for egg instead – ‘l’ouef’ (pronounsed ‘lerf’). 

When the game (of, off) tennis become popular in 

england, the english soon terned ‘l’ouef into a 

recognisable word to him – ‘love’. the word has been 

used duering tennis games ever since. 

(a) Circle the 2 incorrect pronouns used in the 

text. Write the correct pronoun in the space 


4 Writing 




(b) Correct the errors of fact in these sentences. 

Draw a line through the error and write the 

correction above it. 

The word ‘l’ouef’ means ‘tennis’ in 

3 Spelling 

(a) Choose the correct spelling from each pair of 

words in brackets and write it in the space at 


(b) Write the correct spelling of the misspelt 


German. When tennis arrived in France, 

‘l’ouef’ became ‘love’ instead. The word 

has been used in tennis since at least the 

early 1600s. 


Surface tension 

Lesson focus 


Punctuation 

• Capital letters at the beginning of a 

sentence 




• Colon 


• Parentheses (round brackets) 

Grammar 


Spelling 

• Confused words: practice/practise, great/ 

grate, ensuring/assuring 



• A procedure shows how something is done. Instructions are usually written using command verbs. 

• Where pupils are required to add capital letters, commas, full stops, question marks, colons or 

parentheses in a line, they may do so in the actual text and write the type of error on the line. 

Answers 

Materials: 

• 1 x small coin 

• 1 x eye dropper or pipette 

• 1 x glass (or beaker) filled with tap water 

• 1 x toothpick, match or skewer 

• dishwashing detergent in a lid or beaker 

• paper towel or any other absorbent paper 

Method: 

• Fill the eye dropper with water. Practise dropping the water back 

into the beaker, one drop at a time. 

• Estimate how many individual drops of water will fit onto 

a small coin and record your estimate. 

• With great care and from a very low height, test your prediction 

using the eye dropper and the water from your beaker. 

Note: To be able to test your prediction, you will need to repeat the 

experiment a number of times, ensuring you count each drop. 

• When you have the maximum number of water droplets 

balancing on the coin (i.e. one drop before the water spills over the edge), 

record your results. 

• Dip one end of the toothpick into your dishwashing detergent and 

very gently touch the ‘bubble’ of water. What happens? 

Repeat the experiment using water with a few drops of dishwashing 

detergent added. What difference do you think the detergent will 

make to your results? 



2. (a) The correct verbs are underlined. 

had – have (line 17), thought – think (line 23) 


coin, dropper, detergent, absorbent, Practise, individual, great, ensuring 


coin 

dropper 

Brackets 

Comma 

detergent 

absorbent 


Practise 

Comma 

individual 

Full stop 

great 

Full stop 

Colon 

ensuring 

have (verb) 

Brackets 

Full stop 


Question mark 


think (verb) 

Question mark 


Surface tension 

Read the experiment. 


materials: 

• 1 x small coyn 

• 1 x eye droper or pipette 

• 1 x glass or beaker filled with tap water 

• 1 x toothpick match or skewer 

• dishwashing deterjent in a lid or beaker 

• paper towel or any other absorbant paper 

method: 

• Fill the eye dropper with water. Practice dropping the water back 

into the beaker one drop at a time. 

• Estimate how many individul drops of water will fit onto 

a small coin and record your estimate 

• With grate care and from a very low height, test your prediction 

using the eye dropper and the water from your beaker 

Note To be able to test your prediction, you will need to repeat the 

experiment a number of times, assuring you count each drop. 

• When you had the maximum number of water droplets 

balancing on the coin i.e. one drop before the water spills over the edge, 

record your results 

• dip one end of the toothpick into your dishwashing detergent and 

very gently touch the ‘bubble’ of water. What happens 


repeat the experiment using water with a few drops of dishwashing 

detergent added. What difference do you thought the detergent will 

make to your results 

1 Punctuation 

(a) Write the 4 missing capital 

letters and 3 full stops. 

(b) Find 2 missing commas, 2 

question marks and 1 colon. 

(c) Add 2 sets of brackets for 

additional information. 

In the space at the end of each 

line, state the punctuation you 

corrected. 

2 Grammar 

(a) Find the 2 incorrect verb 

tenses. Write the correct verb 

in the space at the end of each 

line. 

3 Spelling 

(a) Write the correct spelling for 8 

misspelt words in the space at 

the end of each line. 


We should earn regular pocket money 


Lesson focus 

Punctuation 




Grammar 

• Indefinite article – ‘a’ or ‘an’ 

• Pronouns 

Spelling 

• Confused words: bought/brought 

• Confused words: words with ‘ie’ and ‘ei’ 


Writing 



This discussion has been written to convince peers of the value of earning pocket money. 

Answers 

We should earn regular pocket money! 

There are a number of reasons why we should earn regular pocket money. 

It’s important that from an early age we learn how to handle and understand the value of money. By 

earning the money we receive, we will think more carefully about how we spend it. Having a regular 

income will help us plan for future purchases and encourage us to save a little money. 

By earning our money, we will be more appreciative of things bought for us by others, realising that 

money does not grow on trees. We will learn that it is not reasonable to expect to receive everything 

we want. 

We will appreciate items bought with money we have earnt 

because we will know the effort that was required to earn it. 

Learning how to handle money is an important skill which must 

be taught from an early age. 




2. (a) ‘a’ and ‘an’ have been underlined. 

an number – a number, a early age – an early age, an regular income – a regular income, a 

important skill – an important skill 

(b) (i) Sara is playing the piano with her hands. 

(ii) John fell from the tree and broke his leg. 

(c) Pronouns are underlined bold. 

them – us (line 5), your – our (line 6), they – we (line 9) 


receive, Having, expect, bought, handle, taught 

(b) ‘ie’ – chief, thief, piece, shield 

‘ei’ – conceit, deceive, receive, seize (the exception) 

4. (a) The repeated words are; the (line 3), for (line 5), that (line 10), to (line 11) 


We should earn regular pocket money 

Read this discussion text. 



There are an number of reasons why we should earn regular pocket money 

Its important that from a early age we learn how to handle and understand the the value of money By 

earning the money we recieve, we will think more carefully about how we spend it. Havin an regular 

income will help us plan for for future purchases and encourage them to save a little money. 

By earning your money, we will be more appreciative of things bought for us by others realising that 

money does not grow on trees We will learn that it is not reasonable to exspect to receive everything 

we want. 

We will appreciate items brought with money they have earnt 

because we will know the effort that that was required to earn it. 

Learning how to to handel money is a important skill which must 

be taugt from an early age. 


1 Punctuation 

(a) Find 1 missing apostrophe in a contraction, 1 

comma and 3 full stops. 

2 Grammar 

‘An’ or ‘A’? ‘An’ is used before words 

beginning with a vowel sound; for example, 

an eagle, an hour. 

(a) Highlight 4 incorrect uses of ‘an’ and ‘a’ in the 

text. 

3 Spelling 

(a) Underline then write the correct spelling of 6 

misspelt words above each word. 

The letters ‘ei’ and ‘ie’ are often used 

incorrectly in spelling. The general rule is ‘i’ 

before ‘e’ except after ‘c’. 


(b) Using a dictionary, correct any errors and 

arrange these words into lists of ‘ie’ and ‘ei’ 

words. Beware there is one exception to the 

rule. 

(b) Cross out the incorrect pronouns used in the 

sentences below and write the correct ones 

on the lines. 

(i) Sara is playing the piano with their 

hands. 

chief theif conceit decieve 

piece shield receive sieze 

‘ie’ 

‘ei’ 

(ii) John fell from a tree and broke your leg. 

(c) Highlight 3 incorrect pronouns used in the 

text. 

4 Writing 

(a) Find and cross out 4 words which have been 

repeated unnecessarily in the text. 


The runaways 

Lesson focus 


Punctuation 





• Apostrophes to show contraction 


Grammar 


Spelling 


Writing 

• Tautology 


A narrative tells a story and is written in sequential events. 

Answers 

Jason peered out from behind the pillar. People were 

scuttling across the grimy, tiled floors of the train 

station all around him. He felt a tug on his sleeve 

and he turned to look at his twin. 

‘Do you really think this is going to work?’ Andrew’s 

face was white. 

‘Sure’, said Jason. ‘The plan’s simple. We just have to get to 

the toilets without anyone seeing us. Then we can get 

changed. No-one will notice us if we’re not in the uniform.’ 

He cautiously looked around the pillar again; the other 

boys dressed in the St Francis uniform were still 

in a huddle. He was glad he wasn’t with 

them. He and Andrew had always dreaded the day they 

would have to go away to boarding school in the city. But 

their parents refused to let them go to the local country 

high school. So a few days ago, Jason had decided he 

would run away. Andrew had taken some convincing, but 

had finally agreed he would come too. 

Jason saw a smartly-dressed man with a clipboard walk 

up to the group of boys. 

‘He must be the teacher’, whispered Andrew. 

