Key Language Concepts Booklet for Independent Learning

2. Instructions This booklet contains 25 key language concepts. Each week, you need to work through the relevant section of the booklet, completing the activities and learning the definitions and uses of the concepts. You will have a multiple choice test each Friday for the remainder of this half-term based on the concepts you should have covered. This will hopefully evidence successful independent learning. Section 1: Concepts 1- 10 for test on Friday 29th January Section 2: Concepts 11-19 for test on Friday 5th February Section 3: Concepts 20-25 for test on Friday 12th February You will receive feedback on these tests and your teachers can help you understand and remember these items of terminology during your Language lessons.

3. 1.) Adjectives • Adjectives are describing words. They are used to describe nouns (people, places or things) • For Example • “Mr.Utterson the lawyer was a man of a rugged countenance, that was never lighted by a smile; cold, scanty and embarrassed in discourse…”

4. 2.) Adverbs • Adverbs are used to describe how an action (verb) takes place. • They are used to describe how, when or where a verb is performed • For Example • “his face became suddenly black and the features seemed to melt and alter”

5. 3.) Modal Verbs • Modal verbs are used before a verb to show possibility, certainty or obligation • For Example • “I couldn’t specify the point. He’s an extraordinary-looking man, and yet I really can name nothing out of the way”

6. “The gunner was sitting there, watching him. One hand, in a soft fur mitt, was stretched up as if to retrieve the gun; the other lay in his overcalled lap. He couldn’t move. He wore the black leather flying- helmet of the Luftwaffe, and goggles. His right eye, pale grey, watched through the goggled-glass tolerantly and a little sadly. He looked a nice man, young. The glass of the other goggle was gone. Its rim was thick with sticky red, and inside was a seething mass of flies, which rose and buzzed angrily at Chas’s arrival, then sank back into the goggle again. For a terrible moment, Chas thought the Nazi might still been alive, that the mitted hand would reach out and grab him.”

7. 4.) Possessive Pronouns

8. 5.) Reflexive Pronouns • Reflexive pronouns end in ‘self’ or ‘selves’ and show when an action reflects on the main noun. • E.g. • myself, yourself, himself, herself, itself • themselves, ourselves

9. Fill in the missing reflexive pronouns.

10. 6.) Definite and Indefinite Articles

11. Definite or Indefinite? • Give me the book. • Give me a book. • She had a house so large that a person would get lost without a map. • Mr Jones, of the Manor Farm, had locked the hen-houses for the night. • Major was already ensconced on a bed of straw, under a lantern which hung from a beam.

12. 7.) Definite determiner A determiner is many things. • There are many word classes that come under the determiner ‘umbrella’. • Definite determiners all refer to something specific.

13. 8.) Indefinite determiner • A indefinite determiner is many things. • There are many word classes that come under the indefinite determiner ‘umbrella’. • Indefinite determiners all refer to something non-specific.

14. Change the indefinite determiners to definite determiners and visa versa. How has the extract changed? Does it make sense? “As soon as the light in the bedroom went out there was a stirring and a fluttering all through the farm buildings. Word had gone round during the day that old Major, the prize Middle White boar, had had a strange dream on the previous night and wished to communicate it to the other animals. It had been agreed that they should all meet in the big barn as soon as Mr Jones was safely out of the way. Old Major (so he was always called, though the name under which he had been exhibited was Willingdon Beauty) was so highly regarded on the farm that everyone was quite ready to lose an hour's sleep in order to hear what he had to say.”

15. 9.) Verb infinitives • Verbs are action words. • All verbs start their life as an ‘infinitive’. This is the bare form of the verb with ‘to’ in front of it. • E.g. • to walk, to run, to think

16. Look at the sentences below. For each one there is an infinitive verb that you need to conjugate. Rewrite the sentences into your books with the conjugated verb.

