Bond SATs Skills: Bond Grammar and Punctuation 10-11 Stretch

SATs Skills Grammar and Punctuation Workbook 10–11+ years Stretch

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Unit 1 C

Bond SATs Skills Grammar and Punctuation 10–11+ Stretch

The text below is taken from the end of one paragraph and the start of the next paragraph. Mark the text with the sign // to show where the new paragraph should begin. [1] Of course, Bertie Postlethwaite was a lovely boy. He was kind to his grandma, looked after his younger sister, played nicely with his friends and never, ever cheated on Sports Day. Mr Doomby, the head teacher, stood to address the school. “Now, children,” he began, “I want everyone to do their best and to win as many medals as possible in this really important event.” He looked at the eager faces before him. Bertie hoped that he would do well.

D

Underline the root word in each sentence, then write it out with the prefix ‘in-’ or ‘un-’ added to form a word with the opposite meaning. [10]

Example: Mr Thomas bought a lovely cooked pie.

uncooked

1

It was a very pleasant afternoon.

2

We had sufficient food and water for the journey.

3

She thought it was a shocking example of justice.

4

The little boy had to dress himself.

5

They were decided in their opinion.

6

Uncle Jim was experienced as a bricklayer.

7

The wording on the paper was correct.

8

Everyone agreed that his behaviour had been acceptable.

9

Anders thought it was likely there would be long traffic queues.

In writing, a new paragraph begins when there is a change of topic or point, speaker, place or time.

A prefix is a group of letters that can be added to the start of a word to turn it into another word. Some prefixes can be added to the front of a root word to turn the word into an antonym (a word that means the opposite).

This is called a negative prefix. There are several common negative prefixes: anti, dis, il, im, in, ir, mis, un.

10 The schedule for the building work was flexible.

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Bond SATs Skills Grammar and Punctuation 10–11+ Stretch

E

Write out these questions using one of the question tags given.

Add a comma in the correct place. [4]

Example: You won’t forget to take in this form

You won’t forget to take in this form, will you? can’t she?

F

aren’t we? isn’t it?

1

We’re going now

2

Nobody called

3

She can print it out

4

That’s the new doctor’s surgery

did they?

will you?

Write out these sentences, moving the adverbial phrase and adding a comma, to create a sentence with a fronted adverbial. [5]

Example: She was tired although she had slept well.

Although she had slept well, she was tired.

1

We can go out in the garden if we tidy our bedrooms.

2

We are leaving in twenty minutes.

3

You’re going to come for a sleepover at the end of term.

4

They are called Russian dolls if the dolls all fit inside each other.

5

They let the butterfly out of the jar slowly and carefully.

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Unit 1

A question tag is a question that comes at the end of a sentence in speech and in informal writing.

A comma is added before the question tag.

Example: You will come, won’t you?

Fronted adverbials are adverbial phrases that go at the beginning of a sentence. A comma follows the fronted adverbial before the main clause. A main clause is sometimes called an independent clause.

?

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Unit 3

Bond SATs Skills Grammar and Punctuation 10–11+ Stretch

Quick quiz 1-2

Write whether these sentences are written in the active or passive voice.

Mia drank her tea from a pretty mug.

The mug was then washed in the kitchen sink.

3-4

Underline the root word in these sentences, then write it out with the prefix ‘mis-’ or ‘in-’ added to form a word with the opposite meaning.

He found the heat tolerable.

We were sad at how the little pony had been treated.

5-6

Add a question tag to these questions, using a comma in the correct place.

This rainy weather is miserable You are Stacey’s neighbour

7

Write out this sentence, moving the adverbial phrase and adding a comma, to make a fronted adverbial.

The car was parked in the garage as they were going on holiday.

8-14 Write the word class of each of the underlined words in the paragraph below. stood on

The Tuileries Palace in Paris

the banks of the River Seine and was used as a after being dismantled

royal residence, but

, the area is now famous as the beautiful Tuileries Garden.

15–16 Underline the correct auxiliary verbs in this sentence.

Yesterday, I (done/did/do) my homework, which (is/were/was) quite straightforward.

17–18 Identify the mood these sentences use.

I wish they were going to keep the property as it is.

I’ll never be able to swim in that pool again.

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Bond SATs Skills Grammar and Punctuation 10–11+ Stretch

A

Write these passive sentences in the active voice.

Unit 4

[6]

Example: The books were thoroughly checked by Jennie.

Jennie thoroughly checked the books.

B

1

The barn was built by the men.

2

The car was covered with mud.

3

The present was received by the teacher.

4

The rattle was played with by the baby.

5

The seeds were watered by the rain.

6

The clouds were reflected in the lake.

Underline the expanded noun phrases in this paragraph.

One has been done as an example. [8] The Polynesians live in the many islands of Polynesia. They share many beliefs and a common language. The Polynesian Islands have also been referred to as the South Sea Islands and they cover a huge area of the mid and southern Pacific Ocean. The ancient skill of shipbuilding is very important to the Polynesians, which is why both fishing and sailing are crucial to life on the islands. From New Zealand to Easter Island, Hawaii to Tahiti there is a rich culture.

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A simple noun phrase, such as ‘the girl’ can be made into an expanded noun phrase by adding adjectives. Example: ‘the small, timid girl’.

Adding adjectives to a noun phrase builds description.

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Unit 4 C

D

Bond SATs Skills Grammar and Punctuation 10–11+ Stretch

Underline the subordinate clauses in these sentences.

[6]

1

As Gemma had finished her homework, she asked if she could invite a friend for tea.

2

Mrs Jamil confiscated Lola’s phone, because she tried to use it in the classroom.

3

Although he didn’t practise at all, Ben still passed his music exam.

4

Fraser really likes computer games, whereas his brother much prefers reading comics.

5

Because you’re making so much noise, I just can’t concentrate.

6

Unless you drive me to school, I’m going to be late!

Choose a subordinating conjunction from the list to join the main clauses to the subordinate clauses. There may be more than one possible answer to each question, but you should try to use each conjunction at least once. [8] after

because

Although

When

until

If

unless

Since

1

Dad said Jo couldn’t go to the school disco he tidied his room.

2

Meena was feeling poorly, she still went to the skateboard park.

3

A main clause is a clause that can be used on its own as a sentence.

A subordinate clause gives more meaning to the main clause. It cannot be used on its own as a sentence. A subordinate clause often starts with a conjunction.

A subordinate clause can often start with a subordinating conjunction.

Subordinating conjunctions can be used to join clauses together.

the boy stood on the cat’s tail, it let out a yowl.

4

The car screeched off turned to green.

5

“ whinged Harry.

6

“I’m not eating that sauce cheese!” complained Cho.

7 8

the traffic lights

you don’t give me that pencil, I’ll tell Mum!” I don’t like

we moved house, I haven’t been happy at all. she

She can’t play on the games console has finished all her homework.

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