English Contents Page Primary 2 - Homework Book

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Lists

Write these lists out using commas where appropriate.

1. Jake bought an apple and two bananas and some sugar and apineapple.

2. Mary looked in the cupboard. In the cupboard was some bread andsome butter and a bone and a can of dog food.

3. Tony had two marbles and a piece of string and a stone in hispocket.

4. At the Circus Ryan saw a clown and a lion and a juggler and a lotof other things.

5. Jane had forgotten the washing powder and the peanuts and theyoghurts.

6. There were sweets and presents and toys in the sack.

7. Lions and tigers and monkeys and penguins and elephants live atthe zoo.

8. Robert got his bat and ball. He put it in his bag along with histrainers and his shorts and his T-shirt.

9. Susan tidied up the garden. She put the rake and the spade and thehose in the shed. She put the wheelbarrow and the bike and thepool in the garage.

10. Joe loved to go to the park with his friends Tanya and Jason andFiona and Colin.

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Lists 2

Write the lists out again using commas and fill in the missingwords.

1. John bought __ orange and __ lemon and __ grapefruit.

2. For dinner Jack had __ sausages and __ beans and __ chips.

3. At the circus Bob saw __ clowns and __ tiger and __ lions and__ elephant.

4. Jane had __ hat and coat and gloves on.

5. Peter carefully opened the drawer. He took __ photo-album and__ photos and __ scrapbook out of it.

6. James went out to play with Jane and Peter and __ cousin.

7. Tony gave __ book and ___ reading record and __ pencil to hismum.

8. There was __ rubbish and __ toys and __ books on Naomi’sbedroom floor.

9. Lucy bought __ packet of flour and __ butter and __ milk and__ egg for her mum to make a cake with.

10. Jason won __ picture, __ album and __ book in the schoolraffle.

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Conjunctions

We sometimes call conjunctions ‘joining words’. Can you think why?

Can you spot the conjunctions in these sentences? Copy the sentencesinto your book and underline the conjunctions.1. I put on my shoes and I went out to play.2. I can’t eat my sweets until after dinner.3. I can’t go out tonight because I have to stay in and do my homework.4. It had been a long time since I had last played football.5. I was going to eat the sweets but I saved them for my sister.6. She was nice to me although she wouldn’t let me play with the lego.

Use conjunctions to make these sentences more interesting.7. I can’t go swimming. I have forgotten my swimming trunks.8. I’d like to go to the park. My mum won’t let me.9. The old woman wanted to feed her dog. There was nothing in thecupboard.10. I bought some sweets. I ate them on the way home.11. The teacher was cross. She was late.12. I went to the pictures. I really wanted to stay at home.13. I couldn’t go out. My dad came home.

14. Look through your reading book. Write down any conjunctions thatyou can find.

15. How many different meanings can you give these two sentences bycombining them using different conjunctions?I can’t go out to play. My cat has died.

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Lit eracy Hour – VerbsLit eracy Hour – Verbs

VERBS ARE THE MOST IMPORTANT WORDS OF ALL. EVERYVERBS ARE THE MOST IMPORTANT WORDS OF ALL. EVERY

SENTENCE MUST HAVE A VERB IN IT. THE VERB TELLS USSENTENCE MUST HAVE A VERB IN IT. THE VERB TELLS US

ABOUT THE ACTION. THE ACTION WORDS TELL US WHAT ISABOUT THE ACTION. THE ACTION WORDS TELL US WHAT IS

BEING DONE IN A SENTENCE.BEING DONE IN A SENTENCE.

TASK ONE. Remember t hat verbs are act ion words.

Copy t his list of words int o your books and underline t he words which

are verbs.

Pencil chair open

Eat spade writ e

Sit door cake

Dig run swimTable car hop

TASK TWO. Copy t hese sent ences neat ly int o your books. Underline

t he verb in each sent ence.

1. The fox ran fast .

2. Cows eat grass.

3 . The lady carr ied her bag.

4. The man hoot ed his horn.

5. Birds sing in t he t rees.

6 . The f lag f lut t ered in t he breeze.

7. I drank t he cup of t ea.

8 . The shark swam under t he wat er.

9 . You writ e wit h a pencil.10 . The queen sat on t he t hrone.

TASK THREE. Copy t hese 5 sent ences int o yours books. Where t here

is a space you must writ e a verb t o make t he sent ence make sense.

1. At school I -------------- on a chair.

2. A gardener can -------------- wit h a spade.

3 . My dog Jessie can -------------- t he door wit h her paw.

4. I like a sharp pencil when I ------------ up my neat work.5. I’m so hungry. I could just ----------- a bar of chocolat e.

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TASK FOUR. Look at t his list of verbs.

WASHED BARKED WATCHED SWOOPED PLAYED

SCAMPERED PURRED BRUSHED WRIGGLED

Writ e t he verbs from t his list in t he sent ences below. Copy t hem

carefully int o your books.

1. The dog ------- but t he cat ---------.

2. She ---- her face and ----- her hair.

3 . We ------ t elevision and ------- a comput er game.

4. The owl ------- down, but t he mouse ------- away.

5. The worm ------, but t he bird --------- it carefully and event uallycaught it .

TASK FIVE. Look back at t he list of verbs in t ask four. You must now

writ e sent ences for each of t he verbs. Try and make your sent ences asint erest ing t o read as you can.

EXTENSION.

Think of t he t hings we have covered so far. NOUNS, ADJECTIVES AND

NOW VERBS.

NOUNS ARE NAMING WORDS.

ADJECTIVES ARE DESCRIBING WORDS.

VERBS ARE DOING WORDS.

Look at t hese 8 sent ences. Copy t he sent ences neat ly int o your books.

Underline t he nouns in one colour, adject ives in anot her colour and verbs

in a dif ferent colour.

1. The warm sun shone in t he blue sky.

2. Bright but t erf lies f loat ed t hrough t he t all t rees.

3 . Ant s scut t led round an old jam-pot before t hey ran away.

4. Busy bees f lew among t he sweet scent ed roses.

5. A bird perched on t he low branch unt il it saw a black cat .

6 . The pansies made a yellow carpet as t hey t urned t owards t he br ight

sun.

