ENGLISH

LANGUAGE
DESCRIPTIVE COMPOSITION
 MUST BE AGE APPROPRIATE
 VERY BRIEF BUILT-UP TO THE SITUATION
 VIVID DESCRIPTION,
 ATTENTION TO MINUTE AND SIGNIFICANT DETAIL
 ARRANGEMENT OF INFORMATION
 USE OF APPROPRIATE ADJECTIVES
 AVOID USE OF VAGUE ADJECTIVES (E.g. the word 'good' for anything satisfying, or
'awesome')
 DESCRIPTION APPEALING TO SENSE ORGANS
 USE OF SIMILE, METAPHOR (not too many)
 UNSEEN PASSAGE: QUESTIONS (INFERRING
AND ANALYSING OR RECALLING AND
REPLICATING?
1. Describe the pebble. Where was it stuck?
2 Why was the pebble particularly dangerous?
3. What was happening to the narrator's hands?
What do unsteady hands reveal about the narrator?
(11) "I think it's a pebble." I gasped. "Right inside his larynx. I'll have get it out."
(12) | seized a pair of scissors and clipped away the hair from the ventral surface of the larynx. I dared not use a general anesthetic, and
therefore I infiltrated the area with local before swabbing with antiseptic.
(13) "Hold his head steady," I said hoarsely, and gripped a scalpel. I cut down through skin, fascia, and the thin layers of the muscle until the
ventral surface of the larynx was revealed.
(14) And there it was. A pebble night enough-gray and glistening and tiny, but big enough to kill.
(15) I had to fish it out quickly and cleanly without pushing it into the trachea. I leaned back and rummaged in the tray until I found some
broad-bladed forceps, then I poised them over the wound. Great surgeons' hands, I felt sure, didn't shake like this.
(16) I clenched my teeth, introduced the forceps, and my hand magically steadied as I clamped them over the pebble.
(17) I didn't breathe at all as I bore the shining little object slowly and lenderly through the opening and dropped it with a gentle rat-tat or the
table.
UNSEEN PASSAGE: MEANINGS IN CONTEXT
(RECALLING OR DEDUCING?)
 Given below are three words and phrases. Find the words which have a similar meaning in the passage
 seced (grabbed)
 2 picked up (iffed)
 3. fral-weak (feeble)
 That same evening, about eight o'clock, the doorbell rang. I answered it and found Roddy on the front doorstep. Behind
him, stood the ubiquitous pram. One look at the prone dog warned me that something was terribly wrong.
 (7) I threw the door wide open. "Bring him in."
 (8) I grabbed the animal round the middle and we lifted him onto the table. I watched in disbelief as the huge form lay
there. There was no fight for breath, he was unconscious. His pulse was rapid and feeble, yet he didn't breathe.
 (9) Understanding the symptoms, I said, "Roddy, he is chokin I'm going to have a look at his throat."
 (10) I pushed Jake's jaws apart, depressed his tongue with forefinger, and shone my torch into the depths. He was the of
good-natured dog who offered no resistance as I prodded around. I shall always be thankful that at that very instant the
dog coughed, opening up the cartilages of the larynx and giving me a glimpse of the cause of all the trouble. There.
beyond the drooping epiglottis, I saw for a fleeting moment a smooth round object no bigger than a pea.
QUESTION ONE
20 MARKS
[RECOMMENDED TIME - 45 MINS]

 Candidates will be required to select one composition

 topic from a choice of six. The choice will normally include:
 Narrative
 Descriptive
 Reflective/Expository
 Argumentative
 Discursive topics
 Short story.
 The required length of the composition is 400-450 words.
 The main criteria by which the compositions will be marked are as follows:

(a) The quality of the language employed, the range and appropriateness of vocabulary and sentence structure, syntax, the
correctness of grammatical constructions, punctuation and spelling.
(b) The degree to which candidates have been Successful in organising the content
  Narration
Connections He slowly unfolded the paper. / The paper was slowly unfolded by
him.
Diferentiate/Distinguish  Variation:

Compare/Contrast A ball of paper rolled to his feet. He picked it up. He looked around
and decided to see what it said. He studied it curiously. He slowly
• Implement unfolded the paper.
A ball of paper rolled to his feet. He picked it up, looked around and
Choice-style, expression decided to see what it said. Studying it curiously, he slowly unfolded
the paper.
ISC Paper 1-Q3  They suggested we walk through the woods.

