Year 9

Grammar booklet and

revision resource with
tasks
Active: Where the subject of the preform the action Interrogative: to ask querys
Aaron kicked the ball What is a planet?
Passive: Where the subject of the action is done to it Imperative: to tell people what to do
The ball was kicked by Aaron Tell me what a planet is.

Verb Forms Revision

Verbs may be written in different ways depending on the job they do:
Example:
Verb: Use:
Interrogative To ask questions. Were you there?
Imperative To give orders, commands and requests. Search for it.
Active Where the subject of the verb performs the Fred drove the car.
action.
Passive Where the subject of the verb has something The car was driven by
done to it. Fred.

Copy the sentences. Say whether they are interrogative, imperative, active or
passive.

a) Come to the football game with me. inperative

b) What time does it start? Interrogative
c) The football was kicked away by the goalie. Passive
d) The programme was paid for by Dave. Passive
e) Dave’s mum drove us home from the match. Active

Copy the instructions and underline the imperative verbs.

First, turn on the warm water and fill a bowl. Add washing up liquid to the water
and stir to make bubbles. Pull on rubber gloves to protect your hands. Place dirty
cups, plates and cutlery into the bowl. Using a sponge or brush, scrub items until
they are clean. Place in drainer to dry.

Write step-by-step instructions for making buttered toast. Underline your

imperative verbs.

Rewrite this extract, changing the passive verbs to active ones, like this: The chef
shaped the dough and placed it…
The bread dough was shaped by the chef and was placed into a bread tin. It
was then covered by a cloth and left to rise until it was seen to double in
size. The oven was heated to 230 degrees and the bread baked for 35
minutes.
Changing parts ofspeech.
The building blocks of sentences are called ‘parts of speech’ and they can be changed to
vary the meaning or sense of a sentence. They can be prefixed or suffixed (something
added to the front or end of the word) and some words can fall into two parts of speech
depending on their context.

E.g. ‘Leaf’ can be used as a noun and a verb – The leaf fell from the tree / He leafed
through a magazine.

Copy each sentence and underline the verb, then rewrite each sentence using the ‘ing’
and ‘ed’ form of the verb. The first one is done for you.
a) Julius Caesar invades Britain/Julius Caesar was invading Britain/Julius
Caesar invaded Britain. Mr brown was waking quickly away
b) Paul copies Emma’s email address Mr brown walked quickly away
c) Mr Brown walks quickly away. The army was defending the camp
d) The army defends the camp. The army defended the camp

e) Ben and Marcus try hard to pass their exams.

Write a sentence for each of the following words using it as the part of speech
indicated.
a) giant (noun) b) ring (verb) One of the principle's job is to ring the bell.
c) giant (adjective) d) pine (noun) I was lost and all I saw was pine trees.
e) lie (verb) f) pine (verb) I pine to eat ice cream when it is hot.
g) lie (noun) h) along (preposition)
i was driving along a narrow road.
i) fall (noun) j) along (adverb) I ran along a car nearly beat it.
k) fall (verb) l) blossom (noun)
m) ring (noun) n) blossom (verb)

Write sentences beginning with active verbs (verb + ing) using the sentences below,
written in the present tense. You will have to extend the sentences with a clause of your
own. E.g Snapping his jaws, the alligator gobbled up the fisherman.

a) The alligator snaps its jaws. b) My favourite band tours all over Europe.
c) My mum snores loudly. d) Dad stops at the traffic lights.
e) All the children behave well.
Spelling and Vocabulary - Plurals

1. babies 11. donkeys

2. benches 12. dresses
3. buses 13. dwarves
4. calves 14. foxes
5. chiefs 15. graves
6. cities 16. handkerchiefs
7. clashes 17. hoaxes
8. coats 18. jellies
9. cuffs 19. knives
10. days 20. leaves

Vocabulary Task: Write a short, rhyming poem using some of the plurals in your spellings.

