Year 7

Knowledge Organisers

Term 4

Year 7 Art and Design Knowledge Organiser

ToneTone means how light or dark something is. Thetones artists and designers use and the contrastbetween them can create very different moods andvisual effects.Further reading:

Imaginative TessellationEscher used tessellating shapesto create very imaginative work. He was famous for his tessellations where the individual tiles became recognisable things such as birds, fish, lizards or faces.

Key Words - definitions

Texture- (Textured)- refers to the surface quality in a work of art. We associate textures with the way

that things look or feel. Everything has some type of texture be it smooth, rough, furry , lumpy etc.

Tone (Tonal, Tones) - tone refers to the relative lightness or darkness of a colour

Mono chrome (mono-chromatic)-

Shading (shaded, shading)- Shading is the action of making the lines and marks used in a drawing or

painting to show the different tones.

Imagination (imaginative)- the act or power of forming a mental image of something not present to the

senses.

Tessellation (tessellating)- shapes that fit together with no gaps or overlaps to create a pattern or

picture.

Unique- some thing that is very unusual or a one-off.

Optical Illusion- A misleading image. Optical illusions simply trick our brains into seeing things which

may or may not be real.

Inspired (Inspirational, Inspire)- to have a brilliant idea.

Natural World- the whole of nature. All of the animals, plants, and other things existing in nature and

not made or caused by people.

DrawingWhen drawing you need to consider these three main areas – tone, texture (using mark making) and proportions.

The Grid TechniqueThe grid method involves drawing/placing a grid over your reference image, and then drawing a grid of equal measurements. Then you draw the image out, focusing on one square at a time, until the entire image has been transferred.

https://www.bbc.co.uk/bitesize/guides/z2thmsg/revision/1

Key Artist: M.C.Escher(Maurits Cornelis Escher)

https://www.youtube.com/watch/CNFIuVws5EA

Mark Makinghttps://www.bbc.co.uk/bitesize/guides/zc7sfrd/revision/7

Mark making describes the different lines, dots, marks, patterns and textures created in a drawing. It can apply to any drawing materials.It can be loose and expressive or controlled and neat. The results will depend on your choice of media, tools and techniques.

‘Eye’ by M.C. Escher 1946

Overview Selecting and Ranking Search Results

Search Engines - Introduction

Online Communication

Important Vocabulary

Google Keyword Browser Search Engine Ranking Crawlers Algorithm Internet Tim Berners-Lee World Wide Web

Searching and Communicating

-You should already know that the internet is a network of networks.

-You should also know that the World Wide Web is the part of the internet where we can visit websites and

webpages.

-The World Wide Web can be used to find information, using search engines.

-The internet is also a useful communication tool – with a number of different communication mediums

for a range of different purposes.

Selecting Search Results

-Search engines use programs known as crawlers to index the World Wide Web.

-They ‘crawl’ websites for searchable information – they then store where it is found in a huge index.

-Search engines select information from this index when we type in key words.

-Searching for some search terms can bring many millions of results.

-We need to make sure that our search terms are as refined as possible, in order to allow the search engine to select the information that is most relevant.

Ranking Search Results

-Search engines ‘rank’ the web pages (the highest ranked page is at the top).

-Search engines use algorithms to do this – algorithms look at a number of different factors and give web pages a score for each.

-The web page with the highest score ranks the highest.

-Some factors include if the search term is in the title of the page (high points) or if it appears in the paragraphs of the text on the page (lower points).

-Web designers consider algorithms when making when pages.

-Communication is when we share information with one another. We can communicate in lots of different ways on the internet, e.g. messaging services, emails, social media, video calling and gaming platforms.

-Public communication is visible to all, whilst private communication is restricted to only some people.

-Some communications are one-way (e.g. Youtube) whilst others are two-way (e.g. Skype).

-Some communications are to one person, whilst others are to many.

-We should consider which type of communication is most appropriate to our needs, safety and privacy.

-We can find information on the World Wide Web by using search engines.

