Question 51 Moving sentences to improve sequence · support
We watered the pots. We placed them by the window. We filled them with soil. We collected clean pots. We put seeds into the soil.
Rewrite this paragraph so its events follow a clear time order. Add two appropriate time connectives, and explain one sentence you moved.
What to aim for Adult checks that every original action remains. The sequence is practical and clearly linked. The explanation identifies a useful move. Response or adult observation notes
Question 52 Adding essentials and deleting distractions · core
Our art exhibition is on Thursday in the school hall. It starts at 3 pm. I had pasta for lunch yesterday. Families can see our paintings and models. The hall has a really tall roof.
Edit the announcement to remove information that distracts from its purpose. Add the missing finishing time of 4 pm. Write the improved announcement and explain a deletion.
What to aim for The revised announcement includes event, location and full time. Unrelated material is removed. Adult checks the deletion is explained in terms of the reader's needs. Response or adult observation notes
Question 53 Replacing vague vocabulary · support
Suri went into the place. There was stuff everywhere. She saw a thing and picked it up.
Improve this story opening by replacing two vague words and adding one precise detail about the place. Keep the original situation.
What to aim for The character still enters a room and finds an object. At least two vague words have more precise replacements. Adult checks the new setting detail supports the scene. Response or adult observation notes
Question 54 Editing repetitive references · core
The rabbit escaped from the rabbit's pen. The rabbit hid behind the compost bin. The rabbit waited until Zara brought food. The rabbit hopped back into the rabbit's pen.
Rewrite the paragraph to reduce unnecessary repetition while keeping it clear who each sentence is about. Use a pronoun and another suitable reference to the rabbit.
What to aim for All original events remain clear. The revision uses a pronoun and another reference to the rabbit. Adult checks that no pronoun could be confused with Zara. Response or adult observation notes
Question 55 Editing time and conditional links · core
Cover the table. Begin painting. Put on an apron. Collect your brush. The paint might be too thick. Ask the teacher about adding water. Wash the brush at the end.
Edit this paragraph by adding suitable connectives to explain time and conditions. Include 'before' and 'if', and keep the instructions sensible.
What to aim for The table is protected before painting begins. The condition about thick paint has a matching action. Adult checks that the revision keeps all essential steps. Response or adult observation notes
Question 56 Editing dialogue punctuation · support
where is the class map asked Ravi it's beside the window replied Elise thanks I'll bring it over Ravi said
Rewrite the scene with speech marks, necessary capitals and dialogue punctuation. Start a new paragraph when the speaker changes.
What to aim for Adult checks that only the spoken words are inside speech marks. The question mark and statement punctuation fit the speech. Each new speaker starts a new paragraph. Response or adult observation notes
Question 57 Editing an interrupted spoken sentence · extension
if we leave now said Mina we will reach the oval before the bell I'll carry the cones replied Joel
Edit the dialogue so it is punctuated clearly. Keep the reporting clause between the two parts of the speaker's sentence.
What to aim for The reporting clause remains between the two parts of Mina's sentence. Adult checks the commas, speech marks and lower-case continuation. Joel's reply is on a new line with clear punctuation. Response or adult observation notes
Question 58 Changing direct speech to reported speech · core
Ms Patel said, 'Our class is ready for the exhibition.' She added, 'The students have worked carefully on their models.'
Turn the direct speech into two reported-speech sentences for a newsletter. Keep the meaning, but do not use speech marks.
What to aim for Both messages are retained. Speech marks are removed and references/tense suit the report. Adult checks the report does not add a new opinion. Response or adult observation notes
Question 59 Composing direct speech from a report · core
Alex said that they could bring two spare rulers the next day.
Rewrite the reported message as possible direct speech. Include a reporting clause and speech punctuation. Explain why you cannot know the exact original words.
What to aim for The possible speech preserves the offer and timing. Adult checks speech marks and punctuation. The learner recognises that the original wording is unknown. Response or adult observation notes
Question 60 Editing informal language for an adult audience · core
Hey! When do you open? Where do we find the guide? Got somewhere for lunch? Tell us soon.
Rewrite the message as a polite email to a museum educator. Keep the three information requests and give a suitable greeting and closing.
What to aim for All three questions remain clear. The tone suits an adult outside school. Adult checks that greeting and closing match the request. Response or adult observation notes