Connecting Clauses
A clause is a group of words. It can either be used as a whole sentence (simple) or a part
of a sentence (compound or complex). It doesn’t necessarily make a sentence on its own.
It contains a verb and a subject.

This is a single clause sentence.

Tina went to the shops. – ‘Tina’ is the subject and ‘went’ is the verb.

This is a two clause sentence, joined with a connective.

Tina went to the shops so she could buy a book.

[---------clause 1--------] [--------clause 2--------]

1. Copy each pair of single clause sentences and join them using a suitable connective to
make a compound sentence.
i will not talk to her because i don't like her
The giant looked big, and he was friendly
My bag was small, but it was very heavy
The dog ran away as the cat hissed at it.

a) I will not talk to her. I do not like her. b) There was no moon. It was difficult to see.

c) The giant looked big. He was friendly. d) The TV was annoying. It was much too loud.

e) My bag was small. It was very heavy. f) She listened at the door. She heard nothing.

g) The dog ran away. The cat hissed at it. h) I saw the lions at the zoo. I was a bit scared.

Join up these sets of three single-cause sentences, making them into complex sentences.
The first one is done for you.

a) Our teacher walked into the hall. She sat at the piano. She played it softly.
Our teacher walked into the hall, sat down at the piano and played it softly.
b) The leopard climbed down from the tree. It crept through the undergrowth. It chased
the antelope.
c) The two boys stood in front of him. He tapped them on the shoulder. He could not see
any of the match.
d) I cannot lift the bag with my hand. It is painful. I injured it yesterday.
e) The castle stood on the slope. It was under siege from all sides. It looked like the enemy
would win.
f) The manager shouted at the girl. She was late for work again. This was the third time in a
week.
Choose three of the above sentences and create as many different sentence structures
as you can, maintaining the meaning. Try starting with an active verb (verb +ing) or an
adverb.

Sentence Construction – Complex Sentences

A simple sentence contains just one clause. A simple sentence makes sense on its own: My nose
is red.

A complex sentence contains a main clause and at least one other, less important clause.
The less important (subordinate) clause does not make sense by itself: My nose was red
because I had a bad cold. [main clause] [subordinate clause]
Simple sentences can only provide basic information. A subordinate clause adds extra detail
and interest to a sentence and makes it into a complex sentence.

Copy the sentences. Underline the verbs. Write by the side of them whether they are
simple (S) or complex (C) sentences. Explain why. The first one is done for you.
a) My books are in the desk. (S) This is a simple sentence because it contains only one
clause
All the snow melted because the air temperature rose in the country. (C) This is complex because it has a main
clause and the subordinate clause
I visited Paris. (S) This is simple because it has a subject, verb and an object.
We visited France where I saw many fascinating castles. (C) This is complex because it has a main clause and the
subordinate clause
All the dogs in thetook
b) She kennels
my barked
booksloudly. (C)as
as soon This
theis teacher
complex because
looked itaway.
has a main clause and the subordinate
clause
c) Water leaked out.
d) Water dripped out where the drainpipe was leaking.
e) Our snowman melted yesterday.
f) All the snow melted because the air temperature rose in the country. g) I visited Paris.
h) We visited France where I saw many fascinating castles.
i) All the dogs in the kennels barked loudly.

Make these simple sentences into more interesting complex ones by adding a subordinate
clause to each. You will find examples of helpful connectives in the box.

a) Katie did not understand b) The rider fell off her horse where,
c) It will not be possible to travel d) She had three stitches in her elbow unless,
e) The house fell down f) It is best to check the bus timetable although, so
g) He visited the ancient ruins h) Harry caught chicken pox whether,
i) She stood on the chair j) The bike will go off the road when,
until,
because,
Underline the subordinate clauses you have added to the sentences
before, if
above.

Extending Sentences

You can make your writing more interesting by extending your sentences.
There are many ways of doing this.

You can ask yourself questions about the facts of what you have written: When? Why? How?
Where? The answers to these questions will be phrases or clauses.

