Section 1: Grammar

1. Word Classes
Formation

 Nouns: Words that name people, places, things, or ideas (e.g., cat, school, happiness).
 Verbs: Words that show actions or states (e.g., run, is, jump).
 Pronouns: Words that replace nouns (e.g., he, they, it).
 Prepositions: Words that show the relationship between a noun (or pronoun) and another word
(e.g., in, on, at, by).
 Conjunctions: Words that connect words, phrases, or clauses (e.g., and, but, or, because).

Usage

 Nouns: Identify subjects and objects in sentences.

 Verbs: Describe actions or states; they are the core of a sentence.
 Pronouns: Avoid repetition by substituting for nouns.
 Prepositions: Link nouns (or pronouns) with other words to indicate time, place, or direction.
 Conjunctions: Join ideas or parts of a sentence together.

Other Variations

 Nouns: Can be common (general names) or proper (specific names, usually capitalized).
 Verbs: May be regular or irregular (with different past forms).
 Pronouns: Include subject, object, possessive, and reflexive forms.

Questions

1. Identify the noun and the verb in the sentence: "The cat sleeps on the mat."
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2. Replace the noun "Sarah" with an appropriate pronoun in: "Sarah loves reading."
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3. Choose the correct preposition: "The book is ___ the table." (Options: in, on, at)
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4. Combine these two sentences using a conjunction: "I like ice cream. I do not like chocolate."
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5. What type of noun is the word "London"? (Common or Proper)
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2. Passive Voice
Formation

 Present Simple: Subject + is/are + past participle (e.g., "The cake is eaten.").
 Past Simple: Subject + was/were + past participle (e.g., "The cake was eaten.").
 Present Continuous: Subject + am/is/are being + past participle (e.g., "The cake is being
eaten.").
 Past Continuous: Subject + was/were being + past participle (e.g., "The cake was being eaten.").
 Present Perfect: Subject + has/have been + past participle (e.g., "The cake has been eaten.").

Usage

Passive voice is used when the focus is on the action or when the doer is unknown or
unimportant. It is common in formal writing and reports.

Other Variations

Sometimes the agent (doer) is added with "by": "The cake was eaten by the children."
Notice that in passive constructions, the verb "to be" is combined with the past participle.

Questions

1. Change this active sentence to passive: "The chef cooks the meal."
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2. Identify the passive voice in: "The homework is being completed by the students."
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3. Write a sentence in the past perfect passive voice.
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4. Explain why you might use the passive voice in a scientific report.
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5. Convert "The teacher explains the lesson" into the present continuous passive.
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3. If Conditionals (1st and 2nd)

Formation

 First Conditional: If + present simple, will + base form (e.g., "If it rains, we will stay indoors.").
 Second Conditional: If + past simple, would + base form (e.g., "If I had a million dollars, I would
travel the world.").
Usage

 First Conditional: Used for real and possible future situations.

 Second Conditional: Used for hypothetical or unlikely situations in the present or future.

Other Variations

Sometimes the second conditional uses "were" for all subjects (e.g., "If I were rich, I would
travel the world.").
The "if" clause can come at the beginning or end of the sentence.

Questions

1. Write a first conditional sentence about studying for an exam.

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2. Write a second conditional sentence about what you would do if you found a treasure.
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3. Identify the "if" clause and the result clause in: "If it snows, we will build a snowman."
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4. Convert this sentence into a second conditional: "If I have time, I go to the park."
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5. Explain when to use the first conditional rather than the second.
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4. Comparatives
Formation

 For short adjectives: add -er (e.g., "small" becomes "smaller").

 For adjectives with two syllables ending in -y: change y to i and add -er (e.g., "happy" becomes
"happier").
 For longer adjectives: use "more" before the adjective (e.g., "beautiful" becomes "more
beautiful").

Usage

Comparatives are used to compare two things by showing differences in degree.

Other Variations

Irregular adjectives have unique comparative forms (e.g., "good" becomes "better", "bad"
becomes "worse").
Questions

1. Form the comparative of "big" and use it in a sentence.

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2. What is the comparative form of "happy"?
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3. Write a sentence comparing two objects using "more."
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4. Identify the irregular comparative in: "She is better at math than her brother."
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5. Explain when to use "more" instead of adding "-er."
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5. Superlatives
Formation

 For short adjectives: add -est (e.g., "small" becomes "smallest").

 For adjectives with two syllables ending in -y: change y to i and add -est (e.g., "happy" becomes
"happiest").
 For longer adjectives: use "most" before the adjective (e.g., "beautiful" becomes "most
beautiful").

Usage

Superlatives are used to compare one item with all others in a group, showing the highest degree
of a quality.

Other Variations

Irregular adjectives have unique superlative forms (e.g., "good" becomes "best", "bad" becomes
"worst").

Questions

1. Form the superlative of "fast" and use it in a sentence.

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2. Write a sentence using the superlative form of "happy."
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3. Convert "beautiful" into its superlative form and create a sentence.
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4. Identify the irregular superlative in: "This is the best book I have ever read."
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 5. Explain the difference between a comparative and a superlative.
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6. Subordinate Clauses
Formation

Subordinate clauses (or dependent clauses) are groups of words that cannot stand alone as a
sentence. They begin with subordinating conjunctions such as because, although, if, when,
since etc.
Example: "Because it was raining" is a subordinate clause.

Usage

Subordinate clauses add extra information to a sentence, such as reasons, conditions, or time.
They must be attached to an independent clause.

Other Variations

They can function as adjective clauses, adverbial clauses, or noun clauses, depending on the
information they add.

