Checkpoint English 0844 — Grammar, Punctuation & Vocabulary (Paper 1 Section C)

How to decide: a noun names a thing (whale); a verb is an action (dived); an adjective describes a noun (enormous whale); an adverb describes a verb — often -ly (dived quickly); a pronoun replaces a noun (she).

LO: 6Ro2 — understand different word classes.

Working: A preposition shows position or direction — where something is. The robin perched on the branch. (Other prepositions: in, under, beside, through, after.)

LO: 6Ro2 — understand different word classes (prepositions; builds on 5Wp5).

Working: It has one main clause and one verb (hunted), and no joining word. One complete idea = a simple sentence.

LO: 6Wp2 — develop grammatical control of complex sentences (recognising sentence types).

Working: Two main clauses that could each stand alone, joined by the conjunction and = a compound sentence.

LO: 6Wp2 — develop grammatical control of compound and complex sentences.

Working: A main clause plus a subordinate clause that cannot stand alone (‘because it was hungry’) = a complex sentence. Words like because, when, although, if often start subordinate clauses.

LO: 6Wp2 — develop grammatical control of complex sentences.

Working: The main clause makes sense on its own: ‘the pupils left the classroom’. ‘When the bell rang’ is a subordinate clause — it cannot stand alone.

LO: 6Wp3 — distinguish the main clause and other clauses in a complex sentence.

Working: An adverb tells you how the action happens. ‘Moved how? — slowly.’ Many adverbs end in -ly.

LO: 6Ro2 — understand different word classes (adverbs).

Working: Adjectives describe nouns. ‘ancient’ describes the castle and ‘narrow’ describes the staircase.

LO: 6Ro2 — understand different word classes (adjectives).

Working: present tense with singular subjects, so add -s.

1. bake → bakes (the baker — singular).
2. open → opens (the shop — singular).

LO: 6Rv2 — understand the conventions of standard English usage (subject–verb agreement).

Working:

1. sang → sing ('the birds' is plural, so no -s).
2. rose → rises ('the sun' is singular, so add -s).

LO: 6Rv2 — conventions of standard English usage (tense and agreement).

Working: In the passive, the thing the action happens to comes first (the ball), then the verb ‘to be’ + past participle: was chased, then ‘by the dog’.

LO: 6Rw11 — explore the use of active and passive verbs within a sentence.

Working: Passive present tense = ‘are’ + past participle. The apples receive the action, so: are picked.

LO: 6Rw11 — explore the use of active and passive verbs within a sentence.

Working: One baby owns the toys, so add an apostrophe + s to the owner: baby’s toys. (The apostrophe shows possession, not a plural.)

LO: 6Wp5 — punctuate speech and use apostrophes accurately (possession).

Working: The spoken words go inside the speech marks, and the punctuation belonging to the speech (the exclamation mark) stays inside the closing speech mark. ‘she’ is lower-case because it is not the start of a new sentence. So: “What a beautiful song!” she whispered.

LO: 6Wp5 — punctuate speech and use apostrophes accurately (direct speech).

Working: a synonym must keep the sense of the sentence.

1. basic → simple / initial / plain.
2. refine → improve / develop / perfect.

Many answers are accepted as long as the meaning is kept.

LO: 6Wa3 — explore definitions and shades of meaning and use new words in context (synonyms).

Working / model answer: ‘We were happy when the sun came out.’ Two fixes: ‘we was’ → ‘we were’ (subject–verb agreement), and ‘come’ → ‘came’ (past tense). (A capital ‘W’ at the start is also expected.)

LO: 6Rv2 — conventions of standard English usage (verb agreement & tense). Open item: keyword auto-graded, model answer shown.