Phrases are small groups of words. They form part of a sentence but not a sentence by
themselves, because most of them do not contain a verb:
The man walked down the road. When? The man walked down the road in the early hours of the
morning.

Extend these sentences by asking 'When?' Underline the phrase or clause you have added.
a) I need to do my homework… b) The firefighters had put out the fire…
c) My aunt travelled to Cyprus… d) England won four-nil…
e) The temperature never rises above freezing… f) Two fans travelled to see the rock band…

Extend these sentences by asking 'Why?' Underline the phrase or clause you have added.
a) The owls flew from the nest… b) It rained heavily…
c) The arctic has six months of darkness… d) My sister sat in the living room…
e) Suddenly, there was a loud noise… f) Max decided to dig a hole…
g) I saw the man take the bag… h) Our teacher told us to read the board…

One way of extending your sentences is to add more detail.

Consider this simple format: The dog followed the man. This is not a very interesting
sentence. Write more about the dog and the man. Add some adjectives: The brown dog
followed the tall man. Use a different verb: The brown dog shuffled behind the tall man.
Add an adverb: The brown dog shuffled painfully behind the tall man. Add facts: The
brown dog from the rescue centre shuffled painfully behind the tall man. Add another
adjective: The brown dog from the rescue centre shuffled painfully behind the tall, burly
man. After extending this sentence, how do you feel about the dog and the man?

Follow the above format to make these 'uninteresting' sentences more

interesting.
a) The man walked down the road.
b) Two boys came to school.
c) The girl listened to the music.

Sentence Construction – Ambiguity

Words are ambiguous when they can have more than one meaning. Often, ambiguous phrases are
funny.

• I saw an elephant in my pyjamas. (Were you wearing your pyjamas when you saw
the elephant? Was the elephant wearing your pyjamas when you saw it?)
Pronouns are used to avoid repetition. Trying to avoid repeating nouns, can sometimes produce
an ambiguous statement.

• If your kitten does not like fresh milk it should be boiled.

The pronoun 'it' should refer to the milk: it should be boiled. However, it sounds as if the
pronoun 'it' refers to the kitten and as though the kitten should be boiled. To avoid ambiguity
you often have to restructure the sentence: Milk should be boiled if your kitten does not like
it fresh.
For each of the following words write two sentences to show that the word can have
more than one meaning. Use a dictionary to help. An example is below.
Spring - We drank water from the spring. See the rider spring onto his horse.

a) match b) well c) blind d) seal e) fine f) ruler g) strike h) mine i) pound

Explain what is ambiguous in each of the following sentences.

a) I paint myself in my spare time.
b) I shot an elephant in my dressing gown.
c) I have a cure for spots which I have developed over years.
d) Keep these tablets in a cabinet and if you have young children in the house, lock them
away.
e) The sergeant made the soldiers take off their back-packs and then he threw them all in
the river.
Rewrite the sentences above so that they have one sensible meaning.

Explain the two meanings that each of the following sentences could have.
a) The jeweller took the chain from her neck and polished it.
b) You will all go outside and collect the rubbish left from yesterday, including the
teachers.
c) Whenever my sisters make gingerbread-men for me at school, they look really happy.
d) The surgeon told his patient that he would feel no pain.
e) I enjoy eating spaghetti more than my friends.

Write each of the sentences again to make the meaning clear. You may need to
restructure the sentence or to split each example into more than one sentence.

