Engelsk - Klar for eksamen by Cappelen Damm AS

Lisbeth M. Brevik

engelsk

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

Engelsk Grammatikk ISBN 978-82-02-30679-3 (Engangshefte)

klar for eksamen

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

r æ l g øv o 987-82-02-29589-9 I SISBN B N 978-82-02-29589-9

788202 295899 www.cappelendamm.no

Lisbeth M. Brevik

engelsk klar for eksamen

© 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 1. Mind map 2. Timeline 3. Eight squares 4. Venn diagram 5. Sociogram 6. KWL table 7. Word wall

p. 5-12 p. 6 p. 7 p. 8 p. 9 p. 10 p. 11 p. 12

B. How to read and listen 1. Learn in-depth reading (SQ3R) 2. How to remember written texts 3. Analysing narrative texts 4. Reading illustrations: tables and charts 5. Reading and listening strategies 6. Reading and listening tasks

p. 13–23 p. 14 p. 15-16 p. 17 p. 18 p. 19–23 p. 23

C. How to give presentations 1. How to give a good presentation 2. Content: list, describe, argue and reflect 3. Structure: visuals and methods 4. Take part in a conversation 5. Oral tasks

p. 24–30 p. 25 p. 26 p. 27–28 p. 29 p. 30

>>>

D. How to write texts 1. How to write a good text 2. Genre: factual prose (letter, review, article, interview, diary) 3. Genre: narrative texts (story, novel, one-act play) 4. Content: list, describe, argue and reflect 5. Structure: logic and flow 6. Structure: paragraphs 7. Learning strategies 8. Proofreading 9. Writing tasks

p. 31–57 p. 32 p. 33–41 p. 42–49 p. 50 p. 51 p. 52–53 p. 54–55 p. 56 p. 57

E. GRAMMAR • Adjectives • Adverbs • Articles • Homophones • It and there • Linking words • Nouns • Prepositions • Pronouns • Punctuation • Verbs • KEY

p. 58–112 p. 60–64 p. 65–68 p. 69–72 p. 73–76 p. 77–80 p. 81–84 p. 85–88 p. 89–93 p. 94–98 p. 99–105 p. 106–112 p. 113–118

INDEX

p. 119–120

Velge ulike lytte-, tale-, lese- og skrivestrategier tilpasset formål og situasjon. Kompetansemål i engelsk (KL06), om kommunikasjon

What Use diagrams in tests and exams when … • reading texts and sources. Take notes about what you read or hear. • writing and planning your texts. • giving oral presentations. Make a script or slides. • you want to communicate well. Use diagrams to learn vocabulary and grammar. How Use diagrams to • plan and structure texts and presentations. • show an overview of a topic. • structure a topic chronologically. • compare and contrast topics. • collect a varied vocabulary and to learn grammar rules. Why • Diagrams help structure what you know and what you want to write and say. • To get a good grade you need to show an overview of a topic and communicate well.

How to prepare for tests and exams 1. 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

How to use learning strategies

A. How to use learning strategies

6 How to use learning strategies

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: A mind map helps give an overview of ideas in a topic.

Reading and listening Take 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: Black/white

“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, religion is probably what separates people more than anything else.”

Religion

Kind/mean

Differences between people Poor/rich

Smart/dumb

Fat/thin

Giving presentations Plan 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 texts Plan 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.

TASK

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.

WHAT: A timeline shows chronology; when and in which order events happen. You can make a historical timeline or a timeline of a narrative text. WHY: A timeline helps give an overview of the structure in a text.

Reading and listening Take notes in a timeline about what you read or hear. Show the events and in which order they appear.

Giving presentations Plan 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 texts Plan 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

Introduction of characters, setting and plot

Rising action

Turning point

Plot develops; problem, rising action

Falling action

Ending

Resolution; the plot comes to an end

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.

TASK

Review a text you are working with at school. • Make notes in a timeline 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). • Make notes in a timeline 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.

How to use learning strategies

2. How to use a timeline

14 How to read and listen

1. Learn in-depth reading: SQ3R

WHAT: You can use in-depth reading as a main strategy for reading texts. WHY: If you use SQ3R, you’ll probably understand the text and remember it later.

1. Survey: skim & scan the text

5. Review your notes Remember the text

4. Recall the text and answer questions

SQ3R In-depth reading

2. Question: Make some questions

3. Read and take notes

S = Survey Q = Question R = Read R = Recall R = Review

Before reading Survey: Question:

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. 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 reading Read:

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 reading Recall:

Review:

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

15 How to read and listen

2. How to remember written texts Choose texts Often you can choose which texts to read for tests and exams. • Look at the titles. • Which seems the most interesting? • Choose which alternative texts to read. • Find the obligatory texts.