-A search engine is a program that finds websites & webpages based on key words entered by the user.

-When the World Wide Web was invented by Tim Berners-Lee in 1989, there was only 1 website. By 2018, there were 1,630, 322, 579! The World Wide

Web is a big place, and we need search engines to be able to find what we need.

-Some examples of search engines are Bing, Google, Yahoo, DuckDuckGo and Kiddle.

-You can also type searches into the address bar of the browser (e.g. Google Chrome or Microsoft

Internet Explorer).

-We may not get the results that we are looking for if our search is not refined (precise) enough.

DESIGN TECHNOLOGY YEAR 7 MODULE 4 GRAPHIC COMMUNICATION

Typography This is the study of Type and Text on a page, it is how it add impact or set the scene for a page.

You can change the style of text, its size, colour and space around the text to give you different appearances.

Analysing products

This is where we look at an existing product and say,

what we think is good and bad about the product

A Aesthetics :- what the product looks

like?

C Cost:- How much would it cost to

buy?

C Client:- Who would buy it?

E Environment:- How long would it

last?

S Safety:- Could the product hurt

anyone?

S Size:- How big is it?

F Function:- What will the product do?

M Materials:- What is it made from?

KEY WORDS

Render:- To colour in an idea or design to

make it look like a material or to make it

stand out.

Enlarge:- to make, draw an object bigger

than the original drawing .

Reduce:- to make, draw and object smaller

than the original drawing

Oblique:- A 3D drawing technique which

shows and image at 45°.

Annotate:- To add notes to your designs

that explain what you are aiming to

achieve. ( Size, Materials, joining

techniques)

Freehand:- To produce a drawing without

the aid of drawing equipment like rulers

and set squares.

Template:- A card or paper drawing that

allows you to accurately mark out a shape.

Laminate:- To cover a piece of card or

paper with a protective cover to protect

the surface.

Crating:- the use of simple drawn shapes to

draw more complex ideas.

Serif: These typefaces have

a tail and are mainly used

in the body of a text.

San Serif: This typeface has no tail

and is mainly used for headings as

it is plain and clear to read.

Script: These type Faces tend to look

Handwritten and have a more personal feel.

Stylised: These are more

decorative and are aimed at

attracting attention or giving some

meaning or association.

Freehand drawing techniques

A quarter of a circle is called a quadrant.

Using thick and thin lines to make an object stand out from a page.

Rule if you can see two sides the line between is thin. If you can

only see one side, the line is thick.

Hatching is the use of lines to give an image the look of shadows,

shade and texture.

Signs and symbols

Signs give information to people. They often avoid using words. This makes them easy to

recognise, and helps people who don’t speak your language or who can’t read

Challenge Box

See how many signs and symbols you can find.

Year 7, Term 4, Drama

Script Work

Script: a play that is written down, includes

what the characters do and say. (e.g. a blue-

print, plan, recipe etc). Written to be

performed on a stage.

Dialogue: tells the actor what to say.

Stage direction: tells the actor what to do.

Characterisation—physical skill

Facial expression: using your face to show

emotion.

Body language: using your body to

communicate with the audience.

Gesture: moving arms or hands.

Mime: suggesting action with your hands/

movement.

Techniques

Physical theatre: creating props and set

with your body.

Multi-role: playing more than one character

in a script.

Multi-set: chairs and tables you can use for

more than one location e.g. living room and

kitchen.

Characterisation—vocal skill

Volume: how loud or quiet.

Pace: how quick or slow.

Pause: when you stop within a line.

Pitch: how high or low.

Tone: what emotion you deliver with.

Year 7 – Romantics poetry

1. Alliteration – words close together that start with the same sound

2. Simile – when we describe something by using ‘like’ or ‘as’

3. Metaphor – when one subject is implied to be another so as to draw a comparison between their similarities and shared traits.