Accuracy Commas
Using full stops and capital letters correctly is a level
3 skill! Accuracy across a range of punctuation and
1. Words in a List
grammar is essential for hitting level 5 and using
punctuation for effect is key to success in level 6+.
Get practising your accuracy now to make sure you Use commas to separate three or
don’t miss out on those crucial levels. more words in a list.
 Always use a full stop at the end of a Andrew's favourite sports are
sentence. Use more full stops and shorter football, badminton, rugby and
sentences to create tension. Use longer cricket.
more descriptive sentences, with fewer
2. Subordinate Clauses
full stops, to explore in more detail. Use a
A subordinate clause has a subject
. combination of these for variety and
and a verb but doesn’t make sense on
range. Always use capital letters for the
its own. Place a comma after a
names of people, places, days of the week,
subordinate clause that begins a
months of the year…Capital letters are a
sentence.
level 3 skill and you MUST use them
correctly.
When I go to the cinema, I like to eat
You can use a semi colon instead of a popcorn.
connective to link two sentences together
;
when the subject of the second sentence
3. Phrases
is very closely linked to the first.
You can use a colon to introduce a list.
A phrase is a word or group of words
: Make sure you separate the items on your
that explains another word in a
list with commas.
sentence. Use commas to set off a
Use an apostrophe for a contraction or phrase from the rest of the
for possession. A contraction is when two sentence.
words have been joined together e.g. don’t
and the apostrophe indicates the missing
Mr Long, my favourite teacher, gave
‘ letter. For possession the apostrophe goes
us extra homework today.
before the s e.g. Bob’s
car, unless the possession is plural e.g. the
4. Introductory Words
teachers’ staff room or the word ends in s
e.g. James’ book.
Use speech marks at the beginning and Place a comma to separate
the end of the words that are spoken. introductory words and phrases, such
Use a punctuation mark before the as a) connectives b) discourse
speech marks close. Start a new line for markers and c) the name of a person
the sentence addresses directly.
a new speaker. Use a comma before the
“ first speech mark and/or before the
“ last speech mark. Use a capital letter to a) However, I don’t believe this to
begin the speech. be the case.
b) Yes, I would like some more
sauce on my pasta.
c) Dan, is this your key?
Firstly Discursive Markers
Likewise
Secondly Above all Obviously

However
…because/as For example Evidently

Although
Consequently …such as… Surely

Nevertheless
Therefore …also Certainly

Despite this
Accordingly …as well as Furthermore
Alternatively
Since …as suggested What is more
Whereas
by
Thus Moreover
In particular
To show that
…so… In addition
Notably
It would seem
Hence To sum up
…more important…
In fact
Equally Finally
Significantly
Clearly
Similarly In conclusion
Specifically
…of course
In the same
…especially
way Naturally

As with
 Use a wider variety of connectives
Use a wide variety of connectives to help link your ideas, sentences
to help link your ideas, sentences and paragraphs to give extra and
and paragraphs. You may already
use sequencing, cause and
Writer’s different information. You will
present ideas more clearly if you
can use emphasising connectives,
effect, comparing and
contrasting connectives when you
wordbank or connectives that express
opinions, recognise others’
write. opinions, show interpretations or
explore meanings.
Sequencing Cause and effect Expressing opinions
apparently certainly e
because so as
firstly fortunately in
a result
the most important reason my experience
thus therefore
secondly naturally logically
consequently
in addition
oddly officially in
another Comparing my view
this is also true of
possibly rationally
next subsequently equally similarly in
superficially
the same way
finally after surprisingly
before likewise like
as
understandably
in conclusion with unfortunately of course
to sum up incidentally
Contrasting
Emphasising
Recognising others’ whereas
emphasising above all opinions alternatively
in particular instead of
especially significantly some people may think that otherwise
notably clearly mo
it is often said that unlike on the
other hand
Showing people may disagree
interpretations many people seem to think Exploring meanings
that
alternatively this could mean
on the other hand most people would agree it may be
a different way of it is hard to ignore this suggests perhaps
looking at it seems to me that if
it could be argued that
this is on the face of it
looking at it this way

Punctuation
Punctuation allows you to express your ideas clearly. You should aim to use a wide variety of punctuation
marks accurately in your writing.

Full stop. Question mark? Exclamation mark!

This is the most common way to This is used at the end of a sentence This is used to express strong
mark the end of sentence and is that asks a question. feelings, excitement or orders.
used for statements.
How many people are afraid of Afraid of spiders? Not me!
Most people are afraid of spiders?
spiders.

