engelskklar for eksamen

lisbeth m. brevik

Språkhefte – øv og lær gir øvelse i grunnleggende ferdigheter i grammatikk, rettskriving og tekstbygging.

engelSk grammatikk iSBn 978-82-02-30679-3 (engangshefte)

engelSk klar for ekSamen iSBn 978-82-02-29589-9 (flergangshefte)

norSk grammatikk iSBn 978-82-02-30680-9 (engangshefte)

norSk rettSkriving iSBn 978-82-02-30692-2 (engangshefte)

fasit finner du på cappelendamm.no

ISBN 987-82-02-29589-9

www.cappelendamm.no

ISBN 978-82-02-29589-9

9 788202 295899

øv og lær

engelskklar for eksamen

lisbeth m. brevik

© 2009 CAPPELEN DAMM AS

ISBN 978-82-02-29589-9

1.opplag 2009

Materialet i denne publikasjonen er omfattet av åndsverklovens

bestemmelser. Uten særskilt avtale med CAPPELEN DAMM AS

er enhver eksemplarfremstilling og tilgjengeliggjøring bare tillatt

i den utstrekning det er hjemlet i lov eller tillatt gjennom avtale

med Kopinor, interesseorgan for rettighetshavere til åndsverk.

Fagkonsulenter: Britt W. Svenhard og Monica Liberg

Språkvasker: Sally J. Narud

Redaktør: Toril Lindberg

Illustrasjon: Helene Kjelstrup Haug

Omslagsdesign: Sandvik Design, Synnøve E. Sandvik

Design: Sandvik Design, Synnøve E. Sandvik

Trykk og innbinding: AIT Otta AS, 2009

Contents

a. how to use learning strategies p. 5-121. Mind map p. 62. Timeline p. 73. Eight squares p. 84. Venn diagram p. 95. Sociogram p. 106. KWL table p. 117. Word wall p. 12

b. how to read and listen p. 13–231. Learn in-depth reading (SQ3R) p. 142. How to remember written texts p. 15-163. Analysing narrative texts p. 174. Reading illustrations: tables and charts p. 185. Reading and listening strategies p. 19–236. Reading and listening tasks p. 23

C. how to give presentations p. 24–301. How to give a good presentation p. 252. Content: list, describe, argue and reflect p. 263. Structure: visuals and methods p. 27–284. Take part in a conversation p. 295. Oral tasks p. 30

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d. how to write texts p. 31–571. How to write a good text p. 322. Genre: factual prose (letter, review, article, interview, diary) p. 33–413. Genre: narrative texts (story, novel, one-act play) p. 42–494. Content: list, describe, argue and reflect p. 505. Structure: logic and flow p. 516. Structure: paragraphs p. 52–537. Learning strategies p. 54–558. Proofreading p. 569. Writing tasks p. 57

e. grammar p. 58–112• Adjectives p.60–64• Adverbs p.65–68• Articles p.69–72• Homophones p.73–76• Itandthere p.77–80• Linkingwords p.81–84• Nouns p.85–88• Prepositions p.89–93• Pronouns p.94–98• Punctuation p.99–105• Verbs p.106–112• KEY p.113–118

index p. 119–120

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A. how to use learning strategiesVelge ulike lytte-, tale-, lese- og skrivestrategier tilpasset formål og situasjon.Kompetansemål i engelsk (KL06), om kommunikasjon

whatUse diagrams in tests and exams when … • readingtextsandsources.Takenotesaboutwhatyoureadorhear. • writingandplanningyourtexts. • givingoralpresentations.Makeascriptorslides. • youwanttocommunicatewell.Usediagramstolearnvocabularyandgrammar.

howUse diagrams to • planandstructuretextsandpresentations. • showanoverviewofatopic. • structureatopicchronologically. • compareandcontrasttopics. • collectavariedvocabularyandtolearngrammarrules.

why • Diagramshelpstructurewhatyouknowandwhatyouwanttowriteandsay. • Togetagoodgradeyouneedtoshowanoverviewofatopicandcommunicatewell.

how to prepare for tests and exams1. Strategy: how to use a mind map. See p. 6.2. Strategy: how to use a timeline. See p. 7.3. Strategy: how to use eight squares. See p. 8.4. Strategy: how to use a venn diagram. See p. 9.5. Strategy: how to use a sociogram. See p. 10.6. Strategy: how to use a kwl table. See p. 11.7. Strategy: how to use a word wall. See p. 12.

meet love marry death

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Black/white

Differencesbetweenpeople

Kind/mean

Smart/dumb

Religion

Poor/rich

Fat/thin

1. how to use a mind map

WHAT: A mind map is a method for putting ideas on paper, organizing them and clearly showing connections between ideas.