7. Wasps swarmed among t he r ipe st rawberr ies.8 . The old gardener leant on t he gat e and smoked his pipe.

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Conjunctions

We sometimes call conjunctions ‘joining words’. Can you think why?

Can you spot the conjunctions in these sentences? Copy the sentencesinto your book and underline the conjunctions.1. I put on my shoes and I went out to play.2. I can’t eat my sweets until after dinner.3. I can’t go out tonight because I have to stay in and do my homework.4. It had been a long time since I had last played football.5. I was going to eat the sweets but I saved them for my sister.6. She was nice to me although she wouldn’t let me play with the lego.

Use conjunctions to make these sentences more interesting.7. I can’t go swimming. I have forgotten my swimming trunks.8. I’d like to go to the park. My mum won’t let me.9. The old woman wanted to feed her dog. There was nothing in thecupboard.10. I bought some sweets. I ate them on the way home.11. The teacher was cross. She was late.12. I went to the pictures. I really wanted to stay at home.13. I couldn’t go out. My dad came home.

14. Look through your reading book. Write down any conjunctions thatyou can find.

15. How many different meanings can you give these two sentences bycombining them using different conjunctions?I can’t go out to play. My cat has died.

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An adverb clause, like all clauses, has a verb and usually a subject. It is connected to the rest of the sentence with a subordinating conjunction, such as because, when, if, or although. Because it contains a subordinating conjunction, the adverb phrase is a dependent clause: it cannot

stand alone as a complete sentence.

It functions much as a single word adverb does: modifying a verb; adjective; or another adverb. However an adverb clause may also modify an entire clause or phrase. It describes where, when, why, how, or how much something is happening.

The adverb clause is Although it was late. The subordinating conjunction is Although. The adverb clause tells when Jane was reading.

Underline the adverb clause in each sentence below.

1. Because no one was home, the thieves robbed the house.

2. If Perry calls, please tell him I am on my way.

3. Jose climbed the stairs after he finished his dinner.

4. We played on the beach until the sun set.

5. You should visit the monument before you leave town.

6. Farah was listening to music while she did her homework.

7. On a cold day the dogs stayed in their kennel where it was warm.

8. Though it was not her job, Abby took out the trash.

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A noun clause is a type of subordinate clause; it has a subject and verb but cannot stand alone as an independent sentence. A noun clause functions the same way a noun does: as a subject; as a direct object; as an indirect object; etc. Some noun clauses begin with words such as that, what, why, or other words that start with wh-.

In the example, what I was saying is the noun clause. It is functioning as a direct object.

Underline the noun clause in each sentence below. In the blank write how it is functioning in the sentence.

1. The students were in trouble for what they did in the hall.

__________________________________________________________________________________

2. What my brother enjoys most is playing soccer.

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3. She explained why she couldn’t come to the party.

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4. Mrs. Scott assigned whoever was late extra homework.

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5. Whoever first ate oysters was very brave.

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6. The speaker told about where he went on his vacation.

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7. The team knew that they would follow the coach’s instructions.

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8. The club will give whoever wins the race a gold cup.

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Infinitives and Infinitive Phrases

An infinitive is the present-tense form of a verb preceded by the word to. An infinitivemay be used as a noun, an adjective, or an adverb.Examples:

To exercise is a healthful habit. (noun)Here is laundry to wash. (adjective)The choir was ready to sing. (adverb)

An infinitive phrase consists of an infinitive and the related words that follow it.Examples:

Sandra went to buy groceries. Gilbert wanted to read the book.

Write the infinitive or infinitive phrase from each sentence. Then write noun,adjective, or adverb to identify its function in the sentence.

1. People have always sought to protect theirrights.

2. Early Bostonians staged the Boston TeaParty to protest taxation withoutrepresentation.

3. To protect their comfortable position, LouisXVI and Marie Antoinette ignored thedemands of the French people.

4. The people of France, weary of goinghungry while royalty flourished, weredetermined to succeed in their revolt.

5. The creation of a system of public schoolsestablished the right of all Americans tobecome educated.

6. In the early 1900s, suffragists launched acampaign convincing the country thatwomen should also be allowed to vote.

7. All the math teachers have papers to gradetoday.

8. The angry customer demanded to see themanager.

9. The rugby team was ready to start.

Combine the sentences in each pair by forming an infinitive phrase.

10. Civil libertarians took to the streets and the courts. They wanted to achieve their goal.

11. They fought for the rights of all Americans. Now all Americans have voting rights.

12. Now each American has a responsibility. Every American must exercise that right to vote.

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THE GERUND PHRASE Practice / Worksheet

Name:__________ ______________ T. Walker / ELA-7 Period:_____ Date:______________

The gerund phrase consists of the gerund, which always ends in -ing, and its modifiers and complements. The gerund phrase is always used as a noun. Study these examples:

Driving a car takes concentration. (The gerund phrase is the subject of the verb takes.)

Paul finished painting the ceiling. (The gerund phrase is the direct object of the verb finished.)

After hiking for two hours, we sat down to rest. (The gerund phrase is the object of the preposition after.)

Identifying Gerund Phrases: Underline the gerund phrases in the sentences below. Tell how you know they are Gerunds (nouns) Subj, DO, Obj Prep, PN.

Examples: Brisk walking is Don's favorite exercise. (Subject) My favorite activity is hunting with my sons. (PN)

1. Keeping a light on in the house helps discourage robbers.

2. Mrs. Norman enjoys playing bridge.

3. I remember promising Steve my old bike.

4. Standing during a two-hour train trip is not my idea of fun.

5. Do you like sailing on the lake?

6. Volunteering at the hospital is just one of Helen's activities.

7. Mrs. Brent enjoys watching quiz shows on television.

8. Allow twenty minutes a pound for roasting the turkey.

9. Taking out the garbage is not my favorite job around the house.

10. Understanding a foreign language and speaking it well are two different things.

11. Acting in high school and college plays helped prepare Tim for Broadway.

12. Collecting stamps is a popular hobby.

13. Rushing through your chores will get you nowhere.

14. Don't you ever get tired of listening to the radio?

15. Mr. Olson never tires of talking about his grandchildren.

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16. Bird watching with binoculars is a popular pastime.