They said.......... They said, "We should walk through the woods."
OR They said, "Let us walk through the woods." (?)
 Phrasal Verbs:

Difference between give away and give out-give away a

 As soon as the wind blew, the window slammed.
• Apply No sooner.....
 Recall: Rules for Conjunctions and punctuation
• Execute
 Understand: Classification of Conjunctions and pairing-no
• Solve sooner/than
 Apply: No sooner did the wind blow than the windo
• Implement
slammed.
• Use in writing at all  My friend refused to give ______ the secret I had entre her
with.
times
 Recall: Phrasal Verbs and their specific meanings
• 6 ISC Paper 1-Q3
 Apply: away
Remember/ Recall  The sun rose bright and early. (Subject-Predicate)
 A pretty glass marble rolled slowly across the floor with a
Past knowledge of language use over years, in
clink. (Noun, Adjective, Verb, Adverb, Preposition)
classroom (Grade 10) and outside, conceptual and  A car sped by. / Did you see the car? / Watch out!/ Stand
usage - with or without grammar terms on the kerb. (End punctuation depending on type of
sentence)
May be gauged through formative assessment at  Anita, Bobby and Theresa were waiting at the bus stop.
the beginning of the session  Since the clock had stopped, we heard no hourly chime.
 • Why Jerry had to beat Tom every time in the Disney
Parts and Types of sentences animation films beats me!
• Parts of speech
 0 The elderly lady said to her niece, "I know how to use
my mobile telephone by myself." (Note punctuation)
• Punctuation  O
 The elderly lady told her niece that she knew how to use
• Capital letters her mobile telephone by herself.
 о My dog ate the chocolate cake lying on the table. / The
• Speech
chocolate cake lying on the table was eaten by my dog.
• Voice  Last year, I stood at this very place wondering what I was
doing there, and today I am doing exactly the same thing.

• Tenses
NARRATIVE COMPOSITION
 APPROPRIATE
 VERY BRIEF BUILD UP TO THE SITUATION
 P SEQUENCE OF EVENTS WITH SOME REFERENCE TO EVENTS HAPPENING BEFORE
 LISE OF SOME DESCRIPTION OF A PLACE, PEOPLE, SURROUNDING, BEHAVIOUR)
 INVOLVEMENT OF SELF
 ALLOW SOME OTHER PERSON TO HAVE A SHARE OF CREDIT FOR HEROICS
 APPROPRIATE SUMMING UP AND A PROPER ENDING
 EXPRESSION-USE OF COMPLEX, COMPOUND SENTENCES
 USE OF ADVERBS
 AVOID REPETITION OF WORDS (e.g. AND, THEN)
 USE LINKERS
ARGUMENTATIVE
COMPOSITION
 MAY BEGIN WITH AN INCIDENT, ANECDOTE, NEWS ITEM AND OTHER
REFERENCE TO PROVE A STAND
 TAKE THE STAND AT THE VERY BEGINNING-ONE DEFINITE STAND STATED
CLEARLY
 ESTABLISH STAND THROUGH EXAMPLE, JUSTIFICATION, ARGUMENT (AT LEAST
 BETTER NOT TO CONTRADICT OWN STAND AT ANY POINT(It may create confusion)
 TOUCH OF HUMOUR PREFERABLE
 TONE MUST BE ASSERTIVE BUT NOT DIDACTIC
DISCURSIVE COMPOSITION
 MAY COMPLETELY/PARTIALLY AGREE/DISAGREE WITH THE VIEW GIVEN IN THE
QUESTION
 USE EXAMPLES (ANECDOTES, REAL/IMAGINARY INCIDENTS, NEWS REPORTS,
PERSONAL EXPERIENCE) TO JUSTIFY STAND (AT LEAST FOUR EXAMPLES)
 SHOULD NOT BE A SHORT
REFLECTIVE/ EXPOSITORY
COMPOSITION
 MAY BE WRITTEN AS NARRATIVE/ DESCRIPTIVE/ DISCURSIVE COMPOSITION OR
A SHORT STORY
 NOT A GENERAL DISCUSSION ON THE TOPIC LIKE TEXT-BOOK INFORMATION
 SOME OF THE BEST COMPOSITIONS ARE ON THIS TOPIC SINCE THE WRITER HAS
THE FREEDOM TO EXPLORE IT IN HIS/HER OWN WAY
 STORY WRITING
 MAY NOT BE AGE-APPROPRIATE, CAN ASSUME TO BE ELDER/ YOUNGER/ FICTITIOUS
CHARACTER
 MUST BE ORIGINAL

