Revision Notes

A linear or chronological structure

Writers structure their stories by choosing the sequence in which narrative elements will be revealed to the
reader.
A linear or chronological (Following the time order in which events happened.) structure is where the
story is told in the order it happens. With a chronological or linear structure, the reader finds out what
happens in the ‘correct’ order - this can lead the reader through events clearly. It may not be the most
interesting way to tell a story, though. You could use a non-linear structure where flashbacks show the
reader a past event, gradually revealing details that have an impact on the plot.

Practice:
1. Choose the best option
1. What is a linear or chronological narrative structure?
a) A story where events are presented out of order
b) A story that follows the time order in which events happened
c) A story with multiple narrators
d) A story told entirely through flashbacks
2. Which of the following is an advantage of using a chronological structure?
a) It creates suspense by hiding key details
b) It allows the reader to follow events clearly
c) It makes the story more complex
d) It is always more engaging than non-linear structure
3. What narrative technique is used in a non-linear structure?
a) A sequence of events in strict time order
b) Flashbacks and time shifts
c) First-person narration only
d) Consistent narrative point of view throughout
4. Which type of structure is often considered less predictable, as it can reveal plot details gradually?
a) Linear structure
b) Chronological structure
c) Non-linear structure
d) Predictable structure
2. True or False
5. In a non-linear structure, the story events always follow the exact sequence in which they happened.
True / False
6. A linear structure is often considered the easiest way for the reader to follow a story.
True / False
7. Flashbacks are often used in a linear narrative structure to add depth to the plot.
True / False

Grammar: Regular & Irregular Plurals

• A plural noun is used when there is more than one of something.
• Most nouns follow rules to turn them into plural nouns.
• Some plural nouns are irregular and can be difficult to spell, whilst others stay the same.
Plural nouns
Plural means more than one and a noun is a word used to identify something. So, plural nouns are nouns that
are more than one. ‘Birds’ is the plural of ‘bird’, for example, and the word ‘cities’ is the plural of ‘city’.
Some plural nouns can be difficult to spell. There are rules that can help you remember how to spell plural
nouns.
Just add an ‘s’
The simplest plural noun to remember is when you just add an ‘s’:
• birthday becomes birthdays
• present becomes presents
• animal becomes animals
• dream becomes dreams
Most plural nouns follow this simple rule and these words are easy to spell.
Remember that adding an apostrophe ‘s’ does not make a plural noun. For example:
• ‘We saw lots of bird’s in the garden’ - is incorrect
• ‘We saw lots of birds in the garden’ - is correct
To understand the other plural rules, it helps to know the difference between a vowel - a, e, i, o, u and a
consonant - all the other letters in the alphabet.
Just add an ‘es’
If a noun ends in an ‘s’ , ‘sh’, ‘ch’ or ‘x’ then you just add an ‘e’ and an ‘s’ on the end of the word. A useful
way to remember this, is that words ending with a ‘hissing’, ‘buzzing’ or ‘whooshing’ sound end in an ‘es’
when they become plural:
• bus becomes buses
• box becomes boxes
• church becomes churches
• dish becomes dishes
If a noun ends in a consonant and then an ‘o’ you also just add ‘es’ to the end of the word:
• volcano becomes volcanoes
• hero becomes heroes
• echo becomes echoes
Dropping the ‘y’ and adding ‘ies­’
If a noun ends in a consonant and then a ‘y’, then the ‘y’ is removed and an ‘ies’ is added:
• army becomes armies
• story becomes stories
• berry becomes berries
Replace the ‘f’ or ‘fe’ ending with ‘ves’
If a noun ends in an ‘f’ or ‘fe’ it is usually replaced with a ‘ves’ ending:
• half becomes halves
• life becomes lives
• scarf becomes scarves
However, there are also some plural nouns that are irregular and don’t follow this rule:
• belief becomes beliefs
• chef becomes chefs
Other irregular plurals
Some plurals don’t follow any patterns or rules - these are also called irregular plurals
The word ‘foot’ becomes ‘feet’ when you make it plural. ‘Child’ becomes ‘children’. These irregular
plurals are tricky to spell and often just have to be remembered.
Plurals that stay the same
Some nouns don’t change at all when made plural. Many plurals that refer to animals, for example, don’t
change:
• We caught one fish and then later lots of fish.
• One sheep escaped, the rest of the sheep stayed in the field.
Quiz
(i) What does the word ‘plural’ mean?
a) two b) more than one c) Pair
(ii) Which spelling rule does ‘loaves’ follow?
a) irregular plural b) replace the ‘f’ with ‘ves’ c) simply add an ‘s’
(iii) Which of these words should you add an ‘es’ to when you pluralise it?
a) fungus b) bus c) cactus
(iv) True or false, you sometimes need to add an apostrophe when creating a plural noun.
a) True b) False
(v) Which of these words is an irregular plural noun?
a) rice b) spice c) dice

Activity: Fill in the table with the correct plurals.

S# Singular Plural
1 person
2 child
3 foot
4 man
5 mouse
6 woman
7 knife
8 fish
9 tooth
10 country
11 leaf

Q Fill in the table with suitable synonyms and antonyms.

Word Synonym Antonym
Frequently
Transported
Bound
Rear
Reliable
Weighed
Employee
Sealed
 Context Clues: (Practice)
Task: Read each sentence and use the context clues to determine the meaning of the bolded word.