WHY: Amind map helps give an overview of ideas in a topic.

reading and listeningTake notes in a mind map about what you read or hear. Write key words and show how each key word is connected to other key words. Examples of key words:

“There are many differences between people; some are black and some are white, some are rich while others are poor. People can be kind or mean, fat or thin, smart or dumb. However, reli-gion is probably what separates people more than anything else.”

giving presentationsPlan your presentation in a mind map. Connect ideas by linking key words to each other. Use the mind map as a script to remember what to say. Draw the mind map on a board or show it as a slide in your presentation.

writing textsPlan your text in a mind map. Brainstorm by writing down ideas as key words. Use the mind map to organize your ideas before you start writing.

Brainstorm about a topic you are working on. Make notes in a mind map to get an overview of the topic. Rewrite your mind map to make the connections between key words clear. Use your mind map to give a presentation or write a text about the topic.

you can do more mind map tasks on pp. 64, 68, 80 and 98.

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2. how to use a timeline

WHAT: A timeline shows chronology; when and in which order events happen. Youcanmakeahistoricaltimelineoratimelineofanarrativetext.WHY: Atimeline helps give an overview of the structure in a text.

reading and listeningTake notes in a timeline about what you read or hear. Show the events and in which order they appear.

giving presentationsPlan your presentation in a timeline. Show main events in chronological order. Use the timeline as a script. Draw the timeline on a board or show it as a slide.

writing textsPlan your text in a timeline. Show what you want to include in the introduction/beginning, in the main part and in the conclusion/ending. See example on p. 54.

Beginning Rising action Turning point Ending

Introduction of characters, setting and plot

Plot develops; problem, rising action

Falling action

Resolution; the plot comes

to an end

1 2 3 4 5

Romeo and Juliet meet at a ball

The balcony scene: they declare their

love

They marry in secrecy

The death scene: R + J commit

suicide

Their families agree to stop

fighting

linking words: use linking words between events that you describe to show how they are connected. See p. 81–84.

Review a text you are working with at school. • Makenotesinatimeline to show chronology in a factual text (years, time of day,

etc) or to show in which order the information is presented (one key word per paragraph).

• Makenotesinatimeline to show the structure of a narrative text (the order of events in the story). Review the timeline: include important and interesting events. Use the timeline to write a text about the topic; one paragraph per key word.

you can do another timeline task on p. 84.

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1. learn in-depth reading: sq3r

WHAT: Youcanusein-depth reading as a main strategy for reading texts.WHY: Ifyouusesq3r, you’ll probably understand the text and remember it later.

before readingsurvey: skim the text: look at headings, pictures, charts and tables. scan the text: read first and last paragraphs. Search for words that you know. Then scan the text to search for words related to the topic.question: What do you think the text is about? What do you already know about the topic? What do you want to find out from the text? Make some questions.

while readingread: Read the text at your own level – choose strategy (see pp. 19–23). If there is an

audio (sound) file, listen to the text while you read. Re-read difficult parts. Take notes. This is active reading.

after readingrecall: Try to remember what the text was about. See if you can answer the questions

you made. Make notes in a diagram (see p. 11). Watch film clips if there are. Do they help you understand the text?

review: Review your notes after one or two days. Can you still remember the text? If not, re-read and review your notes.

1. Survey:skim & scan

the text

SQ3RIn-depthreading

5. Reviewyour notesRemember

the text

2. Question:Make somequestions

3. Read and take

notes

4. Recallthe text and

answerquestions

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s = surveyq = questionr = readr = recallr = review

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What Is thIs about?