 CANNOT BE A DREAM SEQUENCE

 MUST ADHERE TO INSTRUCTIONS/GUIDELINES GIVEN IN THE QUESTION

 MUST HAVE THE ELEMENTS OF A SHORT STORY:

 TITLE, PLOT, CHARACTER, SETTING, LOGICAL CONCLUSION

 SELF MAY BE A CHARACTER

 MUST HAVE EVENTS AND TURNING POINTS THAT MAKES IT A STORY

 MUST BE CAREFUL NOT TO WRITE AS A NARRATIVE COMPOSITION/ MERE FIRST PERSON

NARRATIVE
QUESTION 1

 Error in Matter- (Content)

Missing out on aspects mentioned in question
Misinterpreting a given topic (Because of not understanding some
term/word, carelessness or preconceived idea about a situation or
thing)
 Error in Expression(Grammar, vocabulary, structure)
 Paragraphing error, spelling error, grammatical error, repetition of
words and/or ideas.
UNDERSTANDING BY DESIGN

Understanding by Design:
Backward Design
presents a framework for curriculum development
UbD: Stages of Backward Design
 Stage 1-Identify desired result
 Stage 2-Determine acceptable evidence
 Stage 3-Plan learning experiences and instructions
QUESTION 2(I)
THE PIECE OF DIRECTED WRITING WILL BE BASED ON THE INFORMATION AND IDEAS
PROVIDED. - 15 MARKS
THE REQUIRED LENGTH WILL BE ABOUT 300 WORDS. THE RANGE OF SUBJECTS MAY
INCLUDE:

 Article writing
 Report writing
 Book review
 film review
 Review of cultural programme
 Speech writing
 Personal profile
 Statement of Purpose.

Skills such as selecting, amplifying, describing, presenting reasoned arguments, re-arranging and re-
stating may be involved. The candidates' ability in the above skills, including format, will be taken into
account as well as their ability to handle language appropriately in the context of the given situation
IMPORTANT FOR QUESTION 2
(I)
 ALL POINTS GIVEN AS GUIDELINES MUST BE INCLUDED, OTHER POINTS MAY
BE ADDED
 TO BE WRITTEN IN PARAGRAPHS AND NOT TOO LONG, TO WRITE WITHIN
RECOMMENDED TIME AND GIVEN WORD LIMIT.
 FORMAL LANGUAGE, NO UNNECESSARY INFORMATION
 MUST HAVE KNOWLEDGE OF APPROPRIATE VOCABULARY, TECHNICAL TERMS
THAT SUIT A KIND OF WRITING
 AMPLIFICATION NECESSARY
NEWS REPORT
 HEADLINE
 SYLINE (MAY BE IMMEDIATELY BELOW HEADLINE OR THE END OF REPORT)
 TIMELINE (MUST BE REMEMBERED REPORT OF INCIDENTS COMES LATER)
 ASUMMARY (GIST OF THE WHOLE INCIDENT OF THE NEWS TO BE WRITTEN AS
THE OPENING SENTENCE (WHAT WHERE, WHEN
 DETAILS TO FOLLOW SUBSEQUENTLY
 IMPORTANT TO HAVE COMMENTS OF PEOPLE REGARDING THE INCIDENT.
 EYE-WITNESS ACCOUNT
ARTICLE
 HEADLINE
 BY LINE
 PURPOSE OF THE ARTICLE TO BE THOUGHT OF
 TARGET READER TO BE KEPT IN MIND
 ACCORDINGLY LANGUAGE TO BE USED
SPEECH
 GREETINGS
 REFERENCE TO THE OCCASION
 END WITH THANKS
PERSONAL PROFILE /STATEMENT
OF PURPOSE
 TO WHOM IT MAY CONCERN –
 AS HEADING OF THE WRITE UP