17. Arguing with me takes much of my little brother's time.

18. Constant complaining helps no one.

19. Listening to the concerto is sheer pleasure for Joan.

20. After standing behind the counter all day, Jim likes to relax at night.

Part II -- More Gerunds and Gerund Phrases (same directions).

1. beginning.

2. Nureyev began his great career by dancing with amateur groups.

3. One of his skills was leaping like a gazelle.

4.

5. The dance world in London, Paris, and New York competed in praising his performances.

6. At recitals in which Nureyev danced, the orchestra was often drowned out by wild cheering.

7. Watching his impossibly high leaps was an unforgettable experience.

8. His dancing is known to everyone.

9. Driving in a crowded city was a new experience for Nicolás.

10. She could not stop humming that tune.

11. Dancing takes many forms.

12. Preparation for dancing in a troupe begins early in life.

13. Stretching all the muscles takes up much of a

14. The grandest movement of ballet is leaping.

15. In the 1920s modern dancers started moving in a completely new way.

16. Now dancers enjoy studying traditional forms.

17. The darkness of the night prevented us from finishing the job.

18. Rising with the sun did not appeal to him.

19. Understanding the different verbal phrases can be a bit of a challenge.

20. Never grow tired of challenging yourself.

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Name________________ Date________________

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SSyynnoonnyymmss:: wwoorrddss tthhaatt hhaavvee tthhee ssaammee ((oorr nneeaarrllyy tthhee ssaammee)) mmeeaanniinnggss

EExxaammppllee:: llaarrggee bbiigg

AAnnttoonnyymmss:: wwoorrddss tthhaatt hhaavvee ooppppoossiittee mmeeaanniinnggss

EExxaammppllee:: hhoott ccoolldd

DDiirreeccttiioonnss:: CChhoooossee tthhee bbeesstt ssyynnoonnyymm ffoorr tthhee ffoolllloowwiinngg wwoorrddss..

11)) cchheeaapp

AA.. valuable BB.. costly CC.. pricey DD.. inexpensive

22)) ppaacckkeedd

AA.. alone BB.. light CC.. crowded DD.. heavy

33)) ddiiffffiiccuulltt

AA.. soft BB.. easy CC.. old DD.. hard

44)) tteerrrriibbllee

AA.. sweet BB.. incredible CC.. bad DD.. horrible

55)) ssuuppeerr

AA.. lousy BB.. rainy CC.. good DD.. great

66)) ddiissgguussttiinngg

AA.. tasty BB.. gross CC.. flavorful DD.. good

DDiirreeccttiioonnss:: CChhoooossee tthhee bbeesstt aannttoonnyymm ffoorr tthhee ffoolllloowwiinngg wwoorrddss..

11)) mmeeaann

AA.. happy BB.. tall CC.. weird DD.. nice

22)) bbeeaauuttiiffuull

AA.. expensive BB.. hostile CC.. ugly DD.. brave

33)) hhaappppyy

AA.. disturbed BB.. mad CC.. sad DD.. afraid

44)) rraarree

AA.. painful BB.. creepy CC.. normal DD.. common

55)) ssttrroonngg

AA.. thin BB.. young CC.. weak DD.. light

66)) ttiinnyy

AA.. puny BB.. large CC.. small DD.. huge

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11)) nneerrvvoouuss

AA.. short BB.. angry CC.. crazy DD.. anxious

22)) rreeaaddyy

AA.. late BB.. prepared CC.. afraid DD.. lazy

33)) aawweessoommee

AA.. wild BB.. bad CC.. amazing DD.. sorry

44)) cclloosseedd

AA.. loose BB.. ajar CC.. open DD.. shut

55)) sshhoouutt

AA.. yell BB.. say CC.. speak DD.. whisper

66)) sshhyy

AA.. meek BB.. silent CC.. early DD.. strange


11)) ccaarreeffuull

AA.. fast BB.. loving CC.. reckless DD.. painless

22)) sshhiinnyy

AA.. bright BB.. new CC.. old DD.. dull

33)) ddoouubbttffuull

AA.. unsure BB.. unlikely CC.. certain DD.. possible

44)) sskkiinnnnyy

AA.. fat BB.. large CC.. small DD.. chubby

55)) bbrraavvee

AA.. cowardly BB.. courageous CC.. heroic DD.. passionate

66)) lloouudd

AA.. quiet BB.. small CC.. noisy DD.. tight

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11)) mmaannyy

AA.. a few BB.. some CC.. none DD.. a lot

22)) ttoottaall

AA.. sum BB.. none CC.. addition DD.. some

33)) cceenntt

AA.. dime BB.. quarter CC.. penny DD.. nickel

44)) mmaarrkkeett

AA.. grocery store BB.. food CC.. vegetables DD.. fruit

55)) vvaalluuee

AA.. good BB.. price CC.. worth DD.. number

66)) ppllaaccee

AA.. water BB.. home CC.. location DD.. sad


11)) bbuuyyeerr

AA.. owner BB.. price CC.. farmer DD.. seller

22)) eenndd

AA.. finish BB.. middle CC.. last DD.. beginning

33)) aadduulltt

AA.. man BB.. grandparent CC.. woman DD.. child

44)) nnootthhiinngg

AA.. something BB.. anything CC.. everything DD.. someone

55)) ggiirrll

AA.. uncle BB.. niece CC.. sister DD.. boy

66)) ssuunnsseett

AA.. sunshine BB.. moon CC.. star DD.. sunrise

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IInntteerrmmeeddiiaattee SSyynnoonnyymmss aanndd AAnnttoonnyymmss ##55