Jason nodded. ‘It’s now or never. We have to go.’ 


were (verb) 

grimy 

sleeve 

really 

pale/white 

have 

toilets 

uniform 

cautiously 

were (verb) 

huddle/group 

dreaded 

boarding 

refused 

decided 

convincing 

finally 

smartly 

boys 

whispered 

never 



was – were (line 1), was – were (line 11) 


grimy, sleeve, really, have, toilets, uniform, cautiously, dreaded, boarding, refused, decided, 

convincing, finally, smartly, boys, whispered, never 

4. (a) One way of correcting the tautology is underlined in bold. 

The two phrases are ‘… white and pale …’ (could be replaced by ‘white’ or ‘pale’) and ‘… 

huddle in a group …’ (could be replaced by ‘huddle’ or ‘group’). 


The runaways 



Jason peered out from behind the pillar. People was 

scuttling across the grimey tiled floors of the train 

station all around him. He felt a tug on his sleave 

and he turned to look at his twin. 

Do you reelly think this is going to work?’ Andrews 

face was white and pale. 

‘Sure’ said Jason. The plans simple. We just hav to get to 

the toillets without anyone seeing us. Then we can get 

changed. No-one will notice us if we’re not in the uniforme. 

He cautioussley looked around the pillar again the other 

boys dressed in the St Francis uniform was still 

in a huddle in a group. He was glad he wasn’t with 

them. He and Andrew had always dredded the day they 

would have to go away to bording school in the city. But 

their parents refuesed to let them go to the local country 

high school. So a few days ago Jason had descided he 

would run away. Andrew had taken some connvincing, but 

had finaly agreed he would come too. 

Jason saw a smartley-dressed man with a clipboard walk 

up to the group of boyes. 

He must be the teacher wisppered Andrew. 

Jason nodded. Its now or neverre. We have to go. 

1 Punctuation 

(a) Find the 4 missing commas, 

1 semicolon, 1 apostrophe for 

possession and 2 in contractions. 

Add the missing quotation marks 

to show direct speech. 

2 Grammar 

In any sentence, the subject and the 

verb have to agree in person and in 

number; for example, ‘He has’ but 

‘They have’. 

(a) Two verbs in the text do not 

agree with their subjects. Write 

the correct form of each verb in 



3 Spelling 

(a) Write the correct spelling of the 

17 misspelt words in the space at 


4 Writing 

A tautology is the unnecessary 

repetition of an idea in a phrase or 

sentence; for example, ‘descend 

down’, ‘repeat again’, ‘join together’. 

(a) Find 2 examples of phrases 

containing tautology in the text. 

Cross out the unnecessary 

words. Choose one word to write 

in the space at the end of the 

line. 


The castle on the hill 

Lesson focus 


Punctuation 






Grammar 


Spelling 


Vocabulary 

• Hyphenated compound words 

Writing 

• Tautology 


A description describes a specific living or non-living thing. 

Answers 

The castle could be seen from almost anywhere in 

almost 

the village. Perched on top of the hill, it 

top (tautology) 

cast a menacing eye over its people. It was now over 

menacing 

500 years old and its grey stones were crumbling. crumbling 

Visitors to the castle walked straight into the main hall, 

Visitors 

with its amazingly high ceilings and grand staircase. Faded 

ceilings 

wall-hangings and deer antlers lined the walls. Tours left 

antlers 

from here to explore the castle’s many twisting 

explore 

passageways and towers. The most popular tour was of 

popular 

the torture chamber. This small, stuffy room in the 

stuffy 

south-east corner of the castle contained a display of 

display 

horrifying instruments of torture. Most people did not 

instruments 

linger in here—the chamber’s 

linger (tautology) 

atmosphere was dismal. More cheerful were the state 

atmosphere 

rooms upstairs, filled with opulent carpets and furniture 

carpets 

from the 18th century. The view of the village from the 

century 

narrow windows of these rooms was awe-inspiring. 

windows 


Answers 


2. (a) (i) Before (ii) but (iii) Because 


(a) almost, menacing, crumbling, Visitors, ceilings, antlers, explore, popular, stuffy, display, 

instruments, atmosphere, carpets, century, windows 

4. (a) Hyphened words are underlined. 

wall-hangings, south-east, awe-inspiring 


5. One way of correcting the tautology is underlined in bold. 

(a) top, linger 


The castle on the hill 



The castle could be seen from allmost anywhere in 

the village. Perched on top of the summit of the hill it 

cast a menassing eye over its people. It was now over 

500 years old and its grey stones were crumbelling. 

Visitters to the castle walked straight into the main hall, 

with its amazingly high seelings and grand staircase faded 

wall-hangings and deer antleres lined the walls. Tours left 

from here to explor the castles many twisting 

passageways and towers. The most populer tour was of 

the torture chamber this small stufy room in the 

south-east corner of the castle contained a dissplay of 

horrifying instrumments of torture most people did not 

linger or stay too long in here—the chambers 

atmosfere was dismal. More cheerful were the state 

rooms upstairs filled with opulent carpetes and furniture 

from the 18th centiary the view of the village from the 

narrow windowes of these rooms was awe-inspiring. 

1 Punctuation 

(a) Find 4 missing capital letters, 4 full stops, 3 

commas and 2 apostrophes for possession. 

2 Grammar 


groups of words to make a sentence longer. 

(a) Underline the conjunction in each sentence. 

(i) Before it was dark, I made my way up 

the hill. 

(ii) People visited the castle but didn’t stay 

long. 

(iii) Because the castle was over 500 years 

old, its grey stones were crumbling. 

3 Spelling 

(a) Write the correct 

spelling for the 15 

misspelt words in the 

space at the end of 

each line. 

4 Vocabulary 


smaller words together to form a compound 

word; for example self-pity, able-bodied. 

(a) Circle the 3 words in this text that contain 

hyphens. 


(b) Choose 1 of the words. Find 3 hyphenated 

words using one of the smaller words from 

your chosen word. Use a dictionary. 


(i) 

(ii) 

(iii) 

5 Writing 




(a) Find 2 examples of tautology in the text. 

Choose one word to replace the phrase. It 

may be one of the words used in the phrase. 

Write it in the space at the end of the line.

Mighty microbes 

Lesson focus 


Punctuation 



• Apostrophes to show contractions 





Grammar 

Spelling 


Writing 


• Tautology 


Explanations analyse how or why things happen or how they work. 

Answers 

It would be ideal to eat all of our food fresh, but this is not possible for many reasons: some foods 

are seasonal but we still like to eat them all year round; some foods are imported (brought in) from 

other countries because we do not grow them here; and other foods just don’t last very long at all. 

These foods change because micro-organisms digest them, making them rot or ‘go off’. 

Micro-organisms (or microbes) are microscopic and found everywhere, all over the place. They are 

in the air, on tables and even on our skin. When food is left unprotected or touched by fingers, 

these micro-organisms grow and multiply rapidly, at a fast rate. They like warm, damp conditions 

which allow them to break down and rot food and other materials like leaves and paper. Food will 

keep longer if we deprive the micro-organisms of the conditions they like. We preserve foods so that 

they last longer. Preserving generally means keeping food away from water and air. 

Although microbes can be harmful, they can also be useful. They 

produce the bacteria that makes cheese and yoghurt. They help rot 

dead organisms and put nutrients back into the soil. Yeast is also a 

micro-organism. Without yeast we could not have bread, cakes or beer! 



2. Correct tense is underlined. 

(a) grew – grow (line 3), liked – like (line 7), had – have (line 14) 


reasons, digest, conditions, bacteria, yoghurt 

4. (a) Examples of tautology are underlined in bold. 

‘found everywhere, all over the place’ and ‘multiply rapidly, at a fast rate’ 


Mighty microbes 



It would be ideal to eat all of our food fresh, but this is not possible for many reesons: some foods 

are seasonal but we still like to eat them all year round, some foods are imported (brought in) from 

other countries because we do not grew them here, and other foods just dont last very long at all. 

these foods change because micro-organisms dijest them making them rot or ‘go off’ 

Micro-organisms (or microbes) are microscopic and found everywhere, all over the place. They are 

in the air on tables and even on our skin. When food is left unprotected or touched by fingers, 

these micro-organisms grow and multiply rapidly, at a fast rate. They liked warm damp condishuns 

which allow them to break down and rot food and other materials like leaves and paper. Food will 

keep longer if we deprive the micro-organisms of the conditions they like. we preserve foods so that 

they last longer. Preserving generally means keeping food away from water and air. 

Although microbes can be harmful they can also be useful They 

produce the bacterea that makes cheese and yoghert. They help rot 

dead organisms and put nutrients back into the soil. Yeast is also a 

micro-organism. Without yeast we could not had bread cakes or beer! 

1 Punctuation 

(a) Write in the missing commas (3 in a list and 

2 grammatical), 2 full stops, 2 capital letters 

and 1 apostrophe in a contraction. 

Brackets are used where additional 

information is given. 

(b) Underline the brackets used in the text for 

this purpose. 