 COVER ALL GIVEN POINTS

 SIGNATURE AT THE END
2(II) PROPOSAL WRITING
 MARKS 10
 AS HEADING-PROPOSAL FOR…..
 INTRODUCTION: TWO POINTS AS DIRECT BENEFITS OF THE PROPOSAL TO BE
STATED IN ONE OR TWO COMPLETE SENTENCES
 STATEMENT OF OBJECTIVE: TWO BROADER BENEFITS OF THE PROPOSAL TO
BE WRITTEN IN ONE OR TWO COMPLETE SENTENCES
 LIST OF MEASURES: AT LEAST FOUR POINTS TO BE WRITTEN IN BULLETS. THE
POINTS INCLUDE PLANNING FOR EXCUTING THE PROPOSAL
 •A CONCLUDING SENTENCE-Eg Hope the proposal will be accepted
TRANSFORMATION OF
SENTENCES:
 Rewrite-adhere to given instruction/rule of grammar
 Do not change the meaning or sense
 Make minimum changes- no unnecessary changes
 Five sentences in Q3 of Paper 1-5 marks
ODD ONE OUT
 A: The hill near my village is the steepest
slope. B:There......
 A: As soon as the whistle blew, the train
lurched out of the station. B: No........
 A: You will freeze to death if you do not
wear a warm overcoat. B: Unless.......
 A: My aunt told me that her brother and
she had grown up in that village. B: My
aunt said to me................
 A: Both cat and the cat's tail did not come
in the way of the wizard. B:
Neither............
 There is no other slope as steep as the hill
near my village. steeper than
 No sooner did the whistle blow than the
train lurched out of the station. than the
whistle blew
 Unless you wear a warm overcoat, you
will freeze to death. do not
 My aunt said to me, "My brother and I
grew up in this village." village".
 Neither the cat nor its tail came in the way
of the wizard. it's tail
TRANSFORMATION OF SENTENCES:
SO/THAT- TOO/TO
 The news is too good to be true.
 Common errors:
 The coffee is so hot that she cannot drink it.
 The incorrect combination, e.g. very /that
 The coffee is too hot for her to drink.
 The pronoun/noun at the end of the too-to
sentences  The coffee is so hot that it cannot be drunk.
 The bag is too heavy for me to lift it.  The coffee is too hot to be drunk.
 But: The bag is so heavy that I cannot lift it.  The bag is so heavy that I cannot lift it.
 Change of tense
 The bag is too.......
 He is too proud to beg.
 He speaks too softly for me to hear him.
 He was so proud that he would not beg.

 Concepts: Adverb, Conjunction, Phrase/

 He speaks so........
Clause
TRANSFORMATION OF SENTENCES:
NO SOONER/THAN, HARDLY OR
SCARCELY/WHEN
 As soon as I finish my homework, I help my father organise
dinner. (Simple Present Tense)
 Common errors:
 No sooner do I finish my homework than I help my father
 The incorrect combination, e.g. No sooner/that organise dinner.
or Hardly/than
 Hardly (Scarcely, Barely) do I finish my homework when I
 Word order help my father organise dinner.
 No sooner than I saw the tiger I ran.  The car sped away as soon as the light turned green. (Simple
Past Tense)
 Change of tense
 No sooner did the light turn green than the car sped away.
 As soon as the sun rises, the mist dissolves. (Simple Past Tense)
(Given sentence is in the Simple Present
 The door bell had rung, and I was startled awake. (Past
Tense)
Perfect Tense)
 No sooner did (does) the sun rise than the mist
 Hardly had the door bell rung when I was startled awake.
dissolved (dissolves). (Answer has to use the
(Past Perfect Tense)
same tense as given sentence above)
 No sooner do I put my head on my pillow than my eyelid….
 Concepts: Conjunctions, Tenses, Sequence of
TRANSFORMATION OF
SENTENCES:
NOT ONLY / BUT ALSO
 Common errors  The rain delayed the band and the priest.

 The incomplete combination
Not only did the rain delay the band, (?) also the
priest.
 Word order
Not only the rain delayed the band but also the
priest.
 Change of tense
 Not only will the rain delay the band... (Given
sentence is in the Past Tense)
 Concepts: Conjunctions, Tenses,
Subject -Verb (inversion)
 The rain delayed not only the band but
also the priest.
 Not only did the rain delay the band but
also the priest.
 We shall splash in the puddles and dance
in the rain.
 We shall not only splash in the puddles but
also dance in the rain.
 Not only shall we splash in the puddles
but also dance in the rain.

