s1 homework – extra work - calderglen high school the edge.’ (‘nine million bicycles’ –...

S1 Homework – Extra Work

DIRECT SPEECH

When the actual words of a speaker are used they are called Direct Speech.

In writing conversation the actual words used by a speaker are always enclosed in inverted commas, or speech marks as they are often called, for example “and”

The first word spoken always begins with a capital letter.

The first speech mark “ is always written immediately before the first word spoken.

The final speech mark " is always written after the last work spoken.

The final speech mark ” always comes after a comma or other punctuation mark at the end of a conversation and never before or directly above.

For example: “I have just finished reading this book,” said Martin.

The actual words spoken by Martin were: “I have just finished reading this book.”

Notice the inverted commas (“) before the first word spoken and those (”) after the last word spoken.

DIRECT SPEECH EXERCISE ONE – REVISION OF THE RULES

Copy and complete the following sentences by filling in the missing words.

1. The actual words of a speaker are always enclosed in .............................. commas.

2. Inverted commas are sometimes called .............................. marks.

3. The first word spoken always begins with a ................................ letter.

4. The speech mark ................... is always written before the first word spoken.

5. The speech mark .................... is always written after the last spoken word.

6. The speech mark “ always comes .............. a comma or other mark of punctuation and never ................. or directly ................. .

7. ...................... speech contains the actual words of a speaker.


DIRECT SPEECH EXERCISE TWO – THE WORDS SPOKEN

Copy out the following sentences and underline or highlight the words actually spoken.

1. Janet said, I have no intention of going out tonight.

2. We are heading towards a storm, said Captain Nemo.

3. Would you like an orange, Fred? asked Mrs Wilson.

4. No thanks, replied George, I have just had my lunch.

5. Close the door, Helen, said her mother, or you will catch a cold.

6. The front door is in need of painting said Mrs Merton.

7. Please let me stay up and watch the film mum, begged Margaret.

8. Andrew, said his teacher, your writing is beginning to improve.

DIRECT SPEECH EXERCISE THREE – SPEECH MARKS

Copy and complete the following sentences by adding speech marks where necessary.

1. Is it morning already? asked Nicholas, sitting up in bed.

2. Mrs Stevens said, Your dinner is ready, Jane.

3. What are you doing here? cried the teacher in a loud voice, causing the children to run away.

4. Jack boasted, I can run faster than any boy in the school.

5. Father announced, As soon as Mr Joyce arrived I shall be going out.

6. What terrible weather we are having this week! exclaimed the camper.

7. Does Mrs Phillips live here, please? asked Gillian.

8. Let me go, pleaded Peter as the bully seized him by the ear.

9. Susan’s apple is bigger than mine, complained Anne.

10. Dave said, Here’s Joe. We can all go to McDonald’s now.


THERE IS AND THERE ARE

There is, is used with a singular subject (one subject).

There are, is used with a plural subject (more than one subject).

For example: There is no doubt that Usain Bolt will win the 100m final.

There are many runners who have the potential to win the 100m final.

YOUR TASK

Below you will find extracts of lyrics from a number of different songs. Rewrite each extract, inserting ‘there is’ or ‘there are’ in the spaces shown. Remember to look for clues in the words around the spaces as to whether the writer is referring to a singular (one) or plural (more than one) idea or person.

1. ‘There .......... many here among us who feel that life is but a joke’. (‘All along the watchtower’ – Bob Dylan)

2. ‘I believe in a thing called love, just listen to the rhythm of my heart. There ......... a chance we could make it now, we’ll be rocking ‘til the sun goes down. I believe in a thing called love.’ (‘I believe in a thing called love’ – The Darkness)

3. ‘There ......... nine million bicycles in Bejing, We .......... twelve billion light years from the edge.’ (‘Nine Million Bicycles’ – Katie Melua)

4. ‘There .......... places I’ll remember, all my life though some have changed. Some forever not for better, some have gone and some remain.’ (‘In my life’ – The Beatles)

5. ‘No no, n-n-no no, n-n-no no, n-n, there .......... no limit.’ (‘No Limits’ – 2 Unlimited)

6. ‘Do you care if I don’t know what to say? Will you sleep tonight or will you think of me? Will I shake this off, pretend it’s all okay that there .......... someone out there who feels just like me. There ...........’ (‘There .............’ – Avril Lavigne)

7. ‘There .......... a house in New Orleans, they call the Rising Sun’. (‘House of the Rising Sun’ – Led Zepellin)


COLONS ONE

Colons (:) can be used to introduce a list in a sentence. You must ensure that the phrase before the colon makes sense on its own.