4. Personification (anthropomorphism) – to describe something non-human by using human characteristics

5. Onomatopoeia – words that are sounds

6. Repetition – words close together that are repeated for effect

7. Rhetorical question – a question that does not require an answer.

8. Apostrophe (literary term) – when a character speaks to another character who is absent from the scene as though they are actually present

9. Oxymoron – describing something by using opposite terms e.g. ‘bitter sweet coffee, a love, hate relationship

10.Rhythm – the beat of a poem

11.Rhyme – similar sounding words especially when these are used at the ends of lines of poetry.

12.Structure – how a poem or piece of writing is ‘built’; how each stanza or paragraph links and how endings link to beginnings, in what order and at what point in a text writers reveal information or choose to keep it hidden.

13.Stanza - a group of lines forming the basic recurring metrical unit in a poem.

14.Free verse - poetry that does not rhyme or have a regular rhythm.

15.Blank verse - verse without rhyme, especially that which uses iambic pentameters.

16.Rhyming couplet - a rhyming pair of successive lines of verse, typically of the same length that rhyme

17.Tone – the general character or attitude of a place, piece of writing, situation

18.Juxtaposition - when the author places a person, concept, place, idea or theme parallel to another. The purpose of juxtaposing two directly or indirectly related things in literature is to highlight the contrast between the two.

19.Imagery – words placed together that create a picture in the reader’s imagination

20.Connotation – the images and ideas that a word/phrase triggers

KEY POETS OF THE ROMANTIC ERA William Blake - 1757 – 1827 William Wordsworth - 1770 – 1850 Samuel Coleridge - 1772 – 1834 George Gordon Byron - 1788 –1824 Percy Shelley - 1792 –1822 John Keats - 1795 – 1821

HISTORICAL CONTEXT OF ROMANTICISM - Urbanisation –As more and more people moved from the country-side to the towns, these began to get bigger and bigger towns. This is known as urbanisation.

HISTORICAL CONTEXT OF ROMANTICISM - Industrial Revolution 1770-1840 Before the Industrial Revolution, industry was small scale with small workshops and people in the country-side working in their own homes, for example, spinning cotton or weaving cloth. From about 1770 new technologies meant that cloth could be produced large scale in factories. People began to leave the country-side to work in the towns which had factories.

HISTORICAL CONTEXT OF ROMANTICISM - French Revolution The French Revolution began in 1789 as a popular movement to reform the 'absolute' rule of the monarch, Louis XVI. A number of factors caused the French Revolution: The aristocracy still ruled over the peasants which made up most of the population, as they had in the Middle Ages and the peasants had very few rights and lived in poverty. The writer Rousseau popularised the idea that kings did not have the right to 'absolute' rule and to bring misery to their people. One of his big ideas was the ‘social contract’ between King and people.

KEY THEMESNatureSublimeIndividualismOppressionReligionImaginationChildhoodOutcasts of societyClass

WILLIAM BLAKE FACTSHe was born in London.He believed in the power of the imagination.He was an established artist and writer.He died a poor man at the age of 69.He was one of a group of poets named The Romantics.

THE ROMANTICSRomanticism was an artistic, literary, musical and intellectual movement that originated in Europe at the end of the 18th century. Romanticism was characterized by its emphasis on emotion and individualism.

Jardinière Julienne Macedoine mas-i-dwahn

Brunoise BROON-wahz

Practical Focus Skills

Rubbing in – e.g. Rock Cakes - protein, carbohydrate,5 a day

Safe working, working in an organised approach, cleaning up, rubbing in technique, adding liquids, using a timer, even shaping and sizes, even quality, using the oven independently, handling high risk ingredients, weighing, measuring, using the oven, rubbing in, mixing, cracking eggs.

Developing rubbing-in, knife skills – e.g. Crumble - carbohydrate, 5 a day

Safe working within a food room, working in an organised approach, cleaning up, rubbing in, dovetailing, fruit preparation / knife skills, combining two skills learnt previously – dovetailing, how to use the oven safely, how to recognise when food is cooked, weighing, measuring, baking.