3 Spelling 

(a) Write the correct spelling for the 5 misspelt 

words below. 








(c) Change two commas in the first paragraph into 

the semicolons they should be. 

2 Grammar 

(a) In this text, incorrect tense has been used 

3 times. Find each of these and write the 

correct tense above the words. 

4 Writing 




(a) Circle two examples of tautology. 


Princess Caraboo 

Lesson focus 


Punctuation 





• Hyphens 

Spelling 


Grammar 

• Adverbs 



A recount retells events as they happen, in time order. Recounts are usually written using verbs in the 

past tense. 

Answers 

Princess Caraboo: the true story of the famous hoax 

In 1817, a young woman was found wandering in Almondsbury, England. She did not appear to speak 

English. She was sent to the home of magistrate Samuel Worrall and his wife. The Worralls discovered 

that she spoke and wrote in a strange language. The only thing they understood was the woman’s 

name, Caraboo. The Worralls were visited by many well-educated people but they couldn’t determine 

Caraboo’s language or where she was from. Eventually, a sailor claimed he understood her. He said 

she was a princess from an island in the Indian Ocean. She had been kidnapped by sailors but had 

escaped from their ship. 

Soon, Princess Caraboo’s story was in all the English newspapers and the Worralls received many 

wealthy visitors who wanted to meet with royalty. Caraboo led a luxurious life for many weeks; 

however, this ended abruptly when a woman identified Caraboo as an English girl named Mary Baker 

who had worked as her servant. Mary had entertained the woman’s children by 

cleverly speaking a made-up language. 

Caraboo reluctantly admitted she was a fake and soon afterwards 

sailed to America to live. Seven years later, she returned to England 

and occasionally performed in public as the princess. She died in 

1865 and was buried in an anonymous grave. Mary’s reasons for the 

pretence remain a mystery—she never told anyone why she did it. 



(b) ‘well-educated’ and ‘made-up’ should be circled 

(c) Teacher check 

2. (a) Adverbs are underlined. 

abruptly, cleverly, reluctantly 

(b) The sentence that uses a passive verb is underlined in bold. 

‘The Worralls were visited by many well-educated people …’ 


appear, determine, kidnapped, escaped, received, luxurious, identified, admitted, occasionally, 

mystery 


Princess Caraboo 

Read the historical recount. 


1 Punctuation 

(a) Write the colon missing from the title, 1 

semicolon, 7 capital letters for proper nouns 

and 5 apostrophes for possession. 



happy-go-lucky, self-pity, able-bodied. 

(b) Circle the 2 words in this text with hyphens. 

(c) Choose one of the words. Use a dictionary 

to find three hyphenated words that contain 

one of the smaller words from your chosen 

word. 

(i) 

(ii) 

(iii) 

2 Grammar 

Adverbs are words that describe verbs. They often 

end in ‘ly’; for example, ‘happily’. 

Princess caraboo the true story of the famous hoax 

In 1817, a young woman was found wandering in almondsbury, England. She did not appere to speak 

English. She was sent to the home of magistrate Samuel Worrall and his wife. The worralls discovered 

that she spoke and wrote in a strange language. The only thing they understood was the womans 

name, Caraboo. The Worralls were visited by many well-educated people but they couldn’t determin 

Caraboos language or where she was from. Eventually, a sailor claimed he understood her. He said 

she was a princess from an island in the indian Ocean. She had been kidnaped by sailors but had 

esckapped from their ship. 

Soon, Princess Caraboos story was in all the English newspapers and the Worralls recieved many 

wealthy visitors who wanted to meet with royalty. Caraboo led a lucksurious life for many weeks 

however, this ended abrupt when a woman identiffied Caraboo as an english girl named Mary baker 

who had worked as her servant. Mary had entertained the womans children by 

clever speaking a made-up language. 

Caraboo reluctant addmited she was a fake and soon afterwards 

sailed to america to live. Seven years later, she returned to England 

and occassionally performed in public as the princess. She died in 

1865 and was buried in an anonymous grave. Marys reasons for the 

pretence remain a mistery—she never told anyone why she did it. 

(a) Three adverbs from the text are missing the 

‘ly’ ending. Write them correctly below. 









(b) Underline the sentence in the text that uses a 

passive verb. 

3 Spelling 

(a) Circle the 10 misspelt words. Write each 

correctly above the text. 


Making a tepee 

Lesson focus 


Punctuation 



• Hyphens 

Grammar 

• Verb infinitive 


Spelling 

• Confused words: holes/wholes, 

place/plaice 


Writing 

• Convoluted language 


This procedure describes the materials required and the sequential steps to follow to make a tepee. 

Answers 

Materials required: 

6 x 2 m bamboo canes 

large, thick, strong elastic bands 

5 x 60 cm bamboo canes 

ball of string 

5 m x 2 m plain material 

selection of coloured paint 

Method: 

Use elastic bands to secure canes about 50 cm 

from one end. 

Separate canes at the other end until they are far 

apart. 

With some string, tie a shorter cane, at right angles, 

between each longer cane at its halfway point. The 

space left is the entrance to the tepee. 

Now wrap your material all around the canes, 

leaving the entrance you have made uncovered. 

Use some more string to tie the bunch of material 

in place at the top of the tepee. 

At the base of each cane, make two small holes 

in the material. Thread string through the holes and 

secure. Repeat all halfway up each cane. 

Use brightly coloured paints to decorate your tepee. 

Evaluation: 

Can you and a friend sit comfortably in your tepee? 


1. (a) Missing punctuation is in 

bold type. 

(b) ‘right angles’, ‘halfway’ 

2. (a) Command verbs are 

underlined. 

Use, Separate, tie, wrap, 

Use, make, Thread, 

secure, Repeat, Use 

(b) Answers will include: 

to separate, to tie, to 

wrap, to use, to make, 

to thread, to secure, to 

repeat 

(c) (i) at 

(ii) to 

(iii) at 

(iv) in 

3. Spelling errors are in italic 

type. 

Separate, until, place, holes, 

Thread, coloured 

4. (a) Teacher check. Possible 

answers include: 

Wrap material around 

canes, leaving entrance 

uncovered. 

Use string to tie material 

in place at top of tepee. 


Making a tepee 

Read this procedure. 


Materials required 

6 x 2 m bamboo canes 

large, thick, strong elastic bands 

5 x 60 cm bamboo canes 

ball of string 

5 m x 2 m plain material 

selection of coloured paint 

Method 

Use elastic bands to secure canes about 50 cm 

from one end. 

Seperate canes at the other end untill they are far 

apart. 

With some string tie a shorter cane at right-angles 

between each longer cane at its half-way point. The 

space left is the entrance to the tepee. 

Now wrap your material all around the canes 

leaving the entrance you have made uncovered. 

Use some more string to tie the bunch of material 

in plaice at the top of the tepee. 

At the base of each cane make two small wholes 

in the material. Tread string through the holes and 

secure. Repeat all half-way up each cane. 

Use brightly colored paints to decorate your tepee. 

Evaluation 

Can you and a friend sit comfortably in your tepee? 

1 Punctuation 

(a) Write 5 missing commas and 3 colons. 

2 Grammar 

(a) Underline the command verbs used in the 

text; e.g. ‘Use’. 

The infinitive form of a verb characteristically has 

the word ‘to’ in front of it; for example, ‘to use’. 

(b) Write the infinitive form of 6 command 

verbs from the text. 

(i) 

(ii) 

(iii) 

(iv) 

(v) 

(vi) 



other words; for example, ‘a tepee for Indians’, 

‘tie the ends with string’. 

(c) Choose a preposition from the text for each 

sentence. 

(i) Tie a shorter cane 

(ii) It becomes the entrance 

tepee. 

(iii) Place it 

(iv) Make holes 


(b) Some words in the text are hyphenated. Use 

your dictionary to check if they are correct. If 

not, underline them and write the corrections. 

3 Spelling 

right angles. 

the 

the top of the tepee. 

the material. 

(a) Underline the 6 spelling errors and write 

the corrections above. 

4 Writing 

Procedural text should be clear and concise. 

(a) Read the sentences beginning with ‘Now’ 

and ‘Use some more’ carefully. Write each 

sentence deleting all words which are 

unnecessary for this text type. 

(i) 

(ii) 


Achilles’s heel 

Lesson focus 


Punctuation 




Grammar 



Spelling 


Vocabulary 

• Synonyms 

Writing 

• Paragraphs 

• A narrative tells a story and is written in sequential events. 

• Where pupils are required to add commas, capital letters or apostrophes in a line, they may do so in 

the actual text and write the type of error on the line. 

Note: The Style manual recommends adding ‘s to any name ending in ‘s’. Hence, Achilles’s heel, 

Jesus’s teachings, Burns’s poems. 

Answers 

During the Trojan War, Achilles was the best of all the Greek warriors 

besieging Troy. He had slain the Trojan hero, Hector, in single combat. 