Before reading Look at one text at a time. 1. Survey: • Skim: Look at the illustrations and headings. What is this about? • Scan: What kind of text is it (genre)? What do you think the text is about (topic)? What do you know about the topic? • Diagram: You may brainstorm in a mind map (see p. 6), make notes in a KWL table (see p. 11), collect words in a word wall (see p. 12). 2. Question: • What do you think you will learn from the text? • Write at least two questions to the text: Who? Where? When? What? How? Why? • Diagram: You may write the questions in a KWL table (see p. 11).

While reading 3. 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.

16 How to read and listen

KEEP MOVING

START FROM CENTRE

As they occure

WRITE IDEAS DOWN MIND mapping EXPLODE

DRAW IDEA

THINK FAST

BREAK BOUNDARIES

Creativity best

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

After reading 4. Recall: • Look at your notes. Do they help you remember the text? • If not, read the text again. Improve your notes. • Strategy: you may write what you have learnt in a KWL table (see p. 11). 5. Review: • Later in the day and/or the next day: review your notes. • Do you still remember the content of the text? • If not, read the text again and improve your notes.

Tests and exams • List the sources you have used to make your notes. • Bring your notes to the test or exam. • Use your notes to write a text or make an oral presentation.

WHAT: You can use literary devices to analyse narrative texts (story, novel, plays and poetry). WHY: The literary 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 beginning; 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 Tell which genre the text structured (rhyme, fixed is; poetry, story, play, rhythm, verse) or if it is novel. free verse (no rhyme or verses).

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

Plot

Point of view

Comment on words that Describe human sound like the thing they qualities that are given describe (often in poetry). 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.

Personification

Read more about narrative texts on p. 42.

How to read and listen

3. Analysing narrative texts

24 How to give presentations

C. How to give presentations Presentere 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 • Give an oral presentation about a topic. • Take part in a free conversation. • You can take the oral exam alone, in a pair or in a group. How • Plan your presentation and make a script. • List and present facts. Reflect on and discuss the topic. • Make an introduction, a main part and a conclusion. • Use diagrams, pictures, music, film clips, role-play, dialogue, etc. • Use a rich vocabulary and practise your pronunciation. • Use learning strategies to get information. • Prepare for the presentation and conversation. See p. 5–12. Why • In oral tests and the oral exam you should include what the task asks for. • A well prepared presentation is easy to follow and understand. • Good content and logical structure are important. • You need to communicate well to be understood.

How to prepare for oral tests and exams 1. 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.

WHAT: When you make your presentation you need to focus on the content, structure and language. You also need to show that you can both listen and speak. WHY: A presentation is evaluated on all three criteria: content, structure and language.

Plan (see pp. 26–28) • Task: read the task well. Notice everything the task asks for. • Content: decide how to include reproduction, analysis and reflection. See p. 26. • Method: decide how to show the presentation (lecture, role play, interview, etc) • Visuals: make power point, diagrams, posters, etc. • Sources: avoid copying the exact words. • Rehearse: practise well; the content, your pronunciation/intonation and body language.

Structure (see pp. 27–28 and 81) • Divide into introduction, main body and conclusion. • Connect ideas with linking words.

Language (see pp. 60–112) • Vocabulary: Avoid slang (wanna, gonna, ain’t and stuff). Use relevant words and expressions. See p. 12. • Verbs: Use the correct verb tense. As a main rule you can talk in the past tense. The present tense can be used to express opinions and to talk about something that happens regularly. See. 106–112. • Pronunciation and intonation: You can rehearse by recording yourself and listening to it; by repeating after sound tracks or sound keys in electronic dictionaries; or by reading pronunciation symbols [phonetics] in dictionaries. • Spelling and grammar: Avoid mistakes on slides, posters or other written material you make. See pp. 73, 87 and 99.

Quotations (see p. 104) • Use relevant quotations. • If you write the quotations on slides or material, place them inside quotation marks (“ … ”). • Add the source you have quoted from.

Sources • At the end: list all the sources you have used.

How to give pesentations

1. How to give a good presentation

26 How to give pesentations

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: To get a good grade, you need to include more than simple facts.

Here are some examples of what to include in your presentation: HIGH LEVEL Argue & Reflect MID LEVEL Analyse & Compare LOW LEVEL Reproduce & List Language Use a simple vocabulary. Communicate. Structure Present one thing at a time. Content List basic facts. List characters or events. Place events in a timeline.

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

Language Use a varied vocabulary. Use good grammar. Communicate well. Structure Make a beginning, a main part and an ending. Include diagrams to give an overview of the topic. Content Present relevant and interesting facts. Compare and contrast in a Venn Diagram. Explain reasons and consequences. Express your opinion. Describe relationships between people in a sociogram.