Developing rubbing-in, knife skills, moulding and shaping dough, oven. E.g. Scone Based Pizza – all section of the eatwell guide

Safe working within a food room, working in an organised approach, cleaning up, rubbing in technique, adding liquids, using the oven, using a timer, knife skills, weighing, shaping, using the oven independently, assessing when foods are cooked.

Hob, knife skills, dovetailing – e.g. Pasta Salad – carbohydrate / 5 a day

Safe working within a food room, working in an organised approach, cleaning up, bridge and claw technique, handling and preparing raw ingredients, using the hob safely & correctly, boiling, simmering, draining, knife skills.

High risk ingredients, knife skills, hob, e,g, Savoury Mince - protein / 5 a day

Safe working within a food room, working in an organised approach, cleaning up, how to check food is cooked, how to safely handle raw meat, using the hob safely & correctly, testing food for seasoning / balance. Knife skills, using the hob, simmering

Béchamel, simmering, dovetailing, e.g. Macaroni Cheese – Dairy / fat

Safe working within a food room, mixing, weighing, knife sills, boiling, draining, measuring, using the hob, working in an organised approach, cleaning up, how to check food is cooked, béchamel sauce. Dovetailing.

Crushing, mixing, layering, double boiler - dairy

Weighing and measuring, crushing, melting, mixing, double boiler, whisking, combining, layering, handling cream – aeration, setting, cleaning, and timing.

FOOD - Safety, cooking methods & Skills Bacteria are the main cause of food poisoning. They are living organisms, which multiply and spread. They cannot be seen without a microscope. Most bacteria are harmless, but some can cause food poisoning and make you very ill.

Key Words & Terms

Food Spoilage - When food

deteriorates so that its quality is

reduced or it can no longer be eaten.

Food Poisoning – An illness caused by

eating contaminated food.

High-Risk Foods – Ready-to-eat moist

foods, usually high in protein.

Bacteria – Microscopic living

organisms, which are single celled and

can be found everywhere.

Reproduce – When plants and animals

make their own kind.

Binary Fission – How each bacterium

reproduces and splits into 2.

Temperature Danger Zone –

Temperatures between 5c and 63c,

where most bacteria can multiple.

Dormant – When bacteria become

inactive and cannot grow at all.

Temperature Probe – A device with a

metal spike which takes the core

temperature of a food.

Challenge Task –

To find out more, go to:

https://bit.ly/322eSpr

Data collection Description Advantages Disadvantages

Question-naires

A series of questions to find out people's views and opin-ions. Questions can be closed question, these pro-vide a choice of answers such as yes/no Open questions allow peo-ple to go into more detail. And are open ended

•You can collect a range of views and find out how different groups feel about an issue •Closed questions allow us to draw graphs easily and easily look for patterns

•Questions can be mis-leading if not planned carefully •People can be in a rush and not want to fill them out properly

Environmental survey

This is where you give a score to an area for a range of categories such as litter, vandalism and traffic. This score allows us to assess how much of a problem they are.

•You can easily compare different streets and are-as •You can give a score to things like safety

•Its based on you opin-ion so can be biased •If we complete it on a nice sunny day then our scores might be differ-ent than if we complet-ed it at night

Traffic surveys

Tally the number of different vehicles that pass by in a set period of time

•You can quantify the amount of traffic •You can see if different types of vehicles are more com-mon •You can see patterns

•You can make mis-takes if its very busy •Results can be affected by the time of day/week

Our local area:

Our school is located in Trowbridge, the county town of Wiltshire. Wiltshire is a county in the

South West and has a population of approximately 470,000. The largest town in Wiltshire is

Swindon. People have a variety of views about our home town, some are positive and some

are negative. The River Biss floes through our town. The town is also 31 miles (49 km) south

west of Swindon and 20 miles (32 km) south east of Bristol. Trowbridge is a market town,

the Kennet and Avon canal to the north of Trowbridge allowed coal to be transported from

the Somerset Coalfield and The town was the foremost producer of this mainstay of contempo-

rary clothing and so Trowbridge had an industrial past. Infact it was once known as the