Questions

1. Identify the subordinate clause in: "I stayed indoors because it was raining."
2. Write a sentence that includes a subordinate clause starting with "although."
3. Combine two sentences using a subordinate clause.
4. Explain why a subordinate clause cannot stand alone.
5. Rewrite "When the bell rings, the class starts" by identifying the subordinate clause.

7. Independent Clauses
Formation

Independent clauses are groups of words that contain (a subject + a verb) and express a complete
thought. They can stand alone as sentences.
Example: "The class starts" is an independent clause.
Usage

Independent clauses can form simple sentences or be joined together using coordinating
conjunctions (and, but, or) to create compound sentences.

Other Variations

They can be combined with subordinate clauses to form complex sentences.

Questions

1. Identify the independent clause in: "The sun set, and the stars appeared."
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2. Write two independent clauses and join them with "but."
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3. Explain what makes a clause independent.
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4. Rewrite "She sings" as an independent clause in a compound sentence.
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5. Identify the independent clauses in: "He finished his homework, so he went out to play."
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8. Direct vs. Indirect Speech

Formation

 Direct Speech: Quoting the exact words spoken, enclosed in quotation marks.
Example: He said, "I am tired."
 Indirect Speech (Reported Speech): Reporting what was said without quotation marks and often
with a change in tense.
Example: He said that he was tired.

Usage

Direct speech is used to present a speaker's exact words, while indirect speech is used to
summarize or report what someone said.

Other Variations

 In indirect speech, pronouns, time expressions, and verb tenses may change (backshift).
 Direct speech often uses reporting verbs like "said" or "asked."
Questions

1. Convert this direct speech into indirect speech: "I love reading," she said.
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2. Identify the differences between direct and indirect speech in a sentence of your choice.
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3. Write a sentence in direct speech and then change it into indirect speech.
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4. Explain why verb tenses might change when converting direct to indirect speech.
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5. Identify which form of speech is used in: He said, "I will come tomorrow."
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A Day at the Museum

Today, I visited the old museum—a place full of history and mystery. I was excited because I
have always loved learning about the past. As I walked through the grand entrance, I noticed
many fascinating exhibits; some were ancient, while others were more recent. In one room, a
sign read: "Please do not touch the exhibits." I hesitated for a moment, wondering what secrets
these objects might hold... (The guide later explained that each artifact has its own story.) I
continued my tour with great curiosity.

In the main hall, I saw statues, paintings, and old coins—all arranged neatly on pedestals. My
favorite exhibit was a collection of ancient tools: hammers, chisels, and axes, each of which was
used by early humans to shape their world. The guide said, "These tools represent the ingenuity
of our ancestors." His words made me think about how creative people can be, even in the most
challenging times.

After the tour, I discussed what I had learned with my friends. We agreed that the museum was
not only a place for viewing old objects but also a portal to the past—a time when people worked
hard and invented new things. This experience has inspired me to study history even more
closely, and I am eager to visit again soon.

Questions

1. Dash:
oIn the sentence "Today, I visited the old museum—a place full of history and
mystery," what is the function of the dash?
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2. Semicolon:
o In the sentence "I noticed many fascinating exhibits; some were ancient, while
others were more recent," what does the semicolon indicate about the relationship
between the two parts of the sentence?
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3. Colon:
o What is introduced by the colon in the sentence "My favorite exhibit was a
collection of ancient tools: hammers, chisels, and axes"? Explain how the colon
helps organize the information.
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4. Ellipsis:
o In the sentence "I hesitated for a moment, wondering what secrets these objects
might hold...," why is an ellipsis used, and what does it suggest about the
speaker’s thought process?
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5. Parentheses:
o Find a sentence in the passage that uses parentheses. Explain why the writer might
have chosen to include it.
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6. Grammar – Subject and Verb:
o Identify the subject and the main verb in the sentence "Today, I visited the old
museum—a place full of history and mystery."
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7. Grammar – Subordinate Clause:
o Find a subordinate clause in the passage and explain how it adds detail or context
to the sentence in which it appears.
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8. Grammar – Independent Clause:
o Identify an independent clause from the text that can stand alone as a complete
sentence. Explain why it is considered independent.
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9. Grammar – Direct Speech:
o Locate an example of direct speech in the passage. How does this direct quotation
contribute to the overall narrative?
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10. Grammar – Prepositional Phrases:
o Identify two prepositional phrases in the passage and explain what additional
information they provide about time, place, or manner.
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Section 2: Punctuation
These are the frequently asked questions about punctuation
marks in Cambridge checkpoint exams
Dash:
The dash is used to show a sudden break in thought, to add emphasis, or to add extra
information. It creates a dramatic pause and highlights additional details.

Example: "I ran to the door — my heart was pounding — as the storm began."

Semicolon:
The semicolon joins two closely related independent clauses without using a conjunction. It
indicates a pause that is stronger than a comma but weaker than a full stop, helping to link ideas
or link two sentences together.

Example: "The sun was setting; the sky turned a brilliant shade of orange."

Colon:
A colon is used to introduce a list, quotation, or explanation. It signals that what follows is
directly related to the clause before it.

Example: "She brought three things to the picnic: sandwiches, fruit, and lemonade."

Ellipsis:
The ellipsis (three dots) indicates a pause, a trailing off of thought, or that some text has been
omitted (removed). It creates a sense of hesitation or continuity.

Example: "I was going to tell him the secret, but then... I changed my mind."

Parentheses:
Parentheses enclose additional information or clarifications that are not essential to the main
point. They add extra detail without breaking the flow of the sentence.

Example: "The museum (which opened last year) has become very popular among visitors."