2. how to remember written texts

Choose textsOften you can choose which texts to read for tests and exams. • Lookatthetitles. • Whichseemsthemostinteresting? • Choosewhichalternativetextstoread. • Findtheobligatorytexts.

before readingLook at one text at a time. 1. survey: • Skim:Lookattheillustrationsandheadings. • Scan:Whatkindoftextisit(genre)? What do you think the text is about (topic)? What do you know about the topic? • Diagram:Youmaybrainstorminamind map (see p. 6), make notes in a kwl table (see p. 11), collect words in a word wall (see p. 12).2. question: • Whatdoyouthinkyouwilllearnfromthetext? • Writeatleasttwoquestionstothetext: Who? Where? When? What? How? Why? • Diagram:Youmaywritethequestionsinakwl table (see p. 11).

while reading3. read and take notes:listen: If possible, listen to a soundtrack of the text.

read at your own level (see p. 20): • Low/basic: Finding information. (a) Skim: read the headings, the first and the

last paragraphs. (b) Scan: search for words you know and make a list of them. Use your list to guess what the text is about.

• Mid/challenging: Understanding the main content. (a) Scan: read first and last paragraphs. Read the first line of each paragraph. Make a list of words that you know. (b) Use your list to summarize the text.

• High/demanding: Drawing conclusions. (a) In-depth reading: read the text. Make a list of words you know. (b) Use the list to think about themes in the text. Relate the text to other texts you have read.

START FROM CENTRE

MIND mapping

KEEP MOVING

As they occure

BREAK BOUNDARIES

WRITE IDEAS DOWN

DRAW IDEATHINK FAST

Creativity best

EXPLODE

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take notes about the text. Use one or more strategies (see p. 22):• Mindmap: to collect information.• Timeline: to see in which order the information is presented.• 8Squares: to illustrate the text and show the order of information.• Venndiagram: to compare two things, persons or events.• Sociogram: to focus on one person’s relations to other persons.• Wordwall: to collect useful words and phrases about the text/topic.

after reading4. reCall:• Lookatyournotes.Dotheyhelpyourememberthetext?• Ifnot,readthetextagain.Improveyournotes.• Strategy:youmaywritewhatyouhavelearntinakwl table (see p. 11).

5. review:• Laterinthedayand/orthenextday:reviewyournotes.• Doyoustillrememberthecontentofthetext?• Ifnot,readthetextagainandimproveyournotes.

tests and exams• Listthesourcesyouhaveusedtomake your notes.• Bringyournotestothetestorexam.• Useyournotestowriteatextormake an oral presentation.

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3. analysing narrative texts

WHAT: Youcanuseliterary devices to analyse narrative texts (story, novel, plays and poetry).

WHY: Theliterary devices will help you describe the texts and show what you have understood.

Narrative texts can be analysed. Look for one or more of these devices in narrative texts:

alliteration allusion assonance beginning

Comment on words that start with the same sound (often in poetry).

Comment on references to events, films, persons, places, paintings or to other narrative texts.

Comment on words that have the same vowel sound in the middle (often in poetry).

Describe the begin-ning; character, setting, action or dialogue.

Characterization Conflict Contrast dialect

Describe characters’ looks, personality, actions and speech.

Describe the struggle between or within characters.

Describe ideas or characters that contrast each.

Comment on regional language.

direct speech ending foreshadowing frame story

Describe how or how often conversation in speech marks is used.

Describe the ending; conclusive, cliff-hanger, direct speech or reflective.

Search for hints of what might happen later.

Comment on separate stories within the main story.

form genre imagery metaphor

Tell if a poem is structured (rhyme, fixed rhythm, verse) or if it is free verse (no rhyme or verses).

Tell which genre the text is; poetry, story, play, novel.

Comment on words that create images when you read (often in poetry).

Comment on words that compare two things without using “like” or “as” (often in poetry).

onomatopoeia personification plot point of view

Comment on words that sound like the thing they describe (often in poetry).

Describe human qualities that are given to animals or things.

Describe related events; what happens and why.

Describe through whose eyes a story or poem is told.

repetition rhyme rhythm setting

Comment on two or more words that are repeated (often in poetry).

Comment on words that end in the same sound: cat – bat (often in poetry).

Comment on the rhythm of a poem, like beats in a song.

Describe the time, place and atmosphere in a text.

simile suspense symbol theme

Comment on words that compare two things, using ‘like’ or ‘as’.

Tell how descriptions keep the reader interested.

Search for an object that has a different meaning in another context.

Describe the central idea.

read more about narrative texts on p. 42.