"The Manchester of the West". Today much of the industry has closed or moved elsewhere

UK Human Environments: Our local area

What are the advantages and disadvantages of living in Trowbridge

Advantages Disadvantages

In the 2011 Census 49.75% of people liv-

ing in Trowbridge felt their health was

very good (2% higher than England as a

whole)

Close to major cities such as Bath and

Bristol: ideal for shopping and work

A train station makes commuting to work

easy

Close to major tourist attractions such as

Bath and Longleat

A sense of community

High levels of crime and anti social behav-

iour

Traffic problems leading to high levels of

air pollution

Major employers have closed and moved

elsewhere

Derelict and unused sites

It has a poor reputation

Life expectancy varies around the town as

does poverty and unemployment

How can we present data about our local area?

Traffic data can be presented

as a proportional flow arrow.

Thius is where the size of the

arrow shows the amount of

traffic. The wider the arrow

the more traffic there is

Environmental survey data

can be presented as a radial

graph. Each segment repre-

sents a category e.g segment D

= traffic, E = vandalism and F =

litter. The amount of the seg-

ment coloured in shows the

scores

What data can we collect about our local area?

Knowledge Organiser-Castles-Year 7

Year 7 – Term 4

Maths Essential Vocabulary

Word Meaning

Average A way of calculating a typical value in a set.

Three averages – mean, mode and median.

Tally Lines drawn to keep an ongoing total.

Median An average found by taking the middle number, when the numbers

are in size order.

Mode An average. It is the most frequently occurring number(s).

Mean An average, calculated by adding up all of the numbers and dividing

by how many there are.

Range The spread of the data. Calculated by the largest number take away

the smallest number.

Frequency How many/often.

Inverse

operations

The calculation that “un-does” another calculation. Addition and

subtraction are inverse operations.

Powers Squaring and cubing a numbers are powers.

Eg 23

Indices Another name for powers.

BIDMAS The order in which calculations are carried out. The letters stand for:

Brackets, Indices, Division, Multiplication, Addition & Subtraction.

Negative

Numbers

Numbers with a value below zero.

Consider Temperature, colder than zero.

Musical Notation(Writing Music)

Keyword Definition

Stave The lines music is written on

Quaver ½ a beat

Rest A pause in the music for a certain number of beats

Treble Clef Tells you the order of notes on the stave (high pitch)

Conductor Keeps the musicians in time

Sharp A semitone (half step) higher in pitch

Flat A semitone (half step) lower in pitch

Natural No sharp or flat

Bass Clef Tells you the order of notes on the stave (low pitch)

Minim 2 beats

Semibreve 4 beats

Chords 2 or more notes played together at the same time

Melody A collection of notes which create a tune

Semi Breve

Minim

Crotchet

Quaver

Semi Quaver

Semi Breve Rest

Minim Rest

Crotchet Rest

Quaver Rest

Semi Quaver Rest

Knowledge organiser – Year 7 – Personal Me

3. PERSONAL ME RESPONSIBILITY 1. KNOW HOW TO BE RESPONSIBLE, DURING AND AFTER PE LESSONS

RESILIENCE

2. BE ABLE TO DEMONSTRATE RESILIENCE IN COMPLETING ALL TASKS

DECISION MAKING

3. BE ABLE TO MAKE CORRECT AND POSITIVE DECISIONS IN LESSONS

1.

2.