Hector’s brother, Paris, was only able to avenge his brother’s death 

and kill Achilles because the god Apollo helped him. 

Apollo revealed that the only vulnerable spot on Achilles’s body was his heel. 

Achilles was the son of a sea goddess, Thetis, who tried to protect Achilles 

by dipping him in the sacred waters of the river Styx. This made his skin so 

strong that it could not be pierced by an arrow. However, she forgot that 

she was holding him by the heel during the dipping process. This left his 

heel unprotected and vulnerable. Paris was able to shoot an arrow into his heel. 

After Achilles’s death it was decided to award his armour to the bravest 

of the Greeks. Each man had to make a speech explaining why he thought 

he deserved the honour. Odysseus won. 





has – had (line 2), is – was (line 9), is – was (line 11), has – had (line 12) 


(a) because, tried, sacred, vulnerable, deserved 

4. (a) Synonyms are underlined in bold. 

(i) helped (ii) slain (iii) revealed 

(iv) vulnerable (v) combat 

5. (a) See paragraphs in the text above. 

(b) Teacher check. Possible answers include: 

‘What happened after Achilles died?’ 

‘What happened to Achilles’s armour? 

‘What did Odysseus win and why?’ 


had (tense) 

Apostrophe 

because 

Apostrophe 

tried 

sacred 

Comma 

was (tense) 

vulnerable 

was (tense) 

had (tense) 

deserved 


Achilles’s heel 

Read the following myth. 


During the Trojan War, Achilles was the best of all the greek warriors 

besieging Troy. He has slain the Trojan hero, Hector, in single combat. 

Hector’s brother, Paris, was only able to avenge his brothers death 

and kill Achilles becuase the god Apollo helped him. 

Apollo revealed that the only vulnerable spot on Achilless body was his heel. 

Achilles was the son of a sea goddess, Thetis, who tryed to protect Achilles 

by dipping him in the scared waters of the river Styx. This made his skin so 

strong that it could not be pierced by an arrow. However she forgot that 

she is holding him by the heel during the dipping process. This left his 

heel unprotected and vunerable. Paris was able to shoot an arrow into his heel. . 

After Achilles’s death it is decided to award his armour to the bravest 

of the Greeks. Each man has to make a speech explaining why he thought 

he desreved the honour. Odysseus won. 

1 Punctuation 

(a) Find the proper noun missing a capital letter, 

1 comma and 2 apostrophes for possession. 

Where punctuation is missing, write the type 

of punctuation you had to include on the line 

at the end. 

An apostrophe for possession goes after the 

owner; for example, ‘ This is Jane’s cat.’, 

‘Achilles’s heel’. 

(b) Think of 2 more examples where an 

apostrophe needs to be added to show 

possession. Write them below. 

4 Vocabulary 

(a) Find words in the text that are synonyms for 

the following words. 


(i) assisted 

(ii) killed 

(iii) disclosed 

(iv) weak 

(v) fight 

5 Writing 

2 Grammar 

(a) In this text, the incorrect tense has been used 

4 times. Find each of these and write the 

correct verb in the space at the end of the line. 

(a) Draw lines to show where the 3 paragraphs 

should be in the text. 

(b) Write a question that is answered by the 

information provided in paragraph 3. 

3 Spelling 

(a) Write the correct spelling for 5 misspelt 



Impressionism 

Lesson focus 


Punctuation 


• Parentheses separating dates from text 


Spelling 


• Plurals (‘y’ to ‘i’ and add ‘es’) 

Grammar 

• Nouns 

• Verbs 




This report briefly explains Impressionism, naming two of its most famous artists and examples of their 

work. 

Answers 

Impressionism is a style of painting in which artists use light and colour in different ways to produce 

a particular effect. There are no sharp lines between the colours and objects in an Impressionist 

painting but we can clearly identify them. Such is the skill of the artist with brushes and paints. 

The Impressionist movement was developed mainly in France, in the late 19th century. It included 

many famous artists such as Claude Oscar Monet (1840–1926) and Pierre Auguste Renoir 

(1841–1919). 

Like many of their contemporaries, Monet and Renoir loved to paint 

scenes from nature, particularly gardens and stretches of the River 

Seine, which flows through Paris, the capital city of France. Among 

their most famous paintings are Monet’s ‘Sunrise’ (1872) and Renoir’s 

‘Luncheon of the Boating Party’ (1881). 

Although a lot of their original paintings are scattered worldwide, 

many are displayed in the magnificent Louvre art gallery in Paris. 




use, are, was, loved, flows, are 

(b) (i) between (ii) of (iii) with 

(iv) from (v) in 


colour, brushes, mainly, scenes, displayed, magnificent 

(b) (i) apply – applies – verb (ii) dairy – dairies – noun 

(iii) cry – cries – noun – verb 

(iv) identify – identifies – verb 

(v) diary – diaries – noun 

(vi) fly – flies – noun – verb 


Impressionism 



Impressionism is a style of painting in which artists used light and color in different ways to produce 

a particular effect. There were no sharp lines between the colours and objects in an Impressionist 

painting but we can clearly identify them. Such is the skill of the artist with brushies and paints. 

The Impressionist movement is developed manely in france, in the late 19th century. It included 

many famous artists such as Claude Oscar Monet (1840–1926) and pierre Auguste Renoir 

(1841–1919. 

1 Punctuation 

(a) Write 5 missing capital letters for proper 

nouns and 2 apostrophes for possession. 

Parentheses (brackets) are used to separate 

additional information in the text. 

(b) Add the missing parentheses needed for 

dates in the text. 

2 Grammar 

The tense of all verbs must be correct for a 

sentence to convey the intended meaning. 

(a) In the text there are 6 examples where the 

incorrect tense has been used. Underline 

them and write the correction above each. 

Like many of their contemporaries, Monet and Renoir love to paint 

seens from nature, particularly gardens and stretches of the River 

seine, which flowed through Paris, the capital city of France. Among 

their most famous paintings are monets ‘Sunrise’ 1872) and Renoirs 

‘Luncheon of the Boating Party’ 1881. 

Although a lot of their original paintings are scattered worldwide, 

many were displade in the magnifiscent Louvre art gallery in paris. 

(iv) scenes from nature 

(v) displayed in the magnificent Louvre 

3 Spelling 

(a) There are 6 spelling errors in the text. 

Underline them and write the correction 

above each. 


‘Change the “y” to “i” and add “es”‘ is a useful 

rule to follow when changing the tense of some 

verbs; for example, ‘We identify’ – ‘She identifies’. 

The same rule applies for changing nouns from 

singular to plural; for example, ‘lady’ – ‘ladies’. 

(b) Change these words to the ‘ies’ form and 

indicate if they can be nouns, verbs or both. 



other words. 

(i) apply 

(ii) dairy 

noun 

noun 

verb 

verb 

(b) Circle the prepositions. 

(iii) cry 

noun 

verb 

(i) sharp lines between the colours 

(iv) identify 

noun 

verb 

(ii) the skill of the artist 

(v) diary 

noun 

verb 

(iii) with his brushes and paints 

(vi) fly 

noun 

verb 


Tsunami! 

Lesson focus 


Punctuation 





Grammar 


Spelling 

• Confused words: sea/see, two/too 


Vocabulary 


Writing 



Explanations analyse how things work or why things happen. 

Answers 

Tsunami is a Japanese word for a long, low sea wave. Tsunamis 

are often called tidal waves, but in fact they have nothing to do with 

the tides. They are caused by volcanic eruptions, undersea landslides 

or coastal earthquakes. The plates which make up the Earth’s 

surface (tectonic plates) suddenly move against each other, causing 

an earthquake. 

Tsunamis occur all the time, usually in the Pacific Ocean, but most of 

these are too small to notice. Every few years however, large tsunamis 

kill hundreds or thousands of people. 

Before a tsunami strikes, the coastal waters can retreat hundreds of 

metres, exposing the beach and seabed. Tsunamis can reach speeds 

of 800 to 960 kilometres per hour. Out deep, the waves are small, but 

as they move away from the epicentre, approaching the coastline, 

they can increase to a height of 100 metres or more. 

The biggest earthquake for 40 years occurred between the Australasian 

and Eurasian plates, in the Indian Ocean, on Boxing Day 2004. The quake 

caused a tsunami that travelled as far as one kilometre inland, causing 

widespread destruction and devastation across many Asian countries. 


sea 

Comma 

volcanic 

Apostrophe 

Brackets 

earthquake 

Proper nouns 

too 

thousands 

Comma 

reach 

Comma 

epicentre 

height 

Proper noun 

Proper nouns 

Comma 

Proper noun 


2. (a) (i) with (ii) of (iii) across 


sea, volcanic, earthquake, too, thousands, reach, epicentre, height 

4. Compound words are underlined. 

nothing, undersea, landslides, earthquakes, earthquake, however, seabed, kilometre, kilometres, 

coastline, inland, widespread 

5. After an earthquake, the waves travel away from the epicentre, increasing in height as they 

approach the coast. 


Tsunami! 