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C. how to give presentationsPresentere og samtale om aktuelle og tverrfaglige temaer. Tilpasse muntlig og skriftlig språkbruk til sjanger og situasjon. Bruke språkets grunnleggende formverk og tekststrukturer muntlig og skriftlig. Uttrykke seg skriftlig og muntlig med en del presisjon, flyt og sammenheng.Kompetansemål i engelsk (KL06), om kommunikasjon.

what• Giveanoralpresentationaboutatopic.• Takepartinafreeconversation.• Youcantaketheoralexamalone,inapairorinagroup.

how• Planyourpresentationandmakeascript.• Listandpresentfacts.Reflectonanddiscussthetopic.• Makeanintroduction,amainpartandaconclusion.• Usediagrams,pictures,music,filmclips,role-play,dialogue,etc.• Usearichvocabularyandpractiseyourpronunciation.• Uselearningstrategiestogetinformation.• Prepareforthepresentationandconversation.Seep.5–12.

why• Inoraltestsandtheoralexamyoushouldincludewhatthetaskasksfor.• Awellpreparedpresentationiseasytofollowandunderstand.• Goodcontentandlogicalstructureareimportant.• Youneedtocommunicatewelltobeunderstood.

how to prepare for oral tests and exams1. How to give a good presentation. See p. 25.2. Content: list, describe, argue or reflect. See p. 26.3. Structure: visuals and methods. See p. 27.4. Take part in a conversation. See p. 29.5. Oral tasks. See p. 30.

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1. how to give a good presentation

WHAT: When you make your presentation you need to focus on the content, structureandlanguage.Youalsoneedtoshowthatyoucanbothlistenand speak.

WHY: Apresentationisevaluatedonallthreecriteria:content,structureandlanguage.

plan (see pp. 26–28)• Task:readthetaskwell.Noticeeverythingthetaskasksfor.• Content:decidehowtoincludereproduction,analysisandreflection.Seep.26.• Method:decidehowtoshowthepresentation(lecture,roleplay,interview,etc)• Visuals:makepowerpoint,diagrams,posters,etc.• Sources:avoidcopyingtheexactwords.• Rehearse:practisewell;thecontent,yourpronunciation/intonationandbodylanguage.

structure (see pp. 27–28 and 81)• Divideintointroduction,mainbodyandconclusion.• Connectideaswithlinkingwords.

language (see pp. 60–112)• Vocabulary:Avoidslang(wanna, gonna, ain’t and stuff). Use relevant words and

expressions. See p. 12.• Verbs:Usethecorrectverbtense.Asamainruleyoucantalkinthepasttense.

The present tense can be used to express opinions and to talk about something that happens regularly. See. 106–112.

• Pronunciationandintonation:Youcanrehearsebyrecordingyourselfandlistening to it; by repeating after sound tracks or sound keys in electronic dictionaries; or by reading pronunciation symbols [phonetics] in dictionaries.

• Spellingandgrammar:Avoidmistakesonslides,postersorotherwrittenmaterial you make. See pp. 73, 87 and 99.

quotations (see p. 104)• Userelevantquotations.• Ifyouwritethequotationsonslidesormaterial, place them inside quotation marks (“ … ”).• Addthesourceyouhavequotedfrom.

sources• Attheend:listallthesourcesyouhaveused.

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2. Content: list, desCribe, argue and refleCt

WHAT: Choose how to present information: by listing information; describing characters, persons or events; presenting facts; expressing opinion; arguing for and against an idea; reflecting on the topic; etc.

WHY: Togetagoodgrade,youneedtoincludemorethansimplefacts.

Here are some examples of what to include in your presentation:

high levelargue & reflect

mid levelanalyse & Compare

languageUse a rich vocabulary.Use mainly correct grammar.Communicate very well.

structureGive your presentation logic and flow; include a beginning, a main part and an ending. Use diagrams to discuss rela-tionships, events, reasons and consequences.

ContentChoose important and surpris-ing facts. Discuss facts, events, people/characters, relation-ships and consequences. Argue for and against an idea. Give reasons for your opinion. Ask reflective questions: What if…

low levelreproduce & list

languageUse a varied vocabulary.Use good grammar.Communicate well.

structureMake a beginning, a main part and an ending. Include diagrams to give an overview of the topic.

ContentPresent relevant and interest-ing facts. Compare and contrast in a Venn Diagram. Explain rea-sons and consequences. Express your opinion. Describe relationships between people in a sociogram.

languageUse a simple vocabulary. Communicate.

structurePresent one thing at a time.

ContentList basic facts.List characters or events.Place events in a timeline.

