Mrs Cullis’ Classes – Spellings

Mrs Cullis’ sets Yr. 10 and 11D Spellings for 9th Oct
  1. Roughness
  2. Destruction
  3. Wildness
  4. Vehemence
  5. Rage
  6. Uproar
  7. Storminess
  8. Atrocity
  9. Inhumanity
  10. Enmity
9BX Spellings for 9th Oct.
  1. Imploringly
  2. Fluctuated
  3. Dowry
  4. Agile
  5. Immense
  6. Fictitious
  7. Fraught
  8. Prodigiously
  9. Dispatched
  10. Boisterous

Years 7-9 – How to answer all of the Qs on your exam

Read the document thoroughly.  ensure that you pay close attention to what you do in each question and how long it should take you.

Paper 1 Overview

Some of you may find it useful to learn some of these sentence stems for each question.

Language Paper 1 Sentence stems

There are some additional practice papers attached below:

The Woman in Black INSERT Paper 1 RB

The Woman in Black Paper 1 RB

AQA Paper 1 Section A To Kill a Mockingbird extract MLy


Year 9 Grammar – ‘Have’ ‘Of’

Year 9, Week 7

‘Have’ and ‘Of’

Revise this information from Year 7:

When we contract could have or would have into could’ve and would’ve, it might sound like you are saying could of and would of. Could of and would of are incorrect and do not mean anything

I could have gone home.        I could’ve gone home.                                  I could of gone home. x

I would have gone home.       I would’ve gone home.                                 I would of gone home. x

It is a good idea to memorise the type of words that have usually goes with. These are called modal verbs and they suggest how likely it is that something will happen.

Modal verbs

may   – It may have already started.

must   – It must have been his turn.

would – He would have been one hundred and ten today.

could – I could have gone home two hours ago.

shall –  I shall have bought one by next week.

should – I should have returned it.

might – He might have been there.

Verb agreement: It is important when you are writing to remain in the tense that you started writing in, unless you are making a deliberate change. This means that all of the verbs you use need to agree with the tense that you want to write.

Verb agreement in the past tense
It is usually easiest to stay in the correct tense when you are writing in the past tense as most stories are written in the past tense and we usually tell stories in the past tense. However, it is possible to get confused:
I lived in a town where there are lots of other teenagers.

Even though you might think that the town still has lots of teenagers, you need to keep the sentence in the past tense. The correct way to write this would be:

I lived in a town where there were lots of other teenagers.

Verb agreement in the present tense
The present tense can be more difficult to control as we are more used to using past tense forms and these can often creep in:
There is a girl on the bus in front of me. She picked up her bag and moved forward. I stare out of the window.

This example has a mixture of present and past tense verbs. The paragraph began in the present tense, however, with is so should continue in this way. Picked and moved are past tense verbs and so have been misused.

The paragraph should read:

There is a girl on the bus in front of me. She picks up her bag and moves forward. I stare out of the window.


Year 9 Grammar – Revise the main word classes

Year 9, Week 6 – Revise the main word classes:

Nouns: These are words for things.

Common nouns are words that name a type of person or thing e.g. dog, caretaker, man, clarinet, doctor.

Proper nouns are words are the names of particular people and places, groups, months and days of the week. They always have a capital letter.

e.g. Arsenal, January, Tuesday, Jonathan, London

Collective nouns are words for a group of things.

e.g. pack of wolves, pride of lions, school of fish, bunch of flowers, herd of cows, fleet of lorries

Abstract nouns are things, ideas or concepts that you cannot touch, see or hear.

e.g. anger, happiness, freedom, joy, life, truth, boredom, wish, confusion

Verbs: These are words for actions

e.g. kick, wish, jump, eat, throw, shout

They are also words for being, using the verb to be

e.g. am, is, were, are, was

Verbs can help to form the active voice when the person doing the verb comes before the verb e.g.

e.g. Darren made a lasagne.

In the passive voice, the person doing the verb comes after the verb. Darren is no longer the subject of the sentence but he is still doing the verb.

e.g. The lasagne was made by Darren.


Adjectives: Adjectives help to describe nouns.

e.g. The blue hat looked best.                    I was very anxious.                          The ice-cream was huge.

Comparative adjectives COMPARE things to other things

e.g. good                                            has a comparative adjective :                                    better

Superlative adjectives compare things to other things by saying that they are the most successful at what they do!

e.g. good                                             has a superlative adjective:                                         best

You may remember that there are different spelling rules to forming comparative and superlative adjectives.

Adjective Comparative adjective Superlative adjective
tall tall + er     = taller tall + est = tallest
large large + r = larger large + st = largest
big big + g+er = bigger big + g + est = biggest

Two syllable (and more) adjectives do not change like this. Instead, you add more or most to make the comparative and superlative forms.

Beautiful                                                     More beautiful                                                         most beautiful



Adverbs help to describe verbs.

e.g. He walked away slowly.       Or       Suddenly, I could see further.

Most adverbs end in –ly but not all. For instance, John came home late. Late is an adverb as it qualifies how John does the verb.

Adverbs can also help to describe adjectives.

Very, really and quite are all adverbs that help to describe adjectives:

e.g. a very happy dog

Adverbs can also help to describe other adverbs

e.g. Aisha runs really slowly.

Grammar – Year 9, Week 5

Contractions with apostrophes

Revise the following from Year 7…

Apostrophes show where a letter is missing in a contraction.

For instance, when do not is contracted to don’t, we use the apostrophe where the o is missing.

Other examples:

you have = you’ve

we are = we’re

cannot = can’t

I am = I’m

They are = they’re

Does not = doesn’t

I have = I’ve

Things to watch out for:

The contraction of I would and I had is the same:

I would = I’d   I would like to go.     I’d like to go.

I had = I’d I had no chance against her.    I’d no chance against her.

Let’s is a contraction of Let us e.g. Let us go home is normally said and written Let’s go home.

Lets without an apostrophe means allows e.g. She lets us use our phones for research.

Final point on apostrophes:

The important thing to remember is that you never use apostrophes for plurals, which some people do by mistake e.g. I have twelve apple’s.