IN THE CHANGING ROOMS

• Walk quickly to your PE lesson

• Enter calmly and quietly

• Do not take too much space and allow others to take a space near you

• Keep your personal belongings in a neat pile or in your bag

• Do not touch the belongings of other students without their permission

• Do not shout or call out

• Change swiftly and go to your lesson

• Place valuables into the designated box

• Do not eat in the changing room, it is unhygienic

• Should you discover items someone else has left behind, hand them in immediately. It generates goodwill in

the changing room and what goes around comes around

• At the end of a lesson follow the same rules above

• Walk quickly to your next lesson

DURING THE LESSON

• Enter the lesson area calmly

• Do not touch equipment unless told to

• Settle quickly when instructed

• When the teacher is speaking do not talk to other students, touch equipment

or be distracted

• Only perform activities you have been instructed to do

• Take and return equipment as instructed

• Be positive towards your peers

Resilience

Support others with their work when they are struggling

Be solution focused - work out what needs improving and how to improve

Take or create opportuntities to challenge yourself

Manage your emotoins when you have been successful or not been

successful

3. CARRY OUT THE ABOVE BEFORE, DURING AND AFTER EVERY PE LESSON

LD: RE Year 7 Unit 4: Why is the world important?

Key Questions:

How did God create the world? What does the Bible tell us about the story of creation? Why

is this important? How can this be interpreted? What are humans doing to the planet? What would Christians think about this? How is this

affecting our world? What does it mean to be a good steward? What is stewardship? Where do these ideas come

from? How can we be good stewards in our lives today? What do Christians do to help the environment? Where do these ideas come from? Why is

this important to our world? How can we be involved? How can we help the world? Why should we do it? Is it just for religious believers?

Key Terms:

Creation The beginning of the world and the universe

Dominion Having control (over the world)

Duty A responsibility (to look after the world)

Environment The world around us

Genesis The first book in the Bible detailing the story of creation

Pollution Harmful substances that damage the planet e.g. car exhaust fumes

Responsibility Being accountable for something (the planet)

Stewardship The job of supervising/taking care of the world as given by God.

Key Concepts:

Charity/Organisations

Organisations created to support various environmental issues, e.g. Green Peace, Operation Noah, The Salvation Army. Demonstrating the Christian idea of agape love for humankind

Creation The beginnings of the world and the universe as detailed in Genesis. Christians believe that the story can inform us not only about the nature of God but also our place with in the world and why He created it. Many Christians interpret this differently, some believe the book of Genesis details actual events where as others would interpret it as poetic and metaphorical .

Environmental campaigning

The action of raising awareness for environmental issues with the aim of protecting and improving the health of the environment. Often this can be emotive, making governments aware and putting pressure on them in order to make a change.

Stewardship Christians believe that through the story of Genesis humans were given stewardship over the earth. This means that humankind has become the earth’s guardians, which for some explains why God no longer intervenes. It enables humans to continue to the work of God through their caring actions.

Elements and Compounds Knowledge Organiser

KPI 1.1 Elements

KPI 1.2 Compounds and mixtures

KPI 1.5 Making a salt

KPI 1.6 Naming compounds and chemical symbols

KPI 1.3 Separating mixtures

Big Question: How is the world made up of so many different things?

KPI 1.4 Electrolysis

Particles Knowledge Organiser

KPI 4.1 Solids, liquids and gases

KPI 4.2 Changing State

KPI 4.4 Diffusion

KPI 4.3 Gas Pressure

Big Question: How does the smell of perfume travel?

KPI 4.5 Dissolving

¿Cuándo? – When? en el recreo – at breaktime a la hora de comer – at lunch time

el lunes – on Monday el martes – on Tuesday el miércoles – on Wednesday el jueves – on Thursday el viernes – on Friday el sábado – on Saturday el domingo – on Sunday

Opiniones – opinions (add the ‘n’ to the verb for plural subjects (los/las) Me gusta(n) – I like Me gusta(n) mucho – I really like Me encanta(n) – I love Me da(n) igual – I don’t mind No me gusta(n) – I don’t like No me gusta(n) nada – I really don’t like Odio/detesto – I hate Prefiero – I prefer