CommuniCation on three levels:Green: LOW Red: MID Black: HIGH

the deClaration of independenCe is the most important document in our nation’s history. in fact, it was the first to say that the united states of america was a nation! Source: Sheila Keenan

william shakespeare’s plays are now performed almost every day in just about every part of the world. how did a man from an unremarkable family create a legacy that the world will never forget? Source: Stanley & Vennema

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3. struCture: visuals and methods

WHAT: Youcanusevariouslearningstrategiesandmethodstostructureyourpresentation.Youcanmakeroleplays,interviews,dialogues,etc.

WHY: Diagramshelpgiveanoverviewofthetopicandmakeiteasiertofollow. A combination of methods makes the presentation interesting.

here are examples of how to summarize information in visuals:Slide 1: Introduction: pictures to comment on the contrast between whites and blacks.Slide 2: Timeline to show chronology.Slide 3: A Venn diagram to compare and contrast the situation for the whites and the blacks.Slide 4: A relevant quote about the historical event.Slide 5: Reflections about segregation; contrasts between the headings and the questions.Slide 6: Conclusion: summing up the presentation and bringing history forward.

Source: Camilla, Kristin, Fredrikke 10th grade

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7. learning strategies

WHAT: Youcanusevariouslearningstrategiesanddiagramstoplanandstructure your text.

WHY: Thediagramsgiveanoverviewofthetext.Theyshowhowyourtext might be structured and suggest what to include in your text.

To plan a text and structure it well, you can use various diagrams:

timelineIllustrate the structure of your text in a timeline. Show the introduction, the main body and the conclusion. See the text that is illustrated in this timeline on p. 38.

introduCtionDoes it matter how we spend time?

main bodyTime comes and time goes.Spend time on social things.Spend time on your family.

ConClusionTime is important.

See the text that is illustrated in this timeline on p. 36.

introduCtionBrief synopsis.Characters: two snipers.Setting: 1920s, Dublin, O’Connell Bridge, rooftop.

main bodyPlot: two snipers; one kills a lady; is shot; kills the other sniper; his brother.Writing style: 3rd person, easy.Opinion: I like it and the way it shows that time is important.

ConClusion Recommendation: I’ll give it a 4.

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8 squaresIllustrate the content and development of your text. The first square represents the begin-ning. The last square represents the ending. The six squares in the middle show the main body of your text; one square per paragraph. See p. 44.

venn diagramCompare two ideas, events, persons, etc in your text. In the overlap you can show what the two have in common. In the outer circles you can show the differences. Use the venn dia-gram to divide your text into three parts; introduction, main part and conclusion. See p. 44.

peter both people at the mall

Stressed Christmas Laughing In a hurry shopping Polite

word wallCollect words and expressions in a word wall. Think about which vocabulary you need to write about your topic. See p. 40.

equal rightsBarack Obama, Rosa Parks, Martin Luther King Jr., Civil Rights Movement, segregation, rac-ism,president,election,securevictory,equalrights,electionnight,“Yeswecan!”,presi-dent, blacks, whites, bus boycott, rules, treated differently, brave, society, problem, …

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8. proofreading

WHAT: Proofreading means to check your text for mistakes and improve it.WHY: Spendafewminutesattheendoftestsandtheexamtocheck through

your text, you might spot spelling mistakes and grammatical errors. A computer spellchecker will not spot all mistakes.

voCabulary• Readthetextaloud‘insideyourhead’tospotifanywordshavebeenleftout.• Spelling:writeproblemwordsvariouswaystoseewhichversionlooksright.• Skimyourtextforhomophones.Makesureyouhaveusedthecorrectword.

apostrophes• Skimyourtext,stoppingatwordswhichendin“s.”• Ifthe“s”isusedtoshowpossession,thereshouldbeanapostrophe(Mary’s book).• Intheplural,weonlyaddan“s”,noapostrophe.

verb tensesCopy your text and colour all the verbs; one colour for present and another for past:• Searchfortypicalverbssuchas“tobe”,“tohave”and“todo” (present: be, am, is, are, have, has, do, does / past: was, were, had, did).• Lookatthecolours:doyouhavebothverbtensesinthesameparagraph?Readthe

paragraph. How have you used each verb? Have you mixed up the verb tenses? If so, change the verb tense in your original text.

subjeCt/verb agreement• Stopatthesubjectofeachsentence.• Findtheverbthatgoeswiththesubject.• Matchsubjectandverbinnumber; plural subject – plural verb, and vice versa.

struCture• Eachsentenceneedsaverbandasubject.• Dividethetextintoparagraphs.

book of rulesWhen proofreading your text, search for typical mistakes. Make a “Book of Rules” for the mistakes you often make. Make a note of how to avoid mistakes in grammar, spelling, punctuation, etc.