17. 10.) Prefixes • A prefix is a group of letters which can add to the beginning of a root word to change the meaning of the word. • e.g. mis + fortune = misfortune • Prefix meanings: • Every prefix has a meaning, for example: • The prefix ‘un’ means ‘not’ • The root word ‘clear’ means ‘bright’, ‘free from difficulty’ • Un + clear = unclear which means ‘not clear’, ‘dim’ or ‘difficult to see/understand’

18. 11.) Suffixes • Adding suffixes to words can change or add to their meaning, but most importantly they show how a word will be used in a sentence and what part of speech (e.g.noun, verb or adjective) the word belongs to. • e.g. if you want to use the imperative word ‘talk’ in the following sentences: • I was (talk) to Samina. • You need to add the suffix ‘ing’ so that the word ‘talk’ makes better sense grammatically: • “I was talking to Samina.”

19. 12.) Antonyms and Synonyms Synonyms = a word or phrase that means exactly or nearly the same as another word or phrase (e.g. excellent and fantastic) Antonyms = • a word opposite in meaning to another • (e.g. good and bad) • Great • Ordinary • Suspicious • Agree • Helpful • Yell

20. 13.) Semantic Fields • What is a semantic field? • A semantic field is a set of words that are related in meaning. • E.g.The words tail, bark, walk, canine, bowl and fur are all words from the semantic field of ‘dogs.’ • Lesson, class, desk, teacher, pencil case, planner, timetable… • What semantic field could these words be from?

21. Soft white sand covered my feet, making them feel comfortable and warm. Beautiful rays of sunlight danced in the summer sky whilst people worshipped the sun god. Above the dazzling, peaceful sea an array of seagulls flew heavenly over fishing boats. This was bliss. This was perfection.

22. 14.) Commas • The last but one item in a list is usually joined with the word ‘and’ instead of a comma. For example: • We had chips, sausages, bacon and peas for lunch. • A bride should have something old, something new, something borrowed and something blue. • Commas are used to a separate name, title or description inside a sentence. For example: • My dears, I’m delighted to see you • Answer the phone, Sally! • I regret to say, ladies and gentlemen, that our play tonight is cancelled

23. Robert when will you arrive? • Time for another talk Jim! • I find you completely arrogant over-confident and a general waste of space! • Come here James and pick up your mess. • You don’t know what you’re talking about idiot! • She grabbed a handful of Mars bars chewy sweets and bubblegum and went to the counter. • The room was dirty smelly and very dark. • Sweetie can you get that for me?

24. For example: • Well, I will do what I can. • It’s very cold today, isn’t it? • His excuse, for what it’s worth, is that he forgot. • You should of course wash your hands before you handle food. • Yes Katy is here. • It’s the 23rd isn’t it?

25. 15.) Question Marks A rhetorical question is a figure of speech in the form of a question that is asked in order to make a point rather than to elicit an answer. • Consider the lyrics to this song from The Sound of Music. It uses many question marks but it is making a point using metaphors rather than asking a question. How do you solve a problem like Maria? How do you catch a cloud and pin it down? How do you keep a wave upon the sand? How do you hold a moonbeam in your hand? What is the point being made here?

26. 16.) Exclamation Marks • We were stuck at Luton airport for four days! • Be home by ten o’clock, or else! • Wow! • No, I don’t want to go there! • No! I don’t want to go there! • I can’t believe my eyes! • The wolf went Grr!, and the little girl ran away.

27. 17.) Colons • These can be used in three different ways. 1. To introduce an explanation or an example. You make short point and then expand on it: A celebrity chef: someone who spends as much time on the TV as they do in their kitchen. 2. To introduce a list or bullet points. Gordon Ramsay has three priorities for every dish: well cooked, fresh ingredients and great taste. You must make sure that the information that comes before the colon stands alone as a sentence. If that doesn’t work just write the list without a colon. Gordon Ramsay has been on several famous TV shows: • Kitchen Nightmares • Hell’s Kitchen • The F Word 3. To introduce longer quotations. Gordon Ramsay has strong opinions about fresh food in his book Ramsay’s Food with Friends: “It’s just got to be the freshest possible ingredients. Fresh ingredients are better than expensive ones!”