For example:

I love many types of ice-cream: chocolate, strawberry, pistachio and vanilla.

Campers are expected to provide the following: sheets, blankets, towels and toiletries.

Remember to check that the phrase before the colon makes sense on its own. If it doesn’t, you do not need to use a colon.

For example:

I love: chocolate, strawberry, pistachio and vanilla ice-cream. X

This phrase does not make sense on its own.

Therefore you do not use a colon, and the sentence reads:

I love chocolate, strawberry, pistachio and vanilla ice-cream.

YOUR TASK

Copy the sentences below and state whether the colon is used correctly or incorrectly.

1. My favourite breakfast cereals are: Corn Flakes, Bran Flakes, Frosties and Cheerios.

2. The potion contained: fruit, biscuits and glue.

3. In my bag I have: books, pencils and my planner.

4. In the shopping trolley were the following: bananas, apples, juice and chocolate.


COLONS TWO

Colons can be used to introduce longer quotations in an essay.

For example:

In ‘A Midsummer Night’s Dream’, Puck says to the fairy: ‘I am that merry wanderer of the night’.

In ‘Welcome Home Jellybean’, Neil is shocked by his sister’s appearance: ‘Good grey grief! What had they done to her?’

YOUR TASK

Copy and complete the following sentences adding a colon where necessary.

1. A good simile in the poem is ‘His hair was like hay’.

2. Whilst sleepwalking, Lady Macbeth cried ‘Out damned spot!’

3. Tam remembers his father’s words ‘The bigger they are, the harder they’ll fall’.

4. Oliver was bullied by the other boys into asking Mr Bumble ‘Please Sir, can I have some more?’


COLONS THREE

Colons can be used to introduce an explanation of something already mentioned in the sentence. The information before the colon must be able to make complete sense on its own.

For example:

I devised a new exercise plan: I would get up early and jog every morning.

This makes sense on its own This is an explanation of what the exercise

plan consisted of

YOUR TASK

Match the correct explanations in the box to the sentences below. Write the sentences

out fully, remembering to insert a colon.

1. Alberto dreamed of the best way to end the season ....................................................

2. Florida is the ultimate tourist destination ....................................................................

3. I love English grammar ..................................................................................................

4. Family camp has an enormous impact on families ......................................................

they came home with a greater understanding of one another.

winning the championship.

the weather’s great and there are fabulous theme parks to visit.

the complexity of the many different rules keeps you thinking.


APOSTROPHE REVISION

The sentences below have apostrophes missing. Some are contractions (to indicate

shortened words such as don’t = do not), whilst some indicate possession (to show that

something is owned).

YOUR TASK

Copy each sentence inserting apostrophe(s) to indicate either contractions or

possession.

1. The boys English teacher loved grammar.

2. ‘I havent done my homework,’ he said nervously.

3. ‘Youre joking,’ said the teacher.

4. ‘Learning about apostrophes is the best thing Ive ever done,’ said Callum.

5. ‘Yes, arent they wonderful pieces of punctuation,’ agreed Craig.

6. ‘Last week I didnt know how to use them at all,’ added Philip. Now Im an expert!’

7. The class all agreed that Mrs Wallaces apostrophe lessons were just fabulous.

8. Even some adults arent sure how to use apostrophes correctly.


JOINING SENTENCES – AVOIDING USING ‘AND’

This work is aimed at improving your writing skills by helping you to construct varied

and interesting sentences.

Look at this sentence:

Ben won the race and he was given a medal.

This sentence is rather mundane as it uses the conjuction (joining word) ‘and’.

Look carefully at the variations on this sentence in the box below:

Because he won the race, Ben was given a medal.

Having won the race, Ben was given a medal.

Ben, the winner of the race, was given a medal.

After he won the race, Ben was given a medal.

Ben, who won the race, was given a medal.

Each of the alternative sentences above avoids using ‘and’ and is therefore more interesting.

YOUR TASK

Remove ‘and’ from the sentences below by filling in the blanks. Use the sentences above about Ben to help you.

1. J. K. Rowling is the author of the ‘Harry Potter’ books and is a millionaire. Becomes J. K. Rowling, the ............................................................................. , is ............................

2. Sophie finished her homework and went to the cinema. Becomes After finishing ...................................... , Sophie .................................................. .