CAPITAL LETTERS Comma, Speech marks “…”

Capital letters mark the Commas are used to show a pause. These are used at the beginning
beginning of every sentence. This can be to… and end of speech (words spoken
They are also used with proper out loud). The punctuation mark
separate two parts of a sentence,
nouns (names of people, places, for the words spoken goes inside
sometimes joined by a connective, e.g.
days of the week and months), the speech marks.
First came the lightning, then the
Once upon a time … thunder. Fred asked, “Would you like some
chocolate cake?”
Fred separate words in a list
London separates a phrase or clause that
gives extra information, e.g. Fred, a
Friday
boy in my class, was late for school.
July

Brackets (…) Colon: Inverted commas or quotation

marks ‘…’
These are used to mark off extra A colon is often used at the start of a
information that isn’t part of the list: These are used at the beginning
main sentence. and end of quotations (words and
To do well in your test you will need:
phrases taken from a text).
England (last year’s winners) will good revision notes, a nutritious
play India in November. breakfast and a decent night’s sleep Macbeth says, ‘This is a sorry
sight.’

Apostrophe Semi-colon; Dash –

Apostrophes have two functions: A semi-colon indicates a stronger A dash is used to give extra
pause than a comma and has two information in an informal way, as
to show that a letter(s) has been
main functions: you would separate two clauses
left out, e.g. I’m, haven’t.
with brackets or commas.
to separate main clauses that are in
to show possession, e.g.
some way connected, e.g. That night I A dash can also be used to
Newcastle’s team, last year’s
crept out of the house; I would never emphasise the word or phrase
winner.
see it again. that follows it, e.g. It was more
NB. Don’t confuse it’s (meaning than just good – it was perfect.
or they can break up lists containing
‘it is’) with its (meaning
more than one word, like a comma, Dashes can sometimes be used
‘belonging to it’, e.g. Its
e.g. Before the picnic we packed to show a sudden shift in thought,
branches swayed in the wind).
everything: a box for the plates and e.g. What she demonstrated was
cutlery; cartons of sandwiches; two incredible – or so we thought.
bottles of lemonade; a table cloth and
napkins.
More punctuation

 Colons are used to introduce a list:

They urgently needed some shopping: milk, cheese and toilet paper. These are some of our
classroom rules:
1. No shouting out.
2. Treat each other with respect.
3. Work hard.

 You can also use colons to join main clauses without a conjunction, where the second
clause provides further explanation or an example to the sentence which came before:

She was sure of one thing: she was not going to watch that again.
The rule is simple: never speak to me during ‘Big Bang Theory’.

 You can also use colons to introduce quotations or direct speech:

The film contains the best quote of all time: ‘I’ll be back!’

Add a colon where appropriate:

1. He is addicted to coffee he drinks five cups a day.

2. I’ll tell you my favourite programme EastEnders.
3. She didn’t have much in her bag a phone, three sweets and a bag of peanuts.
4. Last night I ate the most delicious food ever my Gran’s roast is incredible.
5. I love Joey Essex he’s handsome and funny.
Looking at Structure
Story Structure (narrative/descriptive) – Parts of a Story
Directions: Take a story that you have read or a film that you have seen and identify the parts of the story. You may use the
story that you read last night or any other.

My Mentor
Title of Work: ______________________________________________________________________

1. Exposition: Tyson Smith

Characters and the setting.

Events before the conflict is introduced

Searching for my mentor

2. Inciting Incident: ________________________________________________________________
What initiates the conflict?
My mentor is now where to be found and he's been missing for 18
years.
 _____________________________________________________________________________________________________

3-4. Rising Action: List some events that occur before the climax.

A. Tyson misses his mentor

.He goes to visit his mentors home and finds a clue his his location.
B. ___________________________________________________________________________

C. Sails on a boat to a ocean and gets eaten by the waves

5. Climax: Tyson ends up with his mentor and they work on building a boat to go home.
The turning point

6-7. Falling Action: List some events that occur after the climax.
They set sail.
A. _____________________________________________________________________________

B. They see land.

All of a sudden, their ship breaks and they start to sink.
C. _____________________________________________________________________________
They suddenly get caught in a fishing net.
8. Moment of Final Suspense: _____________________________________________________
Is the character tested a final time? How?
They had to find their home without any devices.