Tsunami is a Japanese word for a long, low see wave. Tsunamis 

are often called tidal waves but in fact they have nothing to do with 

the tides. They are caused by volcanik eruptions, undersea landslides 

or coastal earthquakes. The plates which make up the Earths 

surface tectonic plates suddenly move against each other, causing 

an earthquacke. 

Tsunamis occur all the time, usually in the pacific ocean, but most of 

these are two small to notice. Every few years however, large tsunamis 

kill hundreds or thousends of people. 

Before a tsunami strikes the coastal waters can retreat hundreds of 

metres, exposing the beach and seabed. Tsunamis can reech speeds 

of 800 to 960 kilometres per hour. Out deep the waves are small but 

as they move away from the episentre, approaching the coastline, 

they can increase to a heigt of 100 metres or more. 

The biggest earthquake for 40 years occurred between the australasian 

and eurasian plates, in the indian ocean, on boxing day 2004. The quake 

caused a tsunami that travelled as far as one kilometre inland causing 

widespread destruction and devastation across many asian countries. 

1 Punctuation 

(a) Find 9 capital letters for proper nouns, 5 

grammatical commas, 1 missing apostrophe 

for possession and 1 set of brackets to show 

additional information has been added. 

On the line at the end, state the punctuation 

you corrected. 

2 Grammar 

Prepositions are positional words that show 

relationships; for example, ‘the eye of the storm’. 

(a) Choose a preposition from the text to 

complete these. 

(i) nothing to do 

(ii) thousands 

(iii) causing devastation 

many countries 

the tides 

people 

3 Spelling 




4 Vocabulary 

(a) Underline the 12 compound words in the 

text. 

5 Writing 


Write it below. 

After an earthquake, the waves move 

towards the epicentre, decreasing in 

height as they approach the coast. 


Rowan Atkinson 

Lesson focus 


Punctuation 




• Colons in offset lists 

• Hyphens 

Grammar 


• Pronouns 

Spelling 

• Confused words: stared/starred, been/bean 


Vocabulary 



A recount retells events as they happen in time order. Recounts are usually written using verbs in the 

past tense. 

Answers 

Rowan Atkinson is the actor well-known as the comedy 

character, Mr Bean. He was born on 6 January 1955, in 

Newcastle-upon-Tyne in the UK. After finishing school, he 

attended university where he completed a degree in 

engineering. Here he met screenwriter Richard Curtis with 

whom he wrote and performed in comedy sketches. 

After graduating from university, Atkinson acted in and 

co-wrote for two BBC TV comedy serials: ‘Not the nine 

o’clock news’ and ’Blackadder’. But his fame really took off 

when, in 1989, he starred in the TV comedy series ‘Mr Bean’. 

This series has been popular with viewers around the world. 

As well as his numerous theatre and TV appearances, 

many films have been acted in by Atkinson, including: 

‘The tall guy’, 

‘Four weddings and a funeral’, and 

‘Scooby Doo’. 


actor 

character 

Newcastle-upon-Tyne 

he 

engineering 

whom 

graduating 

co-wrote 

his 

starred 

viewers 

theatre 

been 


(b) Newcastle-upon-Tyne, co-wrote, 

2. (a) ‘… many films have been acted in by Atkinson …’ should be underlined. 

(b) Pronouns are underlined. 

it – he (line 4); her – his (line 9) 


actor, character, engineering, whom, graduating, starred, viewers, theatre, been 

4. (a) • UK – United Kingdom 

• BBC – British Broadcasting Corporation 

• TV – television 


Rowan Atkinson 

Read the biography. 


Rowan Atkinson is the acter well-known as the comedy 

charackter, mr Bean. He was born on 6 January 1955, in 

NewcastleuponTyne in the UK after finishing school, he 

attended university where it completed a degree in 

enginering here he met screenwriter richard curtis with 

hoom he wrote and performed in comedy sketches. 

After gradduatting from university, Atkinson acted in and 

cowrote for two BBC TV comedy serials: ‘Not the nine 

o’clock news’ and ‘blackadder’. But her fame really took off 

when, in 1989, he stared in the TV comedy series ‘Mr Bean’ 

this series has been popular with vuewers around the world. 

As well as his numerous theater and TV appearances, 

many films have bean acted in by Atkinson, including 

‘The tall guy’, 

‘Four weddings and a funeral’, and 

‘Scooby doo’. 

1 Punctuation 

(a) Write the missing 8 capital letters, 3 full 

stops and the colon from the offset list. 



happy-go-lucky, self-pity, able-bodied. 

(b) 1 proper noun and 1 verb in the text have 

been incorrectly written, without hyphens. 

Write these words correctly, with their 

hyphens, on the line at the end of the row. 

2 Grammar 









passive verb. 

Pronouns are words 

that replace nouns; 

for example, ‘I’, ‘he’, 

‘she’, ‘him’, ‘it’. 


(b) Circle the 2 incorrect 

pronouns used in the 

text. Write the pronoun that should have 

been used in the space at the end of the line. 

3 Spelling 



4 Vocabulary 

(a) Circle 3 shortened forms in the text. Write 

what each stands for. 


(i) 

(ii) 

(iii)

Special groups 

Lesson focus 


Punctuation 







• Hyphens 

Grammar 

Spelling 


Writing 



• Tautology 

• Analogies 


A discussion is written to persuade others of a particular point of view. 

Answers 

There is a disturbing tendency lately for this newspaper (and others) to give too much space to the often 

biased views of special interest groups. These groups, generally representing a vocal minority, realise 

they can gain more attention by appealing to readers’ emotions, rather than simply presenting facts. 

Even a casual glance through the news pages over the past week will show an abundance of 

evidence to support my case. For instance, in that time there have been: 

• loud demands for a ban on four-wheel drive vehicles in all ‘urban’ areas, 

• constant calls for home driveways to be fenced off, to prevent ‘reversing’ accidents, 

• repeated letters demanding an end to all fast food advertising in the media, 

• violent scenes outside restaurants by activists crusading for 

us to be declared a ‘vegetarian’ nation. 

Enough! I call on the newspapers to stop giving these fools and 

charlatans a bogus legitimacy! Ignore their rantings in favour of 

reasoned judgments, and watch them wither (deservedly so!) on the 

vine of their own ignorance! 



(b) urban, reversing, vegetarian 

2. (a) Adjectives are underlined. 

(i) disturbing (ii) vocal (iii) casual (iv) plentiful 

(v) loud (vi) constant (vii) repeated (viii) violent 


realise, constant, vegetarian, ignorance 

4. (a) Teacher check. See above. 

(b) One way of correcting each of the examples of tautology has been underlined in bold. 

an abundance of evidence, urban areas 

(c) (i) Ignore their rantings in favour of reasoned judgments, and watch them wither (deservedly 

so!) on the vine of their own ignorance! 

(ii) The fools and charlatans are being likened to grapes growing on a vine. 


Special groups 

Read the discussion in the form of a letter to the editor. 


There is a disturbing tendency lately for this newspaper and others to give too much space to the often 

biased views of special interest groups. These groups generally representing a vocal minority realize 

they can gain more attention by appealing to readers emotions rather than simply presenting facts. 

Even a casual glance through the news pages over the past week will show an abundance of plentiful 

evidence to support my case. For instance in that time there have been 

• loud demands for a ban on four wheel drive vehicles in all ‘urban’ city areas 

• constant calls for home driveways to be fenced off, to prevent ‘reversing’ accidents 

• repeated letters demanding an end to all fast food advertising in the media 

• violent scenes outside restaurants by activists crusading for us to 

be declared a ‘vegatarian’ nation. 

Enough I call on the newspapers to stop giving these fools and 

charlatans a bogus legitimacy Ignore their rantings in favour of 

reasoned judgments and watch them wither deservedly so on the 

vine of their own ignorence 

1 Punctuation 

(a) Write 2 missing sets of brackets, 4 

exclamation marks, 3 commas in a list, 4 

grammatical commas, 1 apostrophe for 

possession, 1 hyphen missing in a compound 

word and 1 colon for an offset list. 

(b) Underline 3 words which have quotation 

marks. 

2 Grammar 

(a) Write adjectives from the text for these 

common nouns: 

(i) 

(ii) 

tendency 

minority 

3 Spelling 



4 Writing 

(a) Draw a line to indicate where the paragraph 

breaks should be. 


Tautology is unnecessary repetition of an idea 

in a phrase or sentence. 

(b) (i) Find and correct 2 examples of 

tautology in the text by crossing out the 

unnecessary words. 

(ii) Write each phrase without the tautology. 

(iii) 

(iv) 

(v) 

(vi) 

(vii) 

(viii) 

glance 

evidence 

demands 

calls 

letters 

scenes 

An analogy is used in writing to liken one thing 

to another. 

(c) (i) Highlight a sentence where an analogy 

has been used. 

(ii) What is being likened to what? 