Time phrases and connectives

normalmente – normally

por regla general – usually

a veces – sometimes

de vez en cuando – from time to time

por la mañana – in the morning

por la tarde – in the afternoon

también – also, as well

además – in addition, furthermore

después del colegio – after school

antes del colegio – before school

porque - because

KEY VERB - Estudiar – to study estudio – I study estudiamos – we study estudias – you (s) study estudiáis – you (pl) study estudia – he/she studies estudian – they study

Las asignaturas – School Subjects Estudio… – I study / Tengo… - I have el dibujo - Art el teatro - Drama el español - Spanish el francés - French el inglés - English el deporte / la educación física - PE la geografía - Geography la historia - History la informática - IT

la música - Music las matemáticas - Maths las ciencias – Science (la biología - Biology, la física - Physics, la química – Chemistry) la religión - RE la tecnología – Technology

los trabajos manuales – D&T

Year 7 Spanish - Mis estudios – My studies

Mi colegio se llama - My school is called

Mi colegio está en - My school is located in

Mi colegio es - My school is

viejo - old

grande - big

moderno – modern

acogedor – welcoming

interesante - interesting

¿A qué hora? At what time? [hours 1st; then mins]

a la una – at 1

a las dos – at 2

a las tres – at 3

a las cuatro – at 4

a las cinco – at 5

a las seis – at 6

a las siete - at 7

a las ocho – at 8

a las nueve- at 9

a las diez – at 10

a las once – at 11

a las doce – at 12

a mediodía – at midday

Adjectives (remember agreement):

aburrido/a/os/as – boring

divertido/a/os/as– fun

creativo/a/os/as – creative

fantástico/a/os/as – fantastic

nulo/a/os/as - rubbish

interesante/s– interesting

importante/s – important

fatigante/s – tiring

difícil / difíciles- difficult fácil / fáciles – easy útil / útiles – useful

y cuarto – and ¼ (quarter past)

menos cuarto – minus ¼

(quarter to)

y media – and ½ (half past)

menos cinco / diez / veinte /

veinticinco (minus 5/10/20/25

mins = TO)

y cinco / diez / veinte /

veinticinco (and 5/10/20/25 mins

= PAST)

y – and pero – but

sin embargo - however

es - it is son – they are

qualifiers: muy – very un poco – a bit bastante – quite demasiado – too

GIVE REASONS FOR YOUR OPINIONS

singular

(one person)

plural

(more than one person)

Comparatives

más adjective que – more adjective than

menos adjective que – less adjective than

eg el español es más divertido que la geografía – Spanish is

more fun than geography

las matemáticas son menos fatigantes que el deporte – Maths

are less tiring than PE

feud

flabbergasted

ambivalent

livid

perplexed

precipitous

abhorrent

conquer

crevasse

flamboyant

As blob stood by the start of the bridge he feltcompletely ambivalent, could he possibly make it acrossin one piece? He could see that on the other side, armswide with pride, blob had clearly managed to conquerhis fears and crossed the bridge successfully. However,there were those who clung on with a perplexedexpression and he wondered what they had to be sopuzzled about.

Perhaps they (as to be honest, he was) were questioningthe risky and flamboyant choice of blob balanced soprecariously on the rope of the bridge. With such a steepprecipitous edge and deep crevasse to fall into, it didseem a rather foolish idea. It was almost certainly thisthat had exacerbated his trepidation over setting foot onthe bridge.

Blob was so focused on the left side of the bridge that hefailed to notice the abhorrent act of another blob whohad pushed his foe over the edge! With a livid cry, hisenemy hurtled to the ground! This heinous act waswitnessed by a flabbergasted blob who instinctivelystretched out his arms in vain, but knew there was nohope of saving him.

It was quite incredulous to think that not more blob’shad tried to help! Although for some, the feud they werehaving with their friend had taken their attention awayfrom everything. For others, they ought to stop gawkingat the lost blob and focus on saving the other clinging onto the bridge!

precariously

foe

heinousgawk

perplexed – confused livid – very angry

flabbergasted – shockedambivalent – unsure

feud – argumentcrevasse – abyss

foe – enemy

conquer – overcomegawk – stare

precariously – not secure

abhorrent – terribleheinous – horrific

precipitous – steepIncredulous – disbelieving

archaic

benevolent

forlorn

harangue

havoc

lethargic

desolate

tenacious

eloquence

seclusion

exuberant

perturbed

As blob entered the archaic church, he hoped he would find solace and support within the ancient, old building walls. He was not disappointed as two benevolent and caring people greeted him.