28. 18.) Semi-Colons • The semicolon (;) has one major use. It is used to join two complete sentences into a single written sentence when all of the following conditions are met: • (1) The two sentences are felt to be too closely related to be separated by a full stop; • (2) There is no connecting word which would require a comma, such as and or but; • (3) The special conditions requiring a colon are absent.

29. Here is a famous example: • ‘It was the best of times; it was the worst of times.‘ • A semicolon can always, in principle, be replaced either by a full stop (yielding two separate sentences) or by the word and (possibly preceded by a joining comma). Thus Dickens might have written: • It was the best of times. It was the worst of times. or • It was the best of times, and it was the worst of times.

30. Insert 2 colons and 2 semi-colons… Harmony loved three things about being in MrBruff’sclassfriends, fun and a fantastic teacher. She always looked forward to Monday. It was her favourite day of the week. Preston was the same. Since moving to MrBruff’s class he had decided that when he was older he wanted to be an English teacher. There were three other students in the class who also wanted to be just like MrBruff when they grew up Cameron, Chris and Abbey. Chris was already halfway there, because he had a beard. Some of the other students in the class felt differently. Ronan wanted to be an astronaut when he grew up. He already had his own space-ship so he practiced going to the moon on a regular basis. Ronan’s big ambition was to fly to the moon because it looked scary, different and intriguing.

31. 19.) Apostrophes • An apostrophe is used to show that letters are missing when two words have been put together. • e.g. Does not  Doesn’t • Are not  Aren’t • An apostrophe is also used to show that something is owned by something else. • This is Peter’s book • This pen is Richard’s • The dog’s dinner is disgusting

32. Apostrophes • Can you change these phrases to use the apostrophe? • The leg of the table. • Photo of mother • The T-shirts belonging to the men • The rules of the school • The books belonging to the library.

33. 20.) Speech and Quotation Marks Single or double quotation marks denote either speech or a quotation. Neither style—single or double—is an absolute rule, though double quotation marks are preferred in the United States, and both single and double quotation marks are used in the United Kingdom. A publisher’s or author’s style may take precedence over national general preferences. The important rule is that the style of opening and closing quotation marks must be matched. When a new character is speaking, you need to start a new line. Insert speech marks and decide where a new line must be used in the following passage:

34. The voice spoke again. I can't hardly move with all these creeper things.The owner of the voice came backing out of the undergrowth so that twigs scratched on a greasy wind-breaker. The naked crooks of his knees were plump, caught and scratched by thorns. He bent down, removed the thorns carefully, and turned around. He was shorter than the fair boy and very fat. He came forward, searching out safe lodgements for his feet, and then looked up through thick spectacles. Where's the man with the megaphone?The fair boy shook his head. This is an island. At least I think it's an island. That's a reef out in the sea. Perhaps there aren't any grownups anywhere.The fat boy looked startled.

35. 21.) Parentheses and Brackets • We use parentheses to enclose information that can be left out. The information in parentheses is not essential to the meaning of the original sentence. it is given as additional, or extra, information. • Examples: • Sam (the boy from the school) helped me with my homework. • The girl ate her ice-cream cone. (Her favourite flavour was chocolate.)

36. 2.) on a sort of raised platform 1.) the prize Middle White boar 3.) in spite of the fact that his rushes had never been cut. As soon as the light in the bedroom went out there was a stirring and a fluttering all through the farm buildings. Word had gone round during the day that old Major had had a strange dream on the previous night and wished to communicate it to the other animals. It had been agreed that they should all meet in the big barn as soon as Mr Jones was safely out of the way. Old Major was so highly regarded on the farm that everyone was quite ready to lose an hour's sleep in order to hear what he had to say. At one end of the big bam Major was already ensconced on his bed of straw, under a lantern which hung from a beam. He was twelve years old and had lately grown rather stout, but he was still a majestic-looking pig, with a wise and benevolent appearance. 4.) so he was always called, though the name under which he had been exhibited was Willingdon Beauty

37. 22.) Sentence Functions 1.) Declarative: A sentence that is a statement. It is followed by a full stop. Example: Bill gave his report to the teacher. 2.) Exclamative:A sentence that expresses a feeling. It is followed by an exclamation mark. For example: Wow! What a great surprise! 3.) Imperative : these sentences are used as commands. They can be identified quite easily as they often start of with a verb. For example: - Chill out! - Do the dishes. - Go away 4.) Interrogative : A sentence that is a question. It is followed by a question mark. For example: Did you know the answer?