11)) sstteeaaddyy

AA.. fast BB.. certain CC.. complete DD.. mild EE.. consistent

22)) sslliicckk

AA.. new BB.. sour CC.. wet DD.. oily EE.. slippery

33)) sshhyy

AA.. cowardly BB.. expressive CC.. massive DD.. bashful EE.. intimidating

44)) pphhoonnyy

AA.. true BB.. different CC.. fake DD.. similar EE.. alike

55)) ggeennuuiinnee

AA.. phony BB.. personal CC.. generous DD.. authentic EE.. lame

66)) bbrraavvee

AA.. reckless BB.. long CC.. loose DD.. valiant EE.. ardent


11)) ggrreeeeddyy

AA.. secure BB.. new CC.. savage DD.. generous EE.. frugal

22)) ffeeeebbllee

AA.. sick BB.. resistant CC.. late DD.. strong EE.. thick

33)) ggeennttllee

AA.. hard BB.. difficult CC.. slow DD.. rough EE.. disinterested

44)) gguuiillttyy

AA.. sorry BB.. dubious CC.. innocent DD.. honest EE.. suspect

55)) ffoorrmmaall

AA.. strict BB.. obtuse CC.. random DD.. exclusive EE.. casual

66)) vveerrttiiccaall

AA.. straight BB.. horizontal CC.. parallel DD.. perpendicular EE.. real

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11)) ggrraatteeffuull

AA.. supportive BB.. thankful CC.. healthy DD.. kind EE.. passionate

22)) llooccaall

AA.. distant BB.. global CC.. nearby DD.. regional EE.. far

33)) cclleeaarr

AA.. clean BB.. cloudy CC.. transparent DD.. polluted EE.. opaque

44)) mmiilldd

AA.. various BB.. weak CC.. moderate DD.. strong EE.. violent

55)) kkeeeenn

AA.. articulate BB.. easy CC.. loose DD.. rapid EE.. sharp

66)) ooffffeennssiivvee

AA.. cruel BB.. unpleasant CC.. normal DD.. aware EE.. studious


11)) ttyyppiiccaall

AA.. hazardous BB.. average CC.. painful DD.. abnormal EE.. normal

22)) hheeccttiicc

AA.. careful BB.. calm CC.. alone DD.. specialized EE.. outstanding

33)) uunnuussuuaall

AA.. deceased BB.. analysis CC.. strange DD.. abrupt EE.. ordinary

44)) ffoorrttuunnaattee

AA.. good BB.. uptight CC.. unlucky DD.. stolid EE.. available

55)) ccaappaabbllee

AA.. thrifty BB.. unskilled CC.. concentrated DD.. wasteful EE.. energetic

66)) hhoossttiillee

AA.. angry BB.. friendly CC.. helpful DD.. deft EE.. swollen

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11)) mmaayybbee

AA.. doubtfully BB.. surely CC.. perhaps DD.. possibly EE.. definitely

22)) ssoommeettiimmeess

AA.. rarely BB.. only CC.. occasionally DD.. often EE.. never

33)) oofftteenn

AA.. seldom BB.. occasionally CC.. never DD.. frequently EE.. always

44)) cceerrttaaiinnllyy

AA.. maybe BB.. surely CC.. possibly DD.. probably EE.. doubtfully

55)) ttrruullyy

AA.. really BB.. rapidly CC.. carefully DD.. passionately EE.. quickly

66)) aallwwaayyss

AA.. never BB.. constantly CC.. occasionally DD.. seldom EE.. sometimes


11)) aallwwaayyss

AA.. probably BB.. often CC.. normally DD.. never EE.. usually

22)) ssaaddllyy

AA.. madly BB.. gladly CC.. angrily DD.. fearfully EE.. hastily

33)) sseellddoomm

AA.. never BB.. rarely CC.. always DD.. only EE.. often

44)) ppaarrttiiaallllyy

AA.. up BB.. nearly CC.. nervously DD.. haphazardly EE.. entirely

55)) qquuiicckkllyy

AA.. hastily BB.. slowly CC.. rapidly DD.. hurriedly EE.. anxiously

66)) wwoorrssee

AA.. best BB.. well CC.. worst DD.. better EE.. poorly

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11)) wwaarrnniinngg

AA.. attention BB.. emergency CC.. victim DD.. danger EE.. caution

22)) aammaazzeemmeenntt

AA.. expectation BB.. assumption CC.. astonishment DD.. passion EE.. courage

33)) tteeaacchheerr

AA.. discussion BB.. president CC.. leader DD.. instructor EE.. principal

44)) rreessppeecctt

AA.. destruction BB.. degradation CC.. humiliation DD.. duty EE.. honor

55)) ppeerriill

AA.. doom BB.. happiness CC.. action DD.. safety EE.. danger

66)) mmeeeettiinngg

AA.. greeting BB.. encounter CC.. sale DD.. announcement EE.. speech


11)) vvaalllleeyy

AA.. volcano BB.. beach CC.. river DD.. mountain EE.. ocean

22)) ooffffeennssee

AA.. game BB.. determination CC.. insult DD.. defense EE.. tenacity

33)) ttrraaiittoorr

AA.. officer BB.. migrant CC.. executive DD.. patriot EE.. member

44)) vviiccee

AA.. value BB.. flaw CC.. virtue DD.. rule EE.. truth

55)) lleeaaddeerr

AA.. follower BB.. student CC.. major DD.. believer EE.. hater

66)) rreewwaarrdd

AA.. punishment BB.. product CC.. gift DD.. present EE.. blandishment

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11)) aaffffeeccttiioonn

AA.. hate BB.. danger CC.. dislike DD.. love EE.. disagreement

22)) lleeaagguuee

AA.. collective BB.. alliance CC.. individual DD.. group EE.. team

33)) ooddoorr

AA.. smell BB.. sound CC.. taste DD.. sight EE.. feeling

44)) cchhooiiccee

AA.. stake BB.. decision CC.. idea DD.. position EE.. notion

55)) lliibbeerrttyy

AA.. law BB.. right CC.. moral DD.. freedom EE.. crime

66)) rreeggiioonn

AA.. island BB.. nation CC.. country DD.. territory EE.. ground


11)) bbuurrddeenn

AA.. aid BB.. dispute CC.. possibility DD.. pain EE.. blame

22)) ssaalltt

AA.. oregano BB.. spice CC.. basil DD.. pepper EE.. food

33)) aannggeell

AA.. helper BB.. saint CC.. princess DD.. fairy EE.. devil

44)) lliibbeerraall

AA.. monarchy BB.. communist CC.. democrat DD.. aristocracy EE.. conservative

55)) ccoonnfflliicctt

AA.. disagreement BB.. dispute CC.. war DD.. resolution EE.. battle

66)) mmaasstteerr

AA.. president BB.. boss CC.. king DD.. slave EE.. leader

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AAddvvaanncceedd SSyynnoonnyymmss aanndd AAnnttoonnyymmss ##55