Give me strength 

Lesson focus 


Punctuation 




• Hyphens 





• Dashes 

Grammar 


• Active and passive verb 

Spelling 

• Confused words: pour/poor, buy/by, 

reel/real, so/sew, threw/through, grate/ 

great 


A book review is a form of report. A report organises and records factual information to classify or 

describe something. 

Answers 

‘Give me strength’ is the latest children’s novel in the series by Apostrophe for possession 

British author, PT Bailey. As in the previous titles—‘Better the devil 

Dash 

you know’ and ‘Off with the fairies’ —it is concerned with the 

Dash 

adventures of the main character, Angela True (Angela—get it?), 

Bracket 

an angel stranded on Earth, who must fight the forces of evil to stranded (verb tense) 

save poor humanity from a fate worse than death. This time, the 

poor 

villain is one KC Olraw (try saying it backwards—not very subtle), 

Bracket 

whose dastardly plan is to enslave the world by destroying the 

by 

environment, thus starting the next big Ice Age. What it is he Capitals for proper nouns 

exactly plans to do with a frozen Earth-popsicle is never actually 

Hyphen 

explained, which is just one of many weaknesses in the story-line. 

Hyphen 

But the main problem with this book—and the previous two—is 

Dash 

that the author simply lacks the real talent and skills necessary to 

real 

make it work. The plot is full of holes, the characters are 

Comma in a list 

cardboard cut-outs and the dialogue is so awkward and unreal 

so 

it makes one cringe to read it! Bailey obviously learnt her 


vocabulary from reading Enid Blyton books; words like ‘super!’ 

Semicolon 

and ‘spiffing!’, and phrases like ‘I say—what a jolly idea!’ drip 


tragically from the characters’ mouths. 

Apostrophe for possession 

‘Give me strength’ is, however, a great title for the book. Strength 

great 

is indeed what any reader needs to plough through this waste of trees. through 



(b) Quotes are underlined. 

‘super!’, ‘spiffing!’, ‘I say—what a jolly idea!’ 

2. (a) The verb is underlined in bold. 

stranding – stranded (line 5) 

(b) Teacher check. Possible answer; Bailey’s vocabulary was obviously learnt by reading Enid 

Blyton. 


poor, by, real, so, great, through 


Read the book review. 

Give me strength 


‘Give me strength’ is the latest childrens novel in the series by 

British author, PT Bailey. As in the previous titles ‘Better the devil 

you know’ and ‘Off with the fairies’ it is concerned with the 

adventures of the main character, Angela True (Angela—get it?, 

an angel stranding on Earth, who must fight the forces of evil to 

save pour humanity from a fate worse than death. This time, the 

villain is one KC Olraw try saying it backwards—not very subtle, 

whose dastardly plan is to enslave the world buy destroying the 

environment, thus starting the next big ice age. What it is he 

exactly plans to do with a frozen Earth popsicle is never actually 

explained, which is just one of many weaknesses in the story line. 

But the main problem with this book and the previous two—is 

that the author simply lacks the reel talent and skills necessary to 

make it work. The plot is full of holes the characters are 

cardboard cut-outs and the dialogue is sew awkward and unreal 

it makes one cringe to read it Bailey obviously learnt her 

vocabulary from reading Enid Blyton books words like ‘super!’ 

and ‘spiffing!’, and phrases like ‘I say—what a jolly idea’ drip 

tragically from the characters mouths. 

‘Give me strength’ is, however, a grate title for the book. Strength 

is indeed what any reader needs to plough threw this waste of trees. 

1 Punctuation 

(a) Write in 2 missing capital letters for proper 

nouns, 3 dashes, 2 apostrophes for possession, 

2 hyphens, 1 comma, 1 semicolon, 2 

exclamation marks and complete 2 sets of 

brackets. 

On the line at the end, state the 

type of punctuation corrected. 

(b) Underline 3 quotes which have 

been written in quotation marks. 

2 Grammar 

(a) One verb is written in the incorrect tense. 

Underline it and write the correct verb in the 



(b) In the sentence starting ‘Bailey obviously 

learnt her vocabulary from reading Enid 

Blyton books ...’ the verb ‘learnt’ is active 

because Bailey is doing the learning. Rewrite 

the sentence so that the verb is passive i.e. 

‘something is being learnt’. 

3 Spelling 




The fleet awakens 

Lesson focus 


Punctuation 







• Dashes 

Grammar 

Spelling 


Vocabulary 

• Adverbs 



A description describes a specific living or non-living thing. 

Answers 

Darkness was in no hurry to leave; it lingered like 

an unwelcome guest at a party. The first light 

was pale, cold and unwarming, as it streaked 

the eastern sky. A breeze had sprung up too, 

driving off the land, carrying with it the cool 

dryness of the desert at night. As the stars faded, 

disappearing one by one, the boats became 

visible in the bay, nodding gently at their 

moorings. Their bows faced the coast as they 

swung on their lines at the wind’s urging. The 

water was black, impenetrable, almost sullen. 

Tiny whitecaps slapped against the boats’ sides 

—the eternal murmur of the sea. Huddled in their 

jackets, men coughed and spoke quietly, still 

shaking off the sleep they had just risen from. 

One by one, marine diesel engines ground over and 

then rumbled into life, burbling throatily 

from exhausts that rose and dipped, above 

and below the water, with the ceaseless swell. 

Mooring lines were released and water foamed 

at the boats’ sterns as they pirouetted, like ballet 

dancers, and moved out to sea, towards the still 

invisible horizon. 

• Similes 

• Antonyms 

• Enrichment 


2. (a) (i) black, impenetrable, sullen 

(ii) pale, cold, unwarming 

(iii) tiny 

(iv) cool dryness 

(b) (i) gently (ii) quietly (iii) throatily 


impenetrable, throatily, pirouetted 

4. (a) like an unwelcome guest at a party; 

like ballet dancers 

(b) Possible answers may include: 

(i) light (ii) warm 

(iii) happy (iv) invisible 

(v) loudly (vi) fell 

(c) Possible answers may include: 

rumbled, murmur, burbling, coughed, 

slapped, spoke, ground over 




The fleet awakens 

Darkness was in no hurry to leave it lingered like 

an unwelcome guest at a party. The first light 

was pale cold and unwarming, as it streaked 

the eastern sky. A breeze had sprung up too, 

driving off the land, carrying with it the cool 

dryness of the desert at night. As the stars faded 

disappearing one by one the boats became 

visible in the bay, nodding gently at their 

moorings. Their bows faced the coast as they 

swung on their lines at the winds urging. The 

water was black impenitrable, almost sullen. 

Tiny whitecaps slapped against the boats sides 

the eternal murmur of the sea. Huddled in their 

jackets, men coughed and spoke quietly, still 

shaking off the sleep they had just risen from. 

One by one marine diesel engines ground over 

and then rumbled into life, burbling throatilly 

from exhausts that rose and dipped, above 

and below the water, with the ceaseless swell 

mooring lines were released and water foamed 

at the boats sterns as they piroetted like ballet 

dancers, and moved out to sea, towards the still 

invisible horizon. 

1 Punctuation 


(a) Find 1 missing semicolon, 4 grammatical 

commas, 2 commas in a list, 3 missing 

apostrophes for possession, 1 dash, 1 full 

stop and 1 capital letter. 

2 Grammar 

(a) Find adjectives from the text to match these 

nouns. 

(i) the water 

(ii) the first light 

(iii) whitecaps 

(iv) night desert 

(b) Find adverbs from the text to match these 

verbs. 

(i) nodding 

(ii) spoke 

(iii) burbling 

3 Spelling 


words. 

4 Vocabulary 

A simile uses ‘like’ or ‘as’ to compare one thing 

to another. 

(a) Underline 2 groups of words in the text 

which are similes. 


(b) Write antonyms for: 

(i) darkness 

(ii) cool 

(iii) sullen 

(iv) visible 

(v) quietly 

(vi) rose 

(c) Write 5 ‘noise’ words from the text. 


Taking better photos 

Lesson focus 


Punctuation 





Grammar 

• Pronouns 


Spelling 


• Confused words: lose/loose, be/bee, 

to/too, sun/son 

Vocabulary 




Answers 

• Fill the viewfinder with the main subject. Use a telephoto lens or get closer. Tiny subjects lose 

their sense of importance. You may even be able to take just part of the main subject to illustrate 

the whole. For example, for a ship, you might only want to take the bow and front half. 

• Don’t cut important bits off. Make sure the subject’s important parts fit inside the crop marks in the 

viewfinder. Be especially careful about cutting people’s heads off! 

• Balance your photograph. In your mind, divide your planned photograph into thirds horizontally 

and vertically. Where those thirds intersect is where you should place the parts of the subject you want to 

emphasise, because a human eye is naturally drawn to those intersections. 

• Don’t shoot into the sun. Unless you’re doing it for a special effect, keep the sun behind you or off to 

one side. Shooting into the sun will cause silhouettes and lens ‘flares’. 

• Keep the camera still. A simple rule, but one that’s too often forgotten. Movement 

equals blurred photos. 