3. Sam liked History and decided to study it at Intermediate 2 level. Becomes Because he ............................................ , Sam ................................................. Intermediate 2.

4. I was listening to the car radio on the way to school and I recognised the voice of a boy in my class. Becomes Listening to ........................................... school, I recognised ........................................................................................................... class.

5. Jo examined the problem closely for at least an hour and realised she needed the teacher’s help. Becomes Having examined ..................................................... hour, Jo ................................................................................................. help.

6. Adam left school on Friday and deosn’t start his new school in Australia until January next year. Becomes Adam, who ............................................ , doesn’t ..................................................................................................................... year.

7. I couldn’t find Miss Jackson at break to tell her about my Science homework and so I waited for her at lunch. Becomes As I ........................................................................... homework, I ........................................................................................ lunch.

8. Emma was looking through the contents of an old suitcase in the loft and suddenly found something that made her gasp. Becomes Looking ............................................ loft, Emma .............................................................................................. ... gasp.


SINGULAR AND PLURAL VERBS

Is and was are singular verbs and should be used when we are referring to one person or thing.

For example:

John is a very clever boy.

The lion was shot by the hunter.

Are and were are plural verbs and should be used when we are referring to more than one person or thing.

For example:

John and Fraser are very clever boys. (2 boys = plural)

The lions were in a very large cage. (more than one lion = plural)

YOUR TASK

Copy and complete the following sentences inserting is or are in the spaces.

1. My book ............... lost.

2. My shoes ................ dirty.

3. John and Mary ............ cousins.

4. ............ your face clean?

5. ............ your hands dirty?

6. ............ your friends on holiday?

7. My eyes ............ sore.

8. ............ your brothers going with you?

9. My cousins ............ coming to see me.

10. My cousin ............ going to America.

11. The fishing boats ............ in the harbour.


12. The lifeboat ............ going to the rescue.

13. ............ the girls going to play netball this afternoon?

14. ............. the dogs very fierce?

TWO, TOO & TO

It is easy to confuse the use of to, too and two. You must ensure that you are clear about the different meanings of each word.

Two – the number 2

Too – also / as well (I am going too); or extremely (the parcel was too heavy)

To – used when not referring to the circumstances above; to explain where you are going etc (I am going to Bali on holiday etc)

YOUR TASK

Copy and complete the following sentences inserting two, too or to correctly.

1. The ........ children love going ......... the circus.

2. This room is ........ small for ........ people ........ work in.

3. ........ people are needed ........ dance a waltz.

4. These ........ are going ......... .

5. ........ many crooks wanted ........ cook the books.

6. Give the book ........ me.

7. It’s ........ hard ........ add ........ and ........ .

8. It takes ........ toucans ........ make a pair.

9. Add ........ spoonfuls of sugar ......... the mixture.


AFFECT OR EFFECT?

Affect is only used as a verb (a doing word) and means to have an influence on something.

For example:

Mr Darcy’s obnoxious behaviour affects Elizabeth’s feelings towards him.

Smoking can adversely affect your health.

Romeo’s rash actions affect Juliet’s fate too.

Affected – to be influenced by an outside force. This is an adjective (a describing word).

For example:

Thousands of people are affected by the flu virus every year.

Your choice of university will be affected by your exam results.

Effect can be used as a noun ( a naming word) OR a verb (a doing word). Effect refers to a result or a consequence or can mean to cause something.

For example:

The aspirin had an immediate effect on her headache, making her feel much better.

Effective – working well; adequate to accomplish a purpose; actually in operation / functioning; producing a deep or vivid impression; striking. This is an adjective (a describing word).

For example:

The Prime Minister made effective steps towards peace.

The law becomes effective at midnight.

It was a very effective piece of prose.


YOUR TASK

Copy and complete the following sentences inserting affect / affected or effect / effective in the spaces.

1. The applause showed how deeply the presentation had ................... the audience.

2. His attitude was .................... by his upbringing.

3. What .................... do you think the news will have on her?

4. No matter what he does, it will have no .................... on me.

5. No matter what he does, it will not .................... me.

6. What do you think the .................... of the decision will be?

7. How did her son’s departure .................... Mrs Smith?

8. How was the team .................... by the loss of their coach?

9. I was impressed by the .................... of Churchill’s words on Britain during wartime.

10. Wilfred Owen has been commended for his .................... use of imagery.

s1 homework – extra work - calderglen high school the edge.’ (‘nine million bicycles’ –...

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