11)) nneeffaarriioouuss

AA.. foreshadowing BB.. nebulous CC.. villainous DD.. blessed EE.. benevolent

22)) ppuurree

AA.. corrupt BB.. lucid CC.. unadulterated DD.. opaque EE.. impeccable

33)) nneeoopphhyyttee

AA.. parsimony BB.. guru CC.. expert DD.. panacea EE.. fledgling

44)) ppaauucciittyy

AA.. perfection BB.. dearth CC.. deterrent DD.. damage EE.. paragon

55)) ppllaattiittuuddee

AA.. analogy BB.. extremity CC.. portent DD.. outcropping EE.. truism

66)) pprroobbiittyy

AA.. expanse BB.. determination CC.. virtue DD.. proclivity EE.. intent


11)) rraannccoorr

AA.. hatred BB.. admiration CC.. credence DD.. penchant EE.. knowledge

22)) ppuullcchhrriittuuddee

AA.. safety BB.. disgrace CC.. beauty DD.. ugliness EE.. peril

33)) tteemmeerriittyy

AA.. audacity BB.. antidote CC.. reticence DD.. plagiarism EE.. eulogy

44)) ssyyccoopphhaanntt

AA.. flatterer BB.. asylum CC.. competitor DD.. pedant EE.. stereotype

55)) mmiissaanntthhrrooppee

AA.. philanthropist BB.. zealot CC.. advocate DD.. pedant EE.. pragmatist

66)) aannoommaallyy

AA.. omen BB.. possibility CC.. regularity DD.. aberration EE.. tangent

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11)) lleeggeerrddeemmaaiinn

AA.. candor BB.. maudlin CC.. magician DD.. deception EE.. official

22)) mmuunniiffiicceennccee

AA.. plagiarism BB.. principality CC.. charisma DD.. generosity EE.. malediction

33)) ppaannaacceeaa

AA.. remedy BB.. prescription CC.. dosage DD.. tablet EE.. vaccine

44)) pplliigghhtt

AA.. arrival BB.. friend CC.. boon DD.. trouble EE.. advocate

55)) ccoonnuunnddrruumm

AA.. player BB.. mission CC.. game DD.. threat EE.. puzzle

66)) zzeepphhyyrr

AA.. breeze BB.. chill CC.. blizzard DD.. snow EE.. wave


11)) ddiissssoonnaannccee

AA.. anguish BB.. orator CC.. accord DD.. symphony EE.. music

22)) ccoonnsstteerrnnaattiioonn

AA.. banality BB.. disease CC.. awe DD.. trepidation EE.. tranquility

33)) ttrreeppiiddaattiioonn

AA.. pleasure BB.. causality CC.. comprehension DD.. apprehension EE.. contentment

44)) ccuuppiiddiittyy

AA.. largess BB.. vice CC.. compunction DD.. avarice EE.. comeliness

55)) vveerraacciittyy

AA.. prevarication BB.. comprehension CC.. dictation DD.. authenticity EE.. denial

66)) aaffffaabbiilliittyy

AA.. pliability BB.. warmth CC.. hostility DD.. caution EE.. circumspection

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11)) aannttiippaatthhyy

AA.. pathology BB.. dislike CC.. rejoice DD.. enjoyment EE.. determination

22)) aassppeerrssiioonn

AA.. abuse BB.. responsibility CC.. affability DD.. denial EE.. respect

33)) vviicciissssiittuuddee

AA.. determination BB.. mutability CC.. opinion DD.. caprice EE.. decision

44)) ddeerriissiioonn

AA.. adulation BB.. commendation CC.. flattery DD.. ridicule EE.. praise

55)) iinnuurree

AA.. accustom BB.. obliterate CC.. shun DD.. estrange EE.. reduce

66)) ppaalllliiaattee

AA.. qualify BB.. depend CC.. exacerbate DD.. adhere EE.. mitigate


11)) hhyysstteerriiaa

AA.. disease BB.. ceremony CC.. malaria DD.. serenity EE.. sedition

22)) mmaarr

AA.. tinge BB.. elongate CC.. disrespect DD.. repair EE.. produce

33)) oossttrraacciizzee

AA.. crucify BB.. include CC.. patronize DD.. lionize EE.. shun

44)) pprroossccrriibbee

AA.. instigate BB.. legalize CC.. initialize DD.. outlaw EE.. repeat

55)) ccaassttiiggaattee

AA.. avenge BB.. admit CC.. rebuke DD.. praise EE.. determine

66)) ccoorrrroobboorraattee

AA.. gainsay BB.. accept CC.. announce DD.. claim EE.. divine

252

Name________________ Date________________







11)) ffoorrssaakkee

AA.. abandon BB.. sustain CC.. chastise DD.. grace EE.. patronize

22)) vvaacciillllaattee

AA.. waver BB.. disintegrate CC.. relegate DD.. salute EE.. expatriate

33)) vveenneerraattee

AA.. reject BB.. remove CC.. love DD.. respect EE.. applaud

44)) ddeesseeccrraattee

AA.. uphold BB.. eulogize CC.. manage DD.. appraise EE.. blaspheme

55)) eenneerrvvaattee

AA.. bolster BB.. placate CC.. energize DD.. enhance EE.. weaken

66)) aauugguurr

AA.. prevaricate BB.. disenfranchise CC.. contrive DD.. divine EE.. amalgamate


11)) ppaarrddoonn

AA.. condemn BB.. appease CC.. release DD.. acquit EE.. exonerate

22)) pprreecciippiittaattee

AA.. affect BB.. encumber CC.. dedicate DD.. storm EE.. pronounce

33)) ddeessiiccccaattee

AA.. hydrate BB.. disenfranchise CC.. dilute DD.. deny EE.. approve

44)) ssttuuppeeffyy

AA.. limit BB.. decrease CC.. permit DD.. spare EE.. mollify

55)) aabbssttaaiinn

AA.. indulge BB.. disgrace CC.. dismiss DD.. repel EE.. acquire

66)) rreepprrooaacchh

AA.. encourage BB.. abuse CC.. approach DD.. warn EE.. notice

253

Choose the

Homograph

280

Complete the

Story with

Homographs

281

Part 1An example of a written description of a great painting

‘Actors of the Comedie Italienne’ (c. 1718) by the artist Antoine Watteau.