Inside the medical centre, one blob stood at the window feeling complete seclusion, alone from anyone else. He watched, upset by the weaponry being wielded. He wondered if another scuffle would inevitably end up breaking out.

On the other side of the tunnel, a blob with great eloquence boomed persuasively from the loudspeaker, fluently trying to persuade others to listen to his speech.

Despite the noise and attention from others, there was a blob who remained feeling desolate with an overwhelming feeling of unhappiness. His feelings were exacerbated and made worse by the beautiful bond shared by two blobs holding hands. Their beautiful bond seemed incongruous and not in keeping with those around them who felt like desolate blob: forlorn and lonely.

Meanwhile, perturbed by the possible explosion and worried that it might hurt someone, one blob raced towards the blob about to cause havoc with a bomb. First, he had to get past the exuberant blob, who was happily jumping for joy. Exuberant blob was oblivious to the bomb and hadn’t noticed it in the slightest.

Another blob seemingly also oblivious to the bomb was a lethargic blob, he showed no interest in anything going on around him – including the awful harangue going on from one blob to minuscule blob. Why he needed to give minuscule blob such an aggressive and lengthy speech was anyone’s guess!

All the while, reading blob demonstrated a very tenacious attitude and determination to block the others out and remain engrossed in his book.

solace

scuffledesolate – extremely unhappy

forlorn – sad and lonelyexuberant – happy and excited

lethargic – tired and lazytenacious – determined

perturbed – afraid or worried

scuffle –fightharangue – aggressive speech

havoc – widespread destructionoblivious – not aware

engross – absorbed attention

archaic – very oldbenevolent – kind

solace – comfort and consolation

minuscule – very smallincongruous – out of place

idyllic

immaculate

sedentary

verdant unkempt

dilapidated

consternation

ravenous

disparity

tranquil

succulent

sombre

melancholy

Dilapidated and in desperate need of repairing, the panels that made up the back fence on the left were in a state of ruin due to neglect. This failure to look after the fence extended into the rest of the garden, which grew wild and unkempt. The lawn’s tufts of grass made it look particularly untidy. In contrast, the garden on the right was in excellent condition.

This immaculate garden was perfectly neat and tidy, with its well-kept lawn, path and thoughtfully tended to flower beds. Despite the clam and neatness, which created a tranquil atmosphere, not all of the blobs were feeling tranquil. Some blobs felt rather melancholy and sombre. Sad perhaps that they could not help the lonely blob stuck in the tree.

Perhaps the disparity, the enormous differences between the two gardens, was the cause of one Blob’s consternation. He had not expected to see such a difference; he couldn’t help thinking that it all looked so idyllic and picturesque on the other side of the hedge. What Blob was not considering was that although the other side was immaculate, his side of the fence was verdant. Untidy yes, but it was rich with a green lawn and mature trees and Blob’s enjoying football and music. On the other side, Blobs were sitting sedentarily.

One thing both sides did share was the succulent and juicy sausages being cooked on the BBQs! The blob cooking, could not wait to tuck in as he was extremely hungry, some might even say that he was ravenous!

neglect

Dilapidated = falling apart.

Neglect = not looked after.

Immaculate = kept perfectly.

Melancholy = feeling sad for no obvious reason.

Tranquil = peaceful

Sombre= sad / dull

Sedentary = not much physical movement

Disparity = big difference

Succulent = juicy and tasty

Idyllic = peaceful & picturesque

Consternation = anxiety and unhappiness

Verdant = lush & green

Unkempt = untidy

Ravenous = very hungry

LAST PAGE