Structure Give your presentation logic and flow; include a beginning, a main part and an ending. Use diagrams to discuss relationships, events, reasons and consequences. Content Choose important and surprising facts. Discuss facts, events, people/characters, relationships and consequences. Argue for and against an idea. Give reasons for your opinion. Ask reflective questions: What if…

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

WHAT: You can use various learning strategies and methods to structure your presentation. You can make role plays, interviews, dialogues, etc. WHY: Diagrams help give an overview of the topic and make it easier to follow. 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

How to give pesentations

3. Structure: Visuals and methods

54 How to write texts

7. Learning strategies

WHAT: You can use various learning strategies and diagrams to plan and structure your text. WHY: The diagrams give an overview of the text. They show how your text might be structured and suggest what to include in your text.

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

Timeline Illustrate 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. Introduction Does it matter how we spend time?

Main body Time comes and time goes. Spend time on social things. Spend time on your family.

Conclusion Time is important.

See the text that is illustrated in this timeline on p. 36. Introduction Brief synopsis. Characters: two snipers. Setting: 1920s, Dublin, O’Connell Bridge, rooftop.

Main body Plot: 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.

55 Illustrate the content and development of your text. The first square represents the beginning. 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 diagram Compare 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 diagram to divide your text into three parts; introduction, main part and conclusion. See p. 44. Peter Both People at the mall

Stressed In a hurry

Christmas shopping

Laughing Polite

Word wall Collect words and expressions in a word wall. Think about which vocabulary you need to write about your topic. See p. 40. Equal Rights Barack Obama, Rosa Parks, Martin Luther King Jr., Civil Rights Movement, segregation, racism, president, election, secure victory, equal rights, election night, “Yes we can!”, president, blacks, whites, bus boycott, rules, treated differently, brave, society, problem, …

How to write texts

8 squares

56 How to write texts

8. Proofreading

WHAT: Proofreading means to check your text for mistakes and improve it. WHY: Spend a few minutes at the end of tests and the exam to check through your text, you might spot spelling mistakes and grammatical errors. A computer spellchecker will not spot all mistakes.

Vocabulary • Read the text aloud ‘inside your head’ to spot if any words have been left out. • Spelling: write problem words various ways to see which version looks right. • Skim your text for homophones. Make sure you have used the correct word. Apostrophes • Skim your text, stopping at words which end in “s.” • If the “s” is used to show possession, there should be an apostrophe (Mary’s book). • In the plural, we only add an “s”, no apostrophe. Verb tenses Copy your text and colour all the verbs; one colour for present and another for past: • Search for typical verbs such as “to be”, “to have” and “to do” (present: be, am, is, are, have, has, do, does / past: was, were, had, did). • Look at the colours: do you have both verb tenses in the same paragraph? Read the 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 • Stop at the subject of each sentence. • Find the verb that goes with the subject. • Match subject and verb in number; plural subject – plural verb, and vice versa. Structure • Each sentence needs a verb and a subject. • Divide the text into paragraphs. Book of Rules When 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

A. Narrative text 1. 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  dialogue What is the beginning of the text like? What happens in the beginning of a story? • Does it introduce a character? • Does it start with a description of the setting? • Does it start with some action? • Does it start with someone talking, a dialogue?

 MIDDLE: include  characters,  setting,  plot • Characters: Who are there? What do they look like? What is their personality? • Setting: What is it like? Where and when does the story take place? How would you describe the atmosphere? • Plot: What is the conflict? How many main events are there? What is the climax?

 END: close with  direct speech,  cliffhanger,  reflection, or  conclusion What is the ending like? What is the resolution to the conflict? What happens at the very end? • Does it end with direct speech, with one of the characters saying something? • Is there a cliffhanger, with a surprise at the end so the readers wonder what will happen? • Does it end with a reflection, where someone thinks about the things that have happened? • Does it end with a conclusion, where everything that has happened comes to an end?

TASK

B. Factual prose 1. 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.

How to write texts

9. Writing tasks

Bruke språkets grunnleggende formverk og tekststrukturer muntlig og skriftlig. Kompetansemål i engelsk (KL06), om kommunikasjon

• Learn how to use basic grammar rules in English. • Make your own grammar notes, e.g. in a Book of Rules. • Always read through your text to check that you have used grammar well. • Good grammar makes good communication.

how to use grammar

E. how to use Grammar in english

60 Grammar / adjectives

Adjectives Eleven kan vise evne til å skille mellom positivt og negativt ladede uttrykk som refererer til enkeltindivider og grupper av mennesker. Kompetansemål i engelsk (KL06), om kommunikasjon

What Adjectives are describing words: • beautiful, nice, non-violent, huge, ugly, wild, etc. Adjectives describe nouns and pronouns (people, places and things). Where Adjectives are usually placed before nouns or pronouns. • He saw a red cat. I like green apples. Adjectives can also come after some verbs (be, get, seem, feel, look). • He is red in the face. They seemed happy together. How Add adjectives to nouns and pronouns. Compare adjectives: • positive: happy / good / beautiful • comparative: happier / better / more beautiful • superlative: happiest / best / most beautiful Make adjectives out of verbs and nouns. Add the endings -ish, -ic, -able and -ary: • (child – childish / idiot – idiotic / count – countable / station – stationary). Why Adjectives give more detailed explanations. Adjectives make your descriptions more interesting. Adjectives add effect to your text. NB! Don’t use too many in one sentence.