The dominant colours of the picture are rich browns and yellowy browns. There are a group of people gathered around a manwho is playing what appears to be an old-fashioned guitar. Another man, to his side, holds a giant burning torch, which givesoff a strong yellow light and casts a warm glow onto the faces and bodies of the assembled small group.

As you look into the background of the picture you see deep, dark shadows where the light hasn’t reached. There is a strongcontrast between the dark background and the warmly lit foreground. The atmosphere created is one of warmth and comfort.It is clear that the painting is very old from the style of the clothing with neck ruffs and silken garments. There is a strong senseof wealth here.

From the look on the faces of the gathered people, they are enjoying the moment and are very interested in the musician.There is a feeling of peace and enjoyment. In the full glare of the light, just set back a little from the man holding the burningtorch is a strange looking man. He is dressed as a harlequin and holds his arm up in a dramatic gesture. As you examine thepicture more closely, you become aware that some sort of performance is being carried out here. Maybe they are a group oftravelling entertainers. To the right is a man leaning forward on his walking-stick and watching intensely. Just disappearinginto the shadows beyond is a small black-and-white dog, which, judging by its body language, is ready to go home. To the leftis a young girl holding a dim lamp amd leaning in to glimpse the performance. Heads dotted about, some half in shadow, areleaning here and there to look in. The artist has caught a very special moment in time charged with a sense of drama.

Part 2Checklist for describing a picture:

1. Are there colours? How many? Is there a dominant colour?2. Are there people? What attitude do they show? What body language? What type of clothes are they wearing? What are

they doing?3. What is the atmosphere or mood created in the picture?4. What time of day do you think it is?5. What time of the year?6. Is it set inside or outside?7. What objects are in the picture?8. Does the picture tell a story? If so, what is the story?9. Is there anything unusual or mysterious about the picture?

10. Describe how the lighting works in the picture. What about the shadows?11. Is there anything which stands out in the picture?12. What is in the foreground, the background, the middle ground?13. Is there action or movement depicted in the picture?14. What types of materials or textures are there?15. Where does your eye get drawn to? Is there a focal point?16. Are there buildings?17. Are there any methods of transport shown?18. Are there plants?19. How does the picture make you feel?

Describe a Picture WORKSHEET

Resources for Teaching Creative Writing © Johnnie Young 2009

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299

Your task is to write the story which follows this passage. You need to

write about the new life the children experience on the farm, the family

they are staying with and their eventual return home.

During the Second World

War children were

evacuated. This means they

were taken out of the cities

to go and live in the country

to keep them safe from

aircraft bombing raids.

The children’s parents did

not go with them - they went

alone.

Read the following extract in

which two children from

London arrive in the small

country village of Suddum.

The Evacuees

The train pulled to a halt. Mary and John were led with the other

children from the station to the village hall. A number of local villagers

and farmers had gathered to choose who they would look after. A large

burly farmer and his wife who had a smiley face beamed down at Mary

and John.

“ You two are to come with us to stay at Greengate Farm,” said the

farmer.

The two children, weary from their long journey, looking small and lost,

picked up their bags and followed the couple outside.

301

How long are the children evacuated for? How do they feel when they

have to return home?

page 8

Text

The Evacuees

What tasks are the children given on the farm? How is it different from

their normal home in the city?

How did the children feel when they arrived? What did the family feel

about the children?

Characters: What were the children like? What was the family they

stayed with like?

Where is the story set? What was the farm/village like?

302

The Evacuees

303

Your task is to write a story with the title ‘Keep Out of the Mud’. It tells

how George tries to join his friends to help build the den and look after

Alfie at the same time – possibly with a disastrous result!

George has a little brother who is just four years old. His mother

needed to visit his grandma who was sick. She asked George to look

after Alfie for the afternoon. However, George had planned to build a

den with his friends in Bluebell Wood.

His mother’s last words to George were, “Whatever you do, don’t let

Alfie get dirty. He is to go to a birthday party at four o’clock and I

won’t have time to get him changed.”

Keep Out of the Mud

304

What does George do to resolve the problem?

What happens when his mother comes home?

What happens to Alfie when the boys are building a den? Why?

The story begins when George is left alone with Alfie. What do they

decide to do?

Characters:

George:_________________________________________________

Alfie: __________________________________________________

Friend 1: ________________________________________________

Friend 2: ________________________________________________

Story Setting: Where is the den to be built?.

Keep Out of the Mud

305

Keep Out of the Mud

306

Billy: (Nervously) Do you think we dare go inside?

Cara: (Looking excited and brave) Oh come on, let’s go in. I’m sure it’s

empty.

Billy: What do you think we will find?

Cara: You never know, there might be treasure!

Your task is to write a play script continuing the conversation between the

friends as they explore the house but discover it is not as empty as they

thought!

The Empty House

Two friends decide to go and explore an empty house. The beginning of

the conversation is in the box below…

307

The Empty House

Why is the house not as empty as they thought?

What do they see inside the house?

Think about the characters in the play. What are they like?

Billy:

Cara:

308

Billy: (Nervously) Do you think we dare go inside?

Cara: (Looking excited and brave) Oh come on, let’s go in. I’m sure it’s

empty.

Billy: What do you think we will find?

Cara: You never know, there might be treasure!

The Empty House

309

Playtime ActivitiesThe Parents and Friends Association at your school have given a large

amount of money to be spent on playground activities and equipment.

Your task is to write a report for the school newsletter explaining what

the money has been used for and how the children feel about it.

310

How the children feel about the new activities:

Items bought for children to play with during a wet playtime:

Items bought for children to play with on the playground at break time:

Snappy title:

Playtime Activities

311

Playtime Activities

312

The Helifish

Your task is to write an information sheet for a website which explains the

following: How the Helifish was discovered, what the creature looks like,

where it is found, what it eats, how it moves and is it dangerous to

humans?