A: They want popcorn and ice-cream.
B: Not only...
Not only do they want popcorn but also ice-
cream.
A: I am not impressed by either actor.
B: Neither..
Neither actor impresses me.
A: The stranger had walked off, and just
then my eyes fell on the wallet on the
ground.
B: No sooner
No sooner had the stranger walked off than
my eyes fell on the wallet on the ground.
A: I put the dishes away as soon as I finish
washing up.
B: Hardly
Hardly do I finish washing up when I put the
dishes away
TRANSFORMATION OF SENTENCES:
EITHER... OR/NEITHER ... NOR
 Common errors:  One of the two glasses is suitable.

 Subject-Verb mismatch  Either glass is suitable.

 Incorrect Pronoun form: Either her or me will  She will help you, or else I will.
help you.
 Either she or I will help you.
 Concepts: Determiners, Conjunctions,
 Both parents are not here for the PTM.
Subject Verb Agreement
 Neither parent is here for the PTM.

 Neither of the parents is here for the PTM.

 Both Tom and Jerry do not escape injury.

 Neither Tom nor Jerry escapes injury.

TRANSFORMATION OF
SENTENCES:
VOICE: ACTIVE/PASSIVE
 Common errors:
 The cat chased the mouse.

 The mouse was chased by the cat.

 Omission of necessary preposition The house  Who taught you English?

was broken. (omission of into)  By whom were you taught English? (Object Pronoun)
 Change of tense: transformed sentence
 By whom was English taught to you?
sometimes is written in a different tense
whereas only the form of the verb has to  The librarian issues a book to us every week.
change, not the tense
 A book is issued to us every week by the librarian.
 Concepts; Subject-Object (Direct, Indirect),
 We are issued a book every week by the librarian. (Subject Pronoun)
Participles, Tenses, Types of Sentences
 Someone broke into the house.
 Note: Voice can be changed only if the verb is
used transitively  The house was broken into. (May omit indefinite subject)

 The Perfect Continuous forms of the present,  Please shut the door.
past, future cannot be transformed in this way.
 You are requested to shut the door.

 Let the door be shut.

TRANSFORMATION OF SENTENCES:
SPEECH: DIRECT/INDIRECT
 Common errors:
 Tense change does not happen, especially
from Simple Past to Past Perfect
 Word order-Questions to Statements
 The reverse order of changes (Indirect to
Direct) is not clear
 Concepts: Tenses, Adverbs of
Time,Pronouns, Types of Sentences and
Word Order, the Infinite form of the verb,
Reporting Verbs, Interjections
 (The coach said, "Bravo! You have
snatched victory from the jaws of defeat"
 The coach exclaimed with joy (joyfully)
that we had snatched victory from the
jaws of defeat.)
 The child said to her friend, "I want to become a pilot when I
grow up."
 The child told her friend that she wanted to become a pilot when
she grew up.
 I said, “They will leave early tomorrow morning.”
 I said that they would leave early the following morning. All
around me.”
 The man says, “I hear strange noises all around me
 The man says that he hears strange noises all around him.
 The man detective said to the suspect, “Where did you go
yesterday?”
 The detective asked the suspect where he had gone the previous
day.
 Jenny said, “Please let me borrow your book.”
 Jenny requested me to let her borrow my book. (object to be
added)
 Their aunt said, “Let us go to the beach.”
 Their aunt suggested they go (or should go) to the beach.
TRANSFORMATION OF SENTENCES:
DEGREES OF COMPARISON
 No other sunset is as glorious as this.
 Common errors:  This is more glorious than any other sunset.
 Using the same degree of comparison albeit in a  This is the most glorious sunset of all.
different form: better and worse are the same degree-
 Few other (Very few) ducklings I have seen are as ugly as the one in the fairy tale.
This is better than that. That is worse than this. That
is not as good as this.  The one in the fairy tale is uglier than most other ducklings I have seen.