TASK

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9. writing tasks

a. narrative text1. Plan your own narrative text in three parts. Use the plan below to make a story

outline. See pp. 42–49 for descriptions and example texts.2. Use the outline to write a narrative text.

beginning: start with character, setting, action, or dialogueWhat is the beginning of the text like? What happens in the beginning of a story?• Doesitintroduceacharacter?• Doesitstartwithadescriptionofthesetting?• Doesitstartwithsomeaction?• Doesitstartwithsomeonetalking,adialogue?

middle: include characters, setting, plot• Characters:Whoarethere?Whatdotheylooklike?Whatistheirpersonality?• Setting:Whatisitlike?Whereandwhendoesthestorytakeplace?Howwouldyoudescribethe

atmosphere?• Plot:Whatistheconflict?Howmanymaineventsarethere?Whatistheclimax?

end: close with direct speech, cliffhanger, reflection, or conclusionWhat is the ending like? What is the resolution to the conflict? What happens at the very end?• Doesitendwithdirect speech, with one of the characters saying something?• Isthereacliffhanger, with a surprise at the end so the readers wonder what will happen?• Doesitendwithareflection, where someone thinks about the things that have

happened?• Doesitendwithaconclusion, where everything that has happened comes to an end?

b. factual prose1. Plan a review, an article or an interview in a timeline. Divide the text into three

parts; an introduction, a main body and a conclusion. Show what you want to include in each part; where do you want to place facts? Where do you want to place opinions or reflections? See p. 33–41 for descriptions and example texts.

2. Include a comparison in your text. Make a comparison between two ideas in a venn diagram. See p. 9.

3. Use the timeline and venn diagram to write the review, the article or the interview.

4. Proofread your text. See p. 56.

TASK

TASK

E. how to usE Grammar in EnGlishBruke språkets grunnleggende formverk og tekststrukturer muntlig og skriftlig. Kompetansemål i engelsk (KL06), om kommunikasjon

• LearnhowtousebasicgrammarrulesinEnglish.• Makeyourowngrammarnotes,e.g.inaBookofRules.• Alwaysreadthroughyourtexttocheckthatyouhaveusedgrammarwell.• Goodgrammarmakesgoodcommunication.

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howto

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adjEctivEsElevenkanviseevnetilåskillemellompositivtognegativt ladedeuttrykksomrefererertilenkeltindivideroggrupperavmennesker.Kompetansemål i engelsk (KL06), om kommunikasjon

whatAdjectivesaredescribingwords:• beautiful, nice, non-violent, huge, ugly, wild,etc.Adjectivesdescribenounsandpronouns(people,placesandthings).

whErEAdjectivesareusuallyplacedbeforenounsorpronouns.• hesawa red cat.ilikegreen apples.Adjectivescanalsocomeaftersomeverbs(be,get,seem,feel,look).• heis redintheface.theyseemed happytogether.

howAddadjectivestonounsandpronouns.compareadjectives:• positive:happy/good/beautiful• comparative:happier/better/morebeautiful• superlative:happiest/best/mostbeautifulMakeadjectivesoutofverbsandnouns.Addtheendings-ish, -ic, -able and-ary: • (child – childish / idiot – idiotic / count – countable / station – stationary).

whyAdjectivesgivemoredetailedexplanations.Adjectivesmakeyourdescriptionsmoreinteresting.Adjectivesaddeffecttoyourtext.NB!don’tusetoomanyinonesentence.

how to improve your text1.Addadjectivestodescribesomeoneorsomething.seep.61.2.usethepositive–comparative–superlativeform.seep.62.3. Use synonymsandantonymstovaryyourlanguage.seep.63.4. spelladjectivescorrectly.seep.63.5.dosomeadjectivetasks.seep.64.

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He saw a red cat.

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whAt: Youcanuseadjectivestodescribesomeoneorsomething.whY: Adjectivesmakepersonsandthingsmoreinteresting.

description and characterization• looks:colour,material,origin,shape,size,age,religion,hair,skin,face,eyes,mouth,voice,shoes,clothes.Example:hehadpaleskinandcurlyhair,andhewastallandskinny.