• Watch the background, especially when taking portraits. People look funny when 

they appear to have tree branches or chimneys growing out of their heads! 

• Shoot upwards from a low position to make the subject appear more important. 

Shoot downwards from a high position to make the subject appear less 

important. 



2. (a) Pronouns are underlined. 

Answers will include: their, you, your, it, they 

(b) Adjectives are underlined bold. 

main, telephoto, important, crop, people’s, planned, human 


lose, be, illustrate, vertically, naturally, special, sun, too, portraits, chimneys 

4. (a) viewfinder, photograph, background, Teacher check 


Taking better photos 

Read the explanation which gives a few hints for taking better photographs. 


• Fill the viewfinder with the main subject. Use a telephoto lens or get closer. Tiny subjects loose 

their sense of importance. You may even bee able to take just part of the main subject to illistrate 

the whole for example, for a ship, you might only want to take the bow and front half. 

• Dont cut important bits off. Make sure the subjects important parts fit inside the crop marks in the 

viewfinder be especially careful about cutting peoples heads off! 

• Balance your photograph. In your mind, divide your planned photograph into thirds horizontally and 

verticaly where those thirds intersect is where you should place the parts of the subject you want to 

emphasise, because a human eye is naturaly drawn to those intersections. 

• Dont shoot into the sun. Unless youre doing it for a spesial effect, keep the son behind you or off to 

one side shooting into the sun will cause silhouettes and lens ‘flares’. 

• Keep the camera still. A simple rule, but one thats to often forgotten movement 

equals blurred photos. 

• Watch the background, especially when taking portrates. People look funny when 

they appear to have tree branches or chimnies growing out of their heads! 

• Shoot upwards from a low position to make the subject appear more important. 

Shoot downwards from a high position to make the subject appear less 

important. 

1 Punctuation 

(a) Write in 4 apostrophes in contractions and 2 

which show possession. 

(b) Write in the 5 missing capital letters and 5 

full stops. 


(v) 

(vi) 

(vii) 

heads 

photograph 

eye 

2 Grammar 

(a) Underline 4 different pronouns in the text. 

(b) Write the adjectives from the text which 

modify these nouns: 

(i) 

(ii) 

subject 

lens 

3 Spelling 


words above each incorrect word. 

4 Vocabulary 

(a) Write 2 compound words from the text and 

two more of your own. 

(iii) 

(iv) 

bits 

marks 


Cooking fish—the easy way 


Lesson focus 

Punctuation 






Grammar 


• Adverbs 

Spelling 

• Confused words: source/sauce, to/too/two, 

four/for 



• A procedure shows how something is done. Instructions are usually written using a command verb. 

• Where pupils are required to correct punctuation, they may do so in the actual text and write the 

type of error on the line; e.g. comma. 

Answers 

Ingredients: 

1 x whole, firm-fleshed fish, such as snapper, or one fillet per person Comma 

2 x lemons, one juiced, one sliced thinly Comma 

1 x tomato, sliced thickly Comma 

1 tablespoon grated fresh ginger grated 

1 

/ 2 

cup spring onions, sliced Comma 

good quality olive oil or a small knob of margarine 

knob 

light soy sauce 

sauce 

dried dill 

dried 

ground black pepper and salt to taste 

to 

aluminium cooking foil 

cooking 

Method: 

• Wash and dry the fish. Stuff the inside with the sliced tomato, a 


good pinch of dill, half the sliced lemons and half the sliced onions. 

half 

• Using a sharp knife, score the flesh on each side of the fish. Rub 

Full stop 

the fish lightly with olive oil or margarine. Spread the ginger evenly 

lightly 

over both sides, pressing it into the scores you have made. 

have (subject-verb) 

• Make a foil ‘packet’ large enough to hold the fish. Leave the top 

enough 

open and put the fish inside. Top generously with dill and add salt Full stop/Capital letter 

and pepper to taste. Sprinkle liberally with lemon juice and soy 

liberally 

sauce. Layer the remaining lemon slices over the top and finish with sauce 

the spring onions. 

onions 

• Close the foil packet tightly. 

tightly (adverb) 

Note: The method for fillets is identical, except that tomato, onion 

for 

and lemon are added on top of the fillet. The fish is not scored; the Semicolon 

ginger is pressed into the surface evenly. 

is (subject-verb) 

Cooking: 

Bake the fish in a moderate oven (160 °C – 180 °C) for about 30 to 

Brackets 

35 minutes, depending on size. minutes 



2. (a) Verbs are underlined, the adverb is underlined in bold. 

has – have, are – is (subject-verb agreement), tightly (adverb) 


grated, knob, sauce, dried, to, cooking, half, lightly, enough, liberally, sauce, onions, for, minutes 


Cooking fish—the easy way 


Read the procedure. 

Ingredients: 

1 x whole, firm-fleshed fish, such as snapper or one fillet per person 

2 x lemons one juiced, one sliced thinly 

1 x tomato sliced thickly 

1 tablespoon graited fresh ginger 

1 

/ 2 

cup spring onions sliced 

good quality olive oil or a small nob of margarine 

light soy source 

dryed dill 

ground black pepper and salt too taste 

aluminium cookin foil 

Method: 

• wash and dry the fish. Stuff the inside with the sliced tomato, a 

good pinch of dill, harf the sliced lemons and harf the sliced onions. 

• Using a sharp knife, score the flesh on each side of the fish Rub 

the fish litely with olive oil or margarine. Spread the ginger evenly 

over both sides, pressing it into the scores you has made. 

• Make a foil ‘packet’ large enuff to hold the fish. Leave the top 

open and put the fish inside top generously with dill and add salt 

and pepper to taste. Sprinkle librally with lemon juice and soy 

source. Layer the remaining lemon slices over the top and finish with 

the spring unions. 

• Close the foil packet tight. 


Note: The method four fillets is identical, except that tomato, onion 

and lemon are added on top of the fillet. The fish is not scored the 

ginger are pressed into the surface evenly. 

Cooking: 

Bake the fish in a moderate oven 160 °C – 180 °C for about 30 to 

35 minites, depending on size. 

1 Punctuation 

2 Grammar 

(a) Find 4 commas missing in the ‘Ingredients’ 

section, 2 full stops and 2 capital letters in 

the ‘Method’ section and 1 semicolon in the 

‘Note’ section. 

(b) Find 1 set of missing brackets. 

In the space at the end of each line, state the 

punctuation you corrected. 

(a) Find 2 verbs that do not match their subjects 

and 1 incorrectly written adverb. Write them 

correctly in the space at the end of the line. 

3 Spelling 

(a) Find 14 misspelt words and write them 

correctly in the space at the end of the line. 


A night to remember 

Lesson focus 


Punctuation 

• Capital letters 



Grammar 

• Subject–verb agreement 

Spelling 


Vocabulary 

• Hyphenated words 

Writing 



This recount tells, in time order, the events of a match night as experienced by the writer. 

Answers 

Throngs of people of all ages descended upon the inner city suburb of 

Subiaco last Saturday evening. The purpose of their pilgrimage from 

the far flung reaches of Perth’s metropolitan areas was to witness, with 

mounting anticipation, the year’s final match of rugby union’s Tri-nations 

series between Australia and South Africa. 

As the twilight faded and the floodlights bathed the pitch with their 

intense light, the stadium filled to a capacity crowd. After display 

performances from local school teams, the participants of the night’s 

main event took to the pitch for a pre-match warm-up to the tumultuous 

roar of the match hungry spectators. 

With the preliminaries over, the anthems were sung with great pride by the people in the stands and 

on the pitch. One last jog to the sidelines to remove tracksuits and the players were ready. The whistle 

blew and the clock began its countdown. 

The pressure from the Wallabies was relentless, giving 

them a substantial advantage by half-time. The task now for the Springboks seemed herculean but 

pride and self-belief helped them to claw back enough points to give them hope. The final ten minutes 

were tense. The attacks were fast and furious as both sides strengthened their resolve to gain possession 

and score. With one minute to go, a try was scored for the Springboks, leaving only one point 

separating the teams. An eerie silence filled the stadium as the conversion was taken. A successful kick 

would give a one point victory to South Africa, a miss would give victory to Australia … 



2. (a) The subjects and their verbs are underlined. 

The purpose...was (line 3). 

The pressure...was (line 13). 


descended, anticipation, intense, participants, substantial, furious 

4. (a) Tri-nations, pre-match, warm-up, half-time, self-belief 


5. (a) See above. Paragraph 4 begins ‘The pressure …’ 

(b) Paragraph 2 


Read this recount. 

A night to remember 


Throngs of people of all ages desended upon the inner city suburb of 

Subiaco last Saturday evening. The purpose of their pilgrimage from 

the far flung reaches of Perths metropolitan areas were to witness, with 

mounting antisipation, the years final match of rugby unions Tri-nations 

series between Australia and South Africa. 