 Leaving out the 'other': the other excludes  The one in the fairy tale is one of (among) the ugliest ducklings I have seen.
comparison with the thing being compared to itself
 Renu was not the cleverest girl in class.
 Incorrect placement of phrase: Tiger Woods was the
most powerful golfer in the game. No other golfer  Some other girls in class were cleverer than Renu.
was as powerful as Tiger Woods in the game. No  Some other girls in class were as clever as Renu.
other golfer in the game was as powerful as Tiger
 The brown bear is as dangerous as the black bear.
Woods.
 Change of tense: transformed sentence often  The black bear is not more dangerous than the brown bear.
unnecessarily is in a different tense  My aunt walks as fast as my grandmother (does).
 Concepts: Adjectives, Adverbs, their Degrees of
 My grandmother does not walk faster than my aunt (does).
Comparison, Negative and Affirmative Sentences
 Double Comparatives (more greater) and Double
superlatives (most prettiest) must be avoided.
A: The yellow flower was prettier than the A: The climbers will have scaled the peak.
buds.
B: The peak...............
B: The buds
The peak will have been scaled by the
The buds were not as pretty as the yellow climbers.
flower.

A: By whom was this pen gifted?

A: Pride and Prejudice is the most delightful
book I have ever read. B: Who.

B: No Who gifted this pen?

No other book I have ever read is as

delightful as Pride and Prejudice.
TRANSFORMATION OF
SENTENCES: SIMPLE,
COMPOUND, COMPLEX
SENTENCES
 Common errors:
 Incomplete sentences (Fragments):
leaving a Complex Sentence incomplete
after beginning with a Subordinating
Conjunction-Although I was tired.
 Run on sentences: neither a full stop to
end a Simple Assertive Sentence nor a
Conjunction after the comma - I was
tired, I went to sleep.
 Concepts: Finite/Non-Finite Verbs, Clauses
SIMPLE SENTENCES, COMPOUND
SENTENCES
 The presentation is getting long now. (Simple - One
Finite Verb - One Independent Clause)
 The presentation dragged on, so I wanted a cup of tea
to stay awake. Compound - Two Finite Verbs - Two
Independent Clauses joined by a Coordinating
Conjunction - Refer FANBOYS)
 While the resource person droned on, I wanted a cup
of tea to stay awake. OR I wanted a cup of tea to stay
awake while the resource person droned on. (Complex -
Two Finite Verbs, One Independent Clause-
Subordinating Conjunction forming One Subordinate
Clause)
Applications:
 Punctuation: comma before Coordinating Conjunction
in Compound Sentences (unless clauses short or
conjunction joins words and short phrases); comma in
Complex Sentence if Subordinating Clause begins not
so if Subordinating Clause is the second half.
 Variation in writing: changing the type of sentences
TRANSFORMATION OF SENTENCES:
CONDITIONALS  If you do not have the documents, you will not be
allowed entry.
 Unless you have the documents, you will not be
 Common errors: allowed entry.
 Despite the heat, we soldiered on. (noun)
 Unless with the negative: Unless you do not
have the documents, you will not be allowed  Notwithstanding the heat, we soldiered on.
entry. (Unless = if not)  In spite of feeling hot, we ran the marathon. (Participle
 Despite followed by of: Despite of the ache, (verb))
she played.  Notwithstanding that we felt hot, we ran the marathon.

 Sequence of tenses in Conditional Sentences: If  In spite of the fact that she apologised, we did not
I knew her address, I would have written to her. make up. (Verb)
(would write)  Notwithstanding that she apologised, we did not make
up.
 If I would have known-her address, I would
have written to her. (had known)  Brush your teeth in case you get cavities.
 Concepts: Conditional words, Sequence of Tenses,  Brush your teeth, lest you get cavities.
Dependent/Independent Clauses (for mandatory  Brush your teeth, lest you should get cavities.
punctuation)
TRANSFORMATION OF SENTENCES:
OUGHT, LITTLE DID/ DOES  One should steel oneself for the worst.

 One ought to steel oneself for the worst.

 Common errors:  Promises should be kept.

 Promises ought to be kept.

Word order-He ought to not-have done  He should not have done that..
that.  He ought not to have done that.
 Concepts: Modals, Word Order

 I had no idea that I was being robbed.

 Little did I know that I was being robbed.

 They hardly knew what lay in store for them.

 Little did they know what lay in store for them.

 The poor man has no idea that his car has been stolen.

 Little does the man know that his car has been stolen.
TRANSFORMATION OF SENTENCES:
RATHER, PREFER
 She likes dancing more than she likes painting.

 She would rather dance than paint.