Here is a picture of the newly discovered Helifish.

313

The Helifish

Is it dangerous to humans and if so, how?

How it moves:

Where it is found/what it eats:

What it looks like:

Introduction/how it was discovered:

Title:

314

The Helifish

315

Here is a picture of a pet dog with information about how to look after it.

Your task is to write an information leaflet on how to look after a pet of

your choice. Remember to include where it sleeps, what and how often it

should be fed, exercise required and how to keep it healthy.

How to Look After a Pet

316

Exercise/keeping it healthy:

What and how often it should be fed:

Where it sleeps/lives:

Introduction:

Title:


317


318

Your task is to design an advertising poster to persuade as many people as

possible to buy a bar of ‘Choco Power!’ Think about the ingredients, how

healthy it is, the cost, the taste and where you can buy it.

Here is a picture of a new chocolate bar.

page 40319

Choco Power!

Imaginative and persuasive words:

Ingredients Healthy?

The cost and where

you can buy it

Taste words

Main features of

‘Choco Power!’

320

Choco Power!

321

Acrostic Poetry

Jewels and gems gleam in bright coloured brooches

Useless broken chairs carelessly piled on grubby rugs

Nothing new, everything old

Knick-knacks, bric a brac from dusty attics

Statues of music composers and chipped garden gnomes

Hairy teddies slightly bald from years of cuddles

Old cups and saucers chipped and cracked

People rummaging, looking for bargains

Your task is to write a poem using one of the following acrostics:

• BIRTHDAY

• CHRISTMAS

• SATURDAY

Read the Acrostic poem below. The poem is about a junk shop.

The title can be seen in the capital letters at the beginning of

each line of the poem.

322

Acrostic Poetry

Your Title: Collect descriptive words and phrases

323

Acrostic Poetry

324

Year 5Narrative Stimulus

Task

Came to Be

How the Lion Got His Mane

There were once two lion cubs, Tika (a girl) and Bruno (a boy). Their mother warned

them not to go near the fuzzy wuzzy bush. If you did, the sticky fuzzy wuzzies would

stick all over you and never come off.

Tika obeyed her mother. Bruno was more adventurous. He didn’t believe his mother’s

story, and went to see for himself. Well you can guess what happened – the fuzzy

wuzzies stuck to his head! No matter how much he rolled around they would not come

off. That is how the lion got his mane!

Your task is to think of an animal that you are familiar with e.g. a pet, a zoo animal, an

animal you have seen in the wild etc. Make up a story to explain how your chosen animal

obtained a particular feature that helps to identify them.

page 8 © Topical Resources. May be photocopied for classroom use only.

Creature How a

325

Year 5Narrative Planning Notes

Name Date

Text

How a Creature Came to Be

page 9© Topical Resources. May be photocopied for classroom use only.

How is the story resolved? Does he/she live happily now?

Do other creatures accept or reject the changes?

What happens to the creature so that it gains its own distinguishing feature?

In the opening paragraph you will introduce the creature - think about what it looks

like and how it feels about itself.

Which creature is involved and what is its main distinguishing feature?

Where is the story set?

326

Final Written WorkYear 5

Narrative

How a Creature Came to Be


Name Date

327

Year 5Play Script Stimulus

Task

Your task is to continue the argument between Emma and her parents.


(Emma and Mum are in the kitchen.)

Emma: Mum! Anna and Henna are going to town on Saturday. They asked if I could go

too. Is that O.K.?

(Mum has a concerned look on her face.)

Mum: I don’t think so dear, you’re much too young.

(Emma pleads.)

Emma: But Mum, I’ll be fine.

(Dad enters the room.)

Dad: What are you two talking about?

A group of friends, who are slightly older than you, have asked if you can come to town

on Saturday. Your parents are not keen for you to go. Continue the play script following

on from the box below.

The Argument

328

Year 5Play Script Planning Notes

Arguments against Emma going to town:

Arguments for Emma going to town:

Name Date

The Argument

Think about the characters in the play. What are they like?

Mum:

Dad:

Emma:

page 15© Topical Resources. May be photocopied for classroom use only. 329

Final Written Work

The Argument


(Emma and Mum are in the kitchen.)

Emma: Mum! Anna and Henna are going to town on Saturday. They asked if I could go

too. Is that O.K.?

(Mum has a concerned look on her face.)

Mum: I don’t think so dear, you’re much too young.

(Emma pleads.)

Emma: But Mum, I’ll be fine.

(Dad enters the room.)

Dad: What are you two talking about?

Year 5Play Script

Name Date

330

Year 5Instructions Stimulus

Task

Directions From the SchoolGate to Your Table

As part of your Geography mapping topic your teacher has asked you to write a set of

detailed instructions telling exactly how to get from the school gate to your table.

Your task is to write a set of exact instructions that a stranger could follow to end up

at your seat at your classroom table. Remember, the stranger does not know anything

about your school.

page 20 © Topical Resources. May be photocopied for classroom use only. 331

Year 5Instructions Planning Notes

Details you would include on a simple map to go with these instructions.

Step by step details:

Aim of your instructions:

Name Date

Directions From the School Gate to Your Table

Clear title for your instructions:


Final Written Work

Directions From the School Gate to Your Table


Year 5Instructions

Name Date

333

Year 5Reports Stimulus

Task

The Inter-School

Sports Competition

Your school has taken part in an Inter-Schools Sports Competition. Your teacher has

asked you to write a report about the day for the school magazine.

Your task is to write a report to include information about the different schools

taking part, what happened at each event and the outcome of the competition.


Year 5Reports Planning Notes

Event winners and the outcome of the competition.

Description of each event:

Which schools took part?

Name Date

The Inter-School Sports Competition

Title:


Final Written Work

The Inter-School Sports Competition


Year 5Reports

Name Date

336

Year 5Explanation Stimulus

Task

School RulesA new child has joined your class and you have been given the job of

helping them settle in. It would be useful for them to know the school

rules and the reasons for them.

Your task is to write an explanation of the school rules and the reasons for them.