How to improve your text 1. Add adjectives to describe someone or something. See p. 61. 2. Use the positive – comparative – superlative form. See p. 62. 3. Use synonyms and antonyms to vary your language. See p. 63. 4. Spell adjectives correctly. See p. 63. 5. Do some adjective tasks. See p. 64.

He saw a red cat.

WHAT: You can use adjectives to describe someone or something. WHY: Adjectives make persons and things more interesting.

Description and characterization • looks: colour, material, origin, shape, size, age, religion, hair, skin, face, eyes, mouth, voice, shoes, clothes. Example: He had pale skin and curly hair, and he was tall and skinny. • personality: Example: She was a kind and caring person.

Express your opinion

• His hair was amazing and his skin was lovely. It was a scary and horrible house with ugly windows.

Add an adjective The girl is sad. New: The young and beautiful girl is sad. Martin Luther King, Jr. won the Nobel Peace Prize in 1964. New: Martin Luther King, Jr. won the famous Nobel Peace Prize in 1964.

I like green apples.

Add an adjective phrase (an adjective in a group of words) • New: The beautiful girl, who usually seems cheerful, is sad today. New: Martin Luther King, Jr., a freedom fighter, won the famous Nobel Peace Prize in 1964. Looks

personality

pronoun + have + adjective + noun

pronoun +

be +

adjective

have

a red

car

happy

You

have

cool

trousers

You

are

caring

has

blue

eyes

sad

She

has

nice

friends

She

shy

You

have

dirty

boots

You

are

dangerous

have

long

school days

are

cheerful

They

have

red

roses

They

are

interesting

Grammar / adjectives

1. Describe with adjectives

62 Grammar / adjectives

2. Adjective forms WHAT: Adjective forms: the positive, comparative and superlative forms. WHY: The forms help us to compare: A is big, B is bigger, but C is the biggest one.

The positive form

The comparative form

The superlative form

adjective

adjective + -er

adjective + -est

more + adjective

most + adjective

Positive/comparative/superlative

Rules

Examples

1) Most short adjectives long – longer – longest

-er /-est

We have walked a long way today, even though yesterday’s stage was longer. I am glad the longest part of our trip is not for another week.

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

She’s been angry the whole week. She’s even angrier than last time, but she’s not the angriest girl I know.

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

Our hallway is narrower than yours.

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

more /most less / least

5) Three- or more syllables effective – more/most effective

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

Rosa Parks is famous. Martin Luther King, Jr. is even more famous. Nelson Mandela is perhaps the most famous of them. Peter is not an effective secretary, but Sandra is less effective than him. However, Gwyn must be the least effective secretary in our office.

No rules here. Memorize or look up in a dictionary.

My car is good, but I would like a better one. I want the best car ever.

Exceptions, e.g. red – redder - reddest Than: We usually use the comparative form in front of ‘than’: better than / warmer than. The: We usually add ‘the’ in front of the superlative form: the best / the warmest.

WHAT: WHY:

Synonyms are words or expressions that mean almost the same. Antonyms are words or expressions that mean the opposite of each other. Use synonyms to create variation and add details to a text. Use antonyms to create contrasts – in descriptions and characterizations.

Synonyms

Antonyms

The girl feels sad sometimes. The girl feels blue sometimes. The girl feels depressed sometimes.

It is cold outside but inside it is hot. Grace is open-minded, while Mark seems rather stubborn.

Synonyms: beautiful brilliant

charming

delicate

elegant

good-looking

gorgeous

Synonyms: angry wrathful

furious

mad

enraged

Antonyms: personality confident ↔ uncertain open-minded ↔ stubborn honest ↔ dishonest Antonyms: looks beautiful ↔ ugly old ↔ young

4. Spelling adjectives

WHAT: The spelling of adjectives changes in some comparative and superlative forms. WHY: When we add -er and -est, a vowel is sometimes deleted or a consonant added.

Vowels: Silent -e is deleted at the end of some adjectives: • nice – nicer – nicest • strange – stranger – strangest Consonants: In some short adjectives the final consonant is doubled: • 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.

Grammar / adjectives

3. Adjective synonyms and antonyms