 Common errors:  She would much rather dance than paint.

 She prefers dancing to painting.
Prefer than-prefer to  He prefers planting roses to lilies.
 He would much rather plant roses than lilies.
 Concepts:
 I drink tea instead of coffee.
Conjunction/Preposition,  I drink tea rather than coffee.
Verb/Noun  Instead of popping a ready-to-eat meal in the
microwave, Jenny made some soup for herself.
 Rather than popping a ready-to-eat meal in the
microwave, Jenny made some soup for herself.
 In preference to popping a ready-to-eat meal in the
microwave, Jenny made some soup for herself.
TRANSFORMATION OF SENTENCES:
NONE BUT  Only my neighbour knows where the rain
seeps in.
 None but my neighbour knows where the
 Concepts: Subject-Verb Agreement
rain seeps
 None but the red battery was usable.

 Only the red battery was usable.

 All those on the panel are teachers.
 None but teachers are on the panel.

 Note: 'None but' usually means a singular

subject, but occasionally the context may
imply plural subjects.
TRANSFORMATION OF SENTENCES:
IN ALL PROBABILITY, COMPRISE, QUESTION
TAGS
 The start-up is probably not going to break  Statement + tag question (note the
even for another six months. comma)
 In all probability, the start up is not going  You do want the bouquet, don't you?
to break even for another six months.
 That had not gone down well, had it?
 Concepts: Tense, Negative and Affirmative
 There are three books per volume.
 Each volume comprises three books.
(Common error: comprises of)
 PHRASAL VERBS
 Note: Pairs of phrasal verbs are given in
consecutive sentences.
 Ten blanks in Q3 of Paper 1-5 marks
 'a phrase that consists of a verb with a preposition or
adverb or both, the meaning of which is different from
the meaning of its separate parts' Cambridge Dictionary
 The machinery broke down and production got
delayed.
 My skin is so sensitive that it breaks out in allergic
rash.
 They have called off the event due to the heavy rain.
 Seeing her in the distance, we called out loudly to her.
 Do look into the matter and write a report.
 We all look up to our heroes.
 The military coup brought down the government.
 I brought my parents around to my way of thinking
after much persuasion..
 They gave out flyers to passing pedestrians.
 The carnivorous plant gives off a terrible smell.
 CORRECT FORM OF WORDS IN
GIVEN PARAGRAPH  The day began like any other. Mrs Morse woke to
the sound of the bird outside her window chirping
 Participle (1) (chirp) as always. She stirred (2) (stir) and
 Tense-Simple Past reached out for her robe. She knew she had draped
(3) (drape) it over the back of the chair near her bed
 Tense-Past Perfect just before falling asleep. With a click of
 Infinitive exasperation (4) (exasperate), she turned to look (5)
(look) in the direction of the chair. There was (6)
 Tense-Simple Past (be) nothing there. "Where could I have put (7)
 Tense-Present Perfect (put, I) it?" she wondered, staring (8) (stare) at the
empty chair. She looked at herself in the mirror
 Participle
opposite. "You have become (9) (become) very
 Participle/Principal Verb for given Auxiliary forgetful," she told (10) (tell) the rumpled figure
 Tense-Simple Past
that stared back at her.

 Note: Sometimes, the answer is not a Verb Form

but a Noun - as in 4.  Ten blanks in Q3 of Paper 1-5 marks
PASSAGE OF ABOUT 500 WORDS THAT WILL
EVALUATE

 Vocabulary
 Comprehension of given matter: read, infer, apply
 Summarising main points of significant section of passage

 Note: passage should not be from prescribed text

VOCABULARY
(b) For each of the words given below, choose the
(a) Given below are three words and phrases.
correct sentence that uses the same word
Find the words which have a similar meaning unchanged in spelling, but wit a different meaning
in the passage: [3] from that which it carries in the passage: [3]
(1) down
(1) arousing disgust (A) My pillow is soft because it is stuffed with
(2) found out down of the eider (same meaning)
(B) The sheep stood grazing in the downs.
(3) Distended (change of form)
(C) Anti-aircraft guns down enemy bombers.
 revolting-repulsive? (D) She played down his role in the quarrel to
 • discovered protect him. (part of a phrasal verb/compound
word. E.g. ice pick cannot be the correct choice
 • inflated for 'pick')