As the twilight faded and the floodlights bathed the pitch with their 

intents light, the stadium filled to a capacity crowd. After display 

performances from local school teams, the partisipants of the nights 

main event took to the pitch for a pre-match warm-up to the tumultuous 

roar of the match hungry spectators. 

with the preliminaries over, the anthems were sung with great pride by the people in the stands and 

on the pitch one last jog to the sidelines to remove tracksuits and the players were ready the whistle 

blew and the clock began its countdown the pressure from the Wallabies were relentless, giving 

them a substansial advantage by half-time the task now for the Springboks seemed herculean but 

pride and self-belief helped them to claw back enough points to give them hope the final ten minutes 

were tense the attacks were fast and furius as both sides strengthened their resolve to gain possession 

and score with one minute to go, a try was scored for the Springboks, leaving only one point 

separating the teams an eerie silence filled the stadium as the conversion was taken a successful kick 

would give a one point victory to South Africa, a miss would give victory to Australia ... 

1 Punctuation 

(a) Write in 4 apostrophes for possession. 

(b) The 3rd and 4th paragraphs of the text have 

been joined. Punctuate their 10 sentences 

with capital letters and full stops. 

4 Vocabulary 

(a) (i) Write 5 hyphenated words from the text. 


2 Grammar 

(a) (i) Highlight 2 verbs in the text which do not 

agree with their subjects. 

(ii) Use a dictionary to find 5 more 

hyphenated words, each using 1 of the 

smaller words. 

(ii) Write each subject and its correct verb. 

Subject 

Verb 

3 Spelling 

(a) There are 6 errors in the text. Underline them 

and write the correction above each. 

5 Writing 

(a) Mark where you think paragraph 3 ends and 

4 begins. 

(b) Which paragraph describes 

the preliminaries? 


Classical composers 

Lesson focus 


Punctuation 

• Capital letters for sentence beginnings and 

proper nouns 



Grammar 

Spelling 


Writing 





This report provides information on the three key composers of a classical music period. 

Answers 

The classical music period of 1750–1825 produced three of the world’s most famous composers, 

the Austrians, Franz Joseph Haydn (1732–1809) and Wolfgang Amadeus Mozart (1756–1791), and the 

German, Ludwig van Beethoven (1770–1827). 

Haydn is known as the father of classical music. He was a friend to Mozart and a tutor to Beethoven. 

A talented musician and prolific composer, Haydn produced several works which became popular 

during his lifetime. As a result, he died a famous and very wealthy man. 

By the age of six, Mozart was already performing his own compositions. Despite his incredible 

talent, he did not enjoy the successful career he craved. 

He composed many works including the opera, ‘The magic flute’. 

By the age of 30, Beethoven was profoundly deaf yet he still 

managed to compose brilliant music. Examples of these works are 

the symphonies, ‘Eroica’ and ‘Pastoral’. 

The works of the classical composers, Haydn, Mozart and 

Beethoven, have been appreciated by lovers of classical 

music for three hundred years. 




classical, music, most, famous, talented, prolific, several, popular, famous, very, wealthy, 

incredible, successful, many, magic, profoundly, brilliant 


friend, musician, wealthy, compositions, incredible, profoundly 

4. (a) Errors of fact are underlined. 

Haydn (1732 – 1809), Beethoven was German, Mozart (1756 – 1791) 

(b) Teacher check. Possible answers include: 

‘How long have the works of Hayden, Mozart and Beethoven been appreciated?’ 


Read this report. 

Classical composers 


The classical music period of 1750–1825 produced three of the world’s most famous composers, 

the Austrians, franz Joseph Haydn 1723–1809 and Wolfgang Amadeus mozart 1756–1799, and the 

Hungarian, Ludwig van Beethoven (1770–1827). 

Haydn is known as the father of classical music he was a frend to Mozart and a tutor to Beethoven. 

A talented musiscian and prolific composer, haydn produced several works which became popular 

during his lifetime as a result, he died a famous and very welthy man 

By the age of six, Mozart was already performing his own compersitions. Despite his incredable 

talent, he did not enjoy the successful career he craved. 

He composed many works including the opera, ‘The magic flute’. 

By the age of 30, Beethoven was profowndly deaf yet he still 

managed to compose brilliant music examples of these works are 

the symphonies, ‘Eroica’ and ‘Pastoral’. 

The works of the classical composers, Haydn, mozart and 

Beethoven, have been appreciated by lovers of classical 

music for three hundred years 

1 Punctuation 

(a) Find 3 capital letters for the beginning of 

sentences, 4 for proper nouns and 5 missing 

full stops. 

Parentheses (curved brackets), are used to 

separate additional information, such as dates, 

from the text. 

(b) Two sets of brackets are missing in the text. 

Add them. 

2 Grammar 

(a) Write 6 adjectives from the text. 

3 Spelling 


words. 


4 Writing 

(a) In the first paragraph of the text, there are 3 

errors of fact; one is an incorrect nationality, 

the others are incorrect dates. Use resources 

available to you to check all the facts about 

the composers. Underline the errors and 

write the corrections above. 

(b) Write the question answered by the 

information provided in paragraph 7. 


Music forever 

Lesson focus 


Punctuation 



• Apostrophes to show grammatical 

contractions 





to a sentence 

Spelling 


Grammar 

• Pronouns 

• Collective nouns 




Answers 

Nikki was halfway across the road when the taxi 

horn blared. She nearly jumped out of her skin as it 

screeched past her with just millimetres to spare. 

But nothing was going to slow Nikki down tonight. 

Eternal Dimension were starting their concert tour, 

and they were simply the hottest group in the world. 

Nikki took her place in the line for tickets. She kept 

herself amused by reading some of the old posters 

behind glass, on the wall. The man in front of her 

was doing the same. Something about him was 

familiar. Then she saw the old poster he was reading. 

It was him! The man on the poster was the man in 

front of her—John Lennon, and he’d been dead for 

years and years! Nikki’s mum had some of his CDs. 

Nikki turned to tell the person behind her to look. 

She found herself staring into the famous bulging 

eyes of one of her dad’s favourite comedians, Rodney 

Dangerfield. The trouble was, she knew he was dead, 

too. 

‘Whassamatter, kid?’ the comedian asked in that 

famous raspy voice of his. ‘Haven’t you worked it out 

yet?’ 

Nikki suddenly felt cold. She couldn’t keep her eyes 

from drifting back out to the road—and the yellow 

taxi stopped there—with all the people crowded 

around it. Then the crowd moved a little—and Nikki 

was just able to see, beneath the taxi, the bottom of 

one leg of a pair of jeans and a foot in a trainer. 

Her trainer. 


2. (a) Teacher check: pronouns include 

she, her, their, they, him, he, his, you 

(b) (i) group (ii) crowd or line 

(c) (i) when, as 

(ii) Nikki was halfway across the 

road. 

The taxi horn blared. 

Or 

She nearly jumped out of her 

skin. 

It screeched past her with just 

millimetres to spare. 


screeched, millimetres, familiar, 

favourite 




Music forever 


nikki was halfway across the road when the taxi 

horn blared. She nearly jumped out of her skin as it 

screached past her with just milimeters to spare. 

But nothing was going to slow nikki down tonight. 

eternal dimension were starting their concert tour, 

and they were simply the hottest group in the world. 

nikki took her place in the line for tickets. She kept 

herself amused by reading some of the old posters 

behind glass, on the wall. The man in front of her 

was doing the same. Something about him was 

familar. Then she saw the old poster he was reading. 

It was him The man on the poster was the man in 

front of her—john lennon, and hed been dead for 

years and years nikkis mum had some of his CDs. 

nikki turned to tell the person behind her to look. 

She found herself staring into the famous bulging 

eyes of one of her dads favorite comedians, rodney 

dangerfield. The trouble was, she knew he was dead, 

too. 

Whassamatter, kid the comedian asked in that 

famous raspy voice of his. Havent you worked it out 

yet 

1 Punctuation 

(a) Find 13 missing capital letters for proper 

nouns, 3 apostrophes in contractions and 

2 showing possession, 2 question marks 

and 2 exclamation marks. 

(b) Include the missing quotation marks for 

direct speech. 

(c) Circle the dashes which show that an 

additional thought has been added to a 

sentence. 

2 Grammar 

(a) Underline the personal pronouns in the 

text. 

(b) Write the collective nouns from the text to 

complete these phrases. 

(i) a 

(ii) a 

of musicians 

of people 

Conjunctions join words or groups of words to 

make a sentence longer. 

(c) (i) Write the 2 conjunctions used in the 

first paragraph of the text. 


(ii) Choose 1 of the conjunctions and 

write the 2 sentences it joins. 

nikki suddenly felt cold. She couldnt keep her eyes 

from drifting back out to the road—and the yellow 

taxi stopped there—with all the people crowded 

around it. Then the crowd moved a little—and nikki 

was just able to see, beneath the taxi, the bottom of 

one leg of a pair of jeans and a foot in a trainer. 

3 Spelling 


words. 

Her trainer.

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