38. T = Teacher S1 = Student 1 S2 = Student 2 S3 = Student 3 (.) = Pause • T: ok in our last lesson we looked at the ways in which Shakespeare presents Richard in his opening soliloquy (.) can anyone summarise what we discovered from our reading? • S1: that Richard doesn’t like peace and would prefer to be at war. • T: good and what does that suggest about how Shakespeare might be presenting him? • S1: that he is violent and uncivilised. • T: yes and of course in comparison to his brother Edward, Richard is unable to function without war and that presents him as an outsider (.) even to his own family (.) right (.) what else did we look at? • S2: that Richard is deformed and ugly to look at. • T: can you remember that line, James? • S2: that dogs bark at me. • T: and Sarah, why might Shakespeare have wanted to present Richard in this way? • S3: I don’t know. • T: who was on the throne when he was writing it? • S3: Elizabeth. • T: and Elizabeth was… • S3: related to Henry VII • T: she was his granddaughter yes so • S3: so Shakespeare would want to show her in a goo way or he might be in trouble. • T: well done.

39. 23.) Cohesion- Lexical Connectors • What is a Lexical Connector?

40. 24.) Subordinate Clause A subordinate clause (or dependent clause) is a clause that cannot stand alone as a complete sentence because it does not express a complete thought. Like all causes, a subordinate clause has a subject and a verb. • Here are some examples of subordinate clauses within sentences. Remember, subordinate clauses can not stand alone as a sentence. • She had a pretty gift for quotation, which is a serviceable substitute for wit. (W Somerset Maugham, 1874-1965) • A musicologist is a man who can read music but can't hear it. (Sir Thomas Beecham, 1879-1961) • Always be nice to those younger than you because they are the ones who will be writing about you. (Cyril Connolly, 1903-1974) • Personally I'm always ready to learn, although I do not always like being taught. (Sir Winston Churchill, 1874-1965)

41. Application- Animal Farm All the animals were now present except Moses, the tame raven, who slept on a perch behind the back door. When Major saw that they had all made themselves comfortable and were waiting attentively he cleared his throat and began: 'Comrades, you have heard already about the strange dream that I had last night. But I will come to the dream later. I have something else to say first. I do not think, comrades, that I shall be with you for many months longer, and before I die I feel it my duty to pass on to you such wisdom as I have acquired. I have had a long life, I have had much time for thought as I lay alone in my stall, and I think I may say that I understand the nature of life on this earth as well as any animal now living. It is about this that I wish to speak to you. Can you find any subordinate clauses?

42. 25.) Simple, Compound and Complex Sentences • 1.) Simple: You all use simple sentences in your writing. For example ‘The sand was golden.’ or ‘The sun was hot.’ • 2.) Compound: When you have two or more short, independent, simple sentences which are of equal weight you can join them together using CONJUNCTIONS. For example: ‘I like running and I like cycling.’ • 3.) Complex: In complex sentences the conjunction is used to join together clauses. A clause is a group of words that contains a subject and a verb. Some of these clauses might be complete short sentences, but in a complex sentence at least one of them will depend on the conjunction for its meaning. For example: ‘My house, which is 2 miles away, has 3 bedrooms.’

43. Simple, Compound or Complex? • I tried to speak Spanish and my friend tried to speak French. • When he handed in his homework, he forgot to give the teacher the last page. • Some students like to study in the mornings. • Alicia goes to the library to study everyday. • Mark played football, so Maria went shopping. • Kelly and Beth went to the movie, after they finished studying.