9. Resolution: He remembers what his grandfather taught him and navigates his way home
How the story ends.

10. What does the main character learn or how does the main character change during the climax?

Text Structure
Directions: Read the passages and on a sheet of paper, identify the main pattern of organization used in
each paragraph and put information from each passage into an appropriate planning device. Feel free to
make changes to the planning devices, if necessary.

Chronological Sequence Cause and Effect Problem and Solution Compare and
Contrast
Cause 1

Cause 2 Effect

Cause 3
1. Why Do We Have Schools?

Education in our society serves many purposes, but there are three main functions. First, students learn skills
that will help prepare them for society. Writi g, readi g, a d athe ati s are esse tial i today’s workpla e
and many people learn these skills in school. Second, schools serve communities. Whether by functioning as
polling locations during elections, or providing safe havens for students in temporary living situations, public
schools add value to communities. Third, public schools provide a structured environment for children to
engage in productive activities during many days of the year while their adult caretakers may be working. In
other words, public schools also provide day care. These are three of the primary reasons why we have
schools in our society.

2. Milestones

In 1871 the first public secondary school in Britain was founded. By 1900, all children were required to attend
school from the ages of 8 to 12. As a result, by 1910 92 percent of British children attended school. Half the
nation's children attended one-room schools. In 1918, every state required students to stay in school until the
age of 14. By the 1950s, almost all children were staying in school until the age of 15 and in the 1960s, it was
made compulsory for all students to stay at school until they were 16.

3. Have a Great Day

There is more than one way to have a successful school day, but a great way is to be well prepared. The first
thi g you should do is o plete your ho ework the ight efore. Do ’t try to do your work i the or i g, it
will be too stressful and you may not have enough time. Next, you need to go to bed at a reasonable time. If
you stay up too late, you will not be able to focus on assignments or instruction as well and you may even fall
asleep during class. Lastly, you should wake up early. This will give you time to get ready and feel good about
yourself, a d you’ll also e a le to get something to eat before the day begins. So remember, one way to
have a successful school day is to do your homework the night before, go to bed early, and wake up early.
Have a great day.

4. Attendance

Having good attendance is important because atte da e deter i es the s hool’s fu di g. So e stude ts
have poor attendance, and the school has tried many ways of addressing this: teachers have talked to parents
on the phone and the school has mailed letters. Yet, some students still maintain poor attendance. Next, the
staff will attempt to schedule parent/teacher meetings with students who are habitually absent. Hopefully,
this will help more students get to school every day.

5. Are ew Acade y Schools ore efficie t tha ordi ary state schools?

These days, students and their carers have more choice when it comes to selecting a secondary school.
Academy schools have popped up in major cities across the country. Both these and traditional state schools
provide instruction, serve lunch and other meals and administer the national exams. But there are differences
between the two types of schools. One key difference is the involvement of local businesses and sponsors. In
a state comprehensive, governors are closely involved in the running of schools and may be from the world of
business. On the contrary, in an Academy, a board of business people will be directly responsible for the
overall running of the school. While both types of schools are linked with the wider community, academy
schools are more directly responsible to the businesses which run them.

Planning & Structuring Writing

 Use spider diagrams or mind maps to collect all your ideas.

 Arrange your points together in topic groups; these topics will be your paragraphs.
 Arrange your paragraphs in a logical order e.g. from big to small or from the general to
the specific.

 Start with an introduction.

 Sentences should only contain one idea. When you have finished that idea use a full stop.
 If your next idea follows on from the previous one so that you could join them with ‘and’,
then join them with a semi-colon.
 If your next idea follows on from the previous one as a kind of explanation, or where you
might use ‘because’, then join them with a colon.