When you are writing think about:

• classsroom rules

• playground rules

• lunchtime rules

Remember to give clear reasons for these rules.


Year 5Explanation Planning Notes

Concluding paragraph:

Name Date

School Rules


Lunchtime rules and reasons for them:

Playground rules and reasons for them:

Classroom rules and reasons for them:

Introduction welcoming the new pupil to school:

338

Final Written Work

School Rules


Year 5Explanation

Name Date

339

Year 5Persuasion Stimulus

Task

Join Our ClubYou have decided to set up a new Youth Club for children aged 7 to 11. Activities

could include sport, craft, competitions and visits.

Your task is to write a leaflet to parents to persuade them to allow their children to

join your club. Remember, parents will want to make sure their children are safe and

the activities are of educational value as well as being fun. Make your leaflet as

persuasive as possible.


PersuasionYear 5Persuasion Planning Notes

Name Date

Collect words and phrases to help you persuade parents that this is a good idea.


Activities for the children to do:

Club

– when and where? Safety measures:

Cost and how it is

organised:

What makes it fun?

Join Our Club

341

Final Written Work

Join Our Club


Year 5Persuasion

Name Date

342

Year 5Poetry Stimulus

Task

Your task is to write a poem in the same style about either a fictional character or a

celebrity. It could be about a character from a book or film. It could be a celebrity

from sport, the music industry, the film industry or even the Royal family.


Here is a poem using metaphors about James Bond.

He is a bar of dark chocolate,

A smooth black cat’s coat,

An exotic fruit cocktail,

A silver Porsche disappearing into the distance.

He is a plate of caviar,

A blade on a knife,

A frothy cappuccino,

A piece of black silk.

He is a midnight alarm,

A tiger disguised as a pussycat,

A jet plane,

A perfect day.

Who Am I?

343

PoetryYear 5Poetry Planning Notes

Name Date

Think about the above and collect interesting metaphors.

Who Am I?


Choice of character:

What do they do? What are they

famous for?

What do they

look like?

What is their

character like?

344

Final Written Work

Who Am I?


Year 5Poetry

Name Date

345

Your task is to write the story of what happens. You will need to think about:

• What is it Andy has forgotten to do?

• Who is the female character in the story?

• Who is he worried about letting down?

• Does he manage to save the day by changing the situation or does he have a disaster

on his hands?

Andy stopped short at the school gate. He’d forgotten to do it and it was the last day!

What on earth would she say?

Andy Forgets!

346

How the story ends:

What happens next?

How the story begins:

The characters in the story:

What is Andy like?

Who is the ‘she’ in the story?

Who is he worried about letting down?

What is it that Andy has forgotten to do?

Andy Forgets!

347

Andy Forgets!

348

Stewart and Fiona are travelling in the car on the way back from a family outing

to Carlton Towers, a children’s theme park. Stewart really enjoyed the day and

Fiona did not.

The two children are sitting in the back of their parents’ car.

Stewart: (Enthusiastically) What a fantastic day! I couldn’t believe how

many exciting things there were to do!

Fiona: You must be joking! I have never been so bored in my life!

Your task is to continue the conversation in which they talk about the day out.

Stewart has found it a wonderful experience but Fiona has not.

The Family Outing

349

The Family Outing

What did Fiona not enjoy and why?

What did Stewart enjoy and why?

What activities might have been on offer at Carlton Towers Theme Park?

350

The two children are sitting in the back of their parents’ car.

Stewart: (Enthusiastically) What a fantastic day! I couldn’t believe how

many exciting things there were to do!

Fiona: You must be joking! I have never been so bored in my life!

The Family Outing

351

Moving to FranceYour parents have decided to sell up and move to live in France. You are leaving

behind friends and family and your old home. You are moving to a new home in

the country but you speak very little French.

Your task is to write a diary episode the night before you leave England. Then write the

diary the day after your arrival in France.

Use your imagination to write about how you would think and feel.

352

Your thoughts and feelings the day after your arrival in France.

Your thoughts and feelings the night before you leave England.

Moving to France

353

Moving to France

354

Look carefully at the picture below.

Your task is to write the newspaper article which goes with this picture.

355

Journalistic words and phrases:

page 29

Quotes from eye-witnesses:

What has happened to the lion?

Headline:

Lion Escapes!

356

Lion Escapes!

357

Your local wildlife pond is to be filled in so

that a supermarket can be built on the land.

Your task is to write a letter to your local councillor arguing that the pond should be

kept for people to enjoy.

Save Our Pond!

358

Save Our Pond!

Why should the pond be kept instead of building a new supermarket?

Who uses the pond?

What is the pond used for?

359

Save Our Pond!

360

Our School’s Got

TALENT!

Your task is to complete the list of acts and then write the text for a letter to parents

explaining when the event will take place, the acts involved and a little about the

charity you are fundraising for.

Your school has decided to

hold a talent show to raise

money for a local charity.

Look at the school notice

board below to see the line

up of acts.

★★★★★★★★★★★★★★★

★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★

★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★

Our School’s Got TALENT

★

★

NameAct

Billy SkittleJuggling Act

Suzy and Jilly TapDance

Ben BellowSinging

Sarah SmileyTells Jokes

Victoria, Emma, Gerry, Melanie Girl Band

George KeysPianist

Larry LabradorPerforming Dog

361

Our School’s Got Talent!

Information about the charity:

Information about the acts:

Time and place of the event:

362

Our School’s Got Talent!

363

Seasons

Your task is to choose another season and to write a poem in the same style as the one

above imagining that the season is actually a person.

Read the following poem about the Autumn. In this poem the

author has written as though the season is actually a person.

Autumn

I shorten the days,

Turn leaves from green to burnished gold,

Make fruit ripe, plump and juicy.

I dash around the garden,

Shaking leaves from brown branches.

I light bonfires,

Whose smoke curls up to the dull grey sky.

I chase hedgehogs into piles of leaves to sleep,

For the Winter soon creeps up behind me!

I am Autumn.

By Sam (aged 10)

364

Seasons

Descriptive words and phrases:

What happens in this season:

Choose a season from the following: Spring, Summer or Winter.

365

Seasons

366

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