• personality:Example:shewasakindandcaring person. Express your opinion• hishairwasamazingandhisskinwaslovely. itwasascaryandhorriblehousewithuglywindows.

add an adjectivethegirlissad.New:theyoungandbeautiful girlissad.

MartinLutherKing,jr.wontheNobelPeacePrizein1964.New:MartinLutherKing,jr.wonthefamousNobelPeacePrizein1964.

add an adjective phrase (anadjectiveinagroupofwords)• New:thebeautifulgirl,who usually seems cheerful,issadtoday. New:MartinLutherKing,jr.,a freedom fighter,wonthefamousNobelPeacePrizein1964.

LooKs PERsoNALitY

pronoun + have + adjective + noun pronoun + be + adjective

i have ared car i am happy

You have cool trousers You are caring

He has blue eyes He is sad

she has nice friends she is shy

You have dirty boots You are dangerous

We have long schooldays We are cheerful

they have red roses they are interesting

I like green apples.

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GRAMMAR/A

djE

ctivE

s

2. adjEctivE forms

whAt: Adjectiveforms:thepositive,comparativeandsuperlativeforms.whY: theformshelpustocompare:Aisbig,Bisbigger,butcisthebiggestone.

thEPositivEfoRM thEcoMPARAtivEfoRM thEsuPERLAtivEfoRM

adjective adjective+-er adjective+-est

more+adjective most+adjective

PositivE/coMPARAtivE/suPERLAtivE RuLEs ExAMPLEs

1) most short adjectives long–longer–longest

2) two-syllables, end in -y angry–angrier–angriest

3) two-syllables, end in -ow narrow–narrower–narrowest

-er/-est wehavewalkedalongwaytoday,eventhoughyesterday’sstagewaslonger.iamgladthelongestpartofourtripisnotforanotherweek.

she’sbeenangrythewholeweek.she’sevenangrierthanlasttime,butshe’snottheangriestgirliknow.

ourhallwayisnarrowerthanyours.

4) –ful / -less / -ing / -ed / -ous famous–more/mostfamous

5) three- or more syllables effective–more/mosteffective

more/mostless/least

RosaParksisfamous.MartinLutherKing,jr.isevenmore famous.NelsonMandelaisperhapsthemost famousofthem.

Peterisnotaneffectivesecretary,butsandraisless effectivethanhim.however,Gwynmustbetheleast effectivesecretaryinouroffice.

6) irregular adjectives good–better–best bad–worse–worst little–less–least many–more–most

Noruleshere.Memorizeorlookupinadictionary.

Mycarisgood,butiwouldlikeabetterone.iwantthebestcarever.

Exceptions,e.g.red–redder-reddest

than: weusuallyusethecomparativeforminfrontof‘than’:betterthan/warmerthan.the: weusuallyadd‘the’infrontofthesuperlativeform:thebest/thewarmest.

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63GRAMMAR/A

djE

ctivE

s

3. adjEctivE synonyms and antonyms

whAt: synonymsarewordsorexpressionsthatmeanalmostthesame. Antonymsarewordsorexpressionsthatmeantheoppositeofeachother.whY: usesynonymstocreatevariationandadddetailstoatext. useantonymstocreatecontrasts–indescriptionsandcharacterizations.

synonymsthegirlfeelssad sometimes.thegirlfeelsblue sometimes.thegirlfeelsdepressed sometimes.

synonyms: bEautiful

brilliant charming

delicate elegant

good-looking gorgeous

synonyms: anGry

wrathful furious

mad enraged

4. spEllinG adjEctivEs

whAt: thespellingofadjectiveschangesinsomecomparativeandsuperlativeforms.

whY: whenweadd-erand-est,avowelissometimesdeletedoraconsonantadded.

vowels: silent-eisdeletedattheendofsomeadjectives: • nice–nicer–nicest • strange–stranger–strangest

consonants: insomeshortadjectivesthefinalconsonantisdoubled: • hot–hotter–hottest • big–bigger–biggest

y becomes -i when adjectives end in consonant +y • funny–funnier–funniest • early–earlier–earliest

He was the strangest old man.

antonymsitiscoldoutsidebutinsideitishot.Graceisopen-minded,whileMarkseemsratherstubborn.

antonyms: pErsonality

confident↔uncertainopen-minded ↔stubbornhonest↔dishonest

antonyms: looks

beautiful↔uglyold ↔young