1.The crisp autumn air enveloped the town, signaling the arrival of fall for people living on every street.
a. surrounded
b. abandoned
c. matched
2. Leaves began to change color, transforming the landscape into a vibrant red, orange, and yellow tapestry.
a. unusual
b. plain
c. dynamic
3. Children earnestly awaited the annual harvest festival, where they could enjoy hayrides and corn mazes.
a. pathetically
b. eagerly
c. distractedly
4. Sweaters and scarves became essential attire as temperatures dipped in the brisk fall mornings.
a. necessary
b. meaningless
c. unusual
5. Farmers spent long hours diligently harvesting their crops, preparing for the winter ahead.
a. purposefully
b. impatiently
c. incorrectly
6. The aroma of cinnamon and nutmeg filled the kitchen as pumpkin pies baked in the oven.
a. color
b. figure
c. scent
7. Squirrels scurried about, collecting acorns to store for the colder months.
a. talked
b. dashed
c. spent
8. Football games lured in crowds of spectators, cheering on their teams under the bright lights against the
dark sky.
a. attracted
b. purchased
c. ignored
9. As dusk fell earlier each day, families gathered around bonfires to relish time together.
a. reflect
b. enjoy
c. eat
10. The sound of rustling leaves underfoot echoed through the forest, a reminder of the changing seasons.
a. hurrying
b. smiling
c. swishing
Main features of a non-fictional text
Title: The main title tells you what the whole text is about.
Subheading: A sub-heading helps you find the specific information you need.
A Table: Tables are used in text to organise data that is too detailed or complicated to be described
adequately in words. Tables can show trends or patterns in the data.
Bullet points: Bullet points are used to organise and structure text. If a text is long or complicated, bullet
points make it easier to understand because they break the text down.
First person: To create a sense of closeness and fondness for a character
Expanded noun phrases: To add more detail to the noun by adding one or more adjective
Figures and statistics: To provide readers with accurate, evidence-based information.
Task: Complete the table.
Feature in text Function
Subheadings
First person
Expanded noun phrases
Bullet points
Uses figures and statistics

Non-finite clauses
Non-finite clauses begin within a verb ending in –ing or –ed.
“ing” verbs – smashing, washing
“ed” verbs - smashed, washed
1. They can go at the end of the sentence, after the main clause, and will be separated by a comma.
Examples: The boy ate a huge slice of cake, stuffing it into his mouth.
Sally scratched her head, thinking about what to do next.
2. They also be moved to the start of the sentence before the main clause. Here they are called fronted
nonfinite clauses and are followed by a comma.
Examples: Stuffing it into his mouth, the boy ate a huge slice of cake.
Thinking about what to do next, Sally scratched her head.
3. Non-finite clauses can also be stacked.
Reaching for her phone, checking that no one nearby could overhear her, Sam decided now was the
right time to send her secret message to the HQ.
Activity: Underline the non-finite clauses in the sentence
1. Identify the main clause the sentence- subject and predicate
2. Find the “ing” or “ed” verb
i. Licking his lips impatiently, John reached for the sticky doughnut. ______________________
ii. Tom stood on the rickety bridge, looking out at the horizon. ______________________
iii. Frightened by what lay in front of her, Lucy walked into the forest. ______________________
iv. In the blazing sun, the cat sat under the tree, intrigued by the passing traffic. ___________________
v. Angered by the mess that was made, Andy shouted loudly at the dog. ______________________
vi. Watching the night sky, Claire dreamt about going into space. ______________________
vii. Taking a deep breath, stretching her legs, looking into the distance, Jane waited for the starting gun
to fire. ______________________
 Writing in the first or third person
Different types of narrative voice Example
First person A character within the story is telling the story. I watched as the boat sank. I felt a
Some of the main personal pronouns used are I, mixture of relief and guilt. I turned to
my, me, we. take the rudder, pushing away the
thoughts that crawled like ants into my
mind.
Second person Not commonly used by writers. The personal You watch as the boat slowly sinks. You
pronouns you and your are used throughout. feel relief mixed with guilt. You turn
and take the rudder, pushing away the
thoughts that crawl like ants into your
mind.
Third person The story is being told by the voice of someone George watched as the boat slowly
who is not a character in the story. The main sank. He felt relief mixed with guilt. He
personal pronouns used are she, he and they. turned to take the rudder, pushing away
the thoughts that crawled like ants into
his mind.
Third person omniscient The story is being told by a voice who shows George watched as the boat sank. He
they know more than the characters in the story felt relief mixed with guilt. Six miles
– the narrator is all knowing. The main personal away a group of fishermen watched the
pronouns used are she, he and they. horizon, looking for signs of the storm
they could feel in the air.
Activity:
1 To create a sense of closeness and fondness for a character use:
a Second person b First person
2 In which narrative perspective does the narrator use the pronouns "I," "my," and "me"?
a) Second person b) First person c) Third person
d) Third person omniscient
2. Which of the following is true about second person narration?
a) It uses the pronouns "he" and "she."
b) It is commonly used in storytelling.
c) It uses the pronouns "you" and "your."
d) The narrator is a character in the story.
3. In third person narration, which pronouns are commonly used?
a) I, my, me
b) You, your
c) He, she, they
d) We, us, our
4. What is the difference between third person and third person omniscient narration?
a) Third person omniscient is told in the past tense, while third person is in the present tense.
b) Third person omniscient narrator knows everything about all characters, while third person is limited to
one or a few characters’ knowledge.
c) Third person uses "I" and "my," while third person omniscient uses "you" and "your."
d) Third person omniscient is always told by a character in the story.
5. Which narrative perspective is least commonly used by writers?
a) First person
b) Second person
c) Third person
d) Third person omniscient
 Diary Entry
What is a recount?
A recount is a way of telling others what has happened to you. A diary entry is a type of recount.
Here are some key features to remember when writing a recount:
• Write your recount in the first person because it happened to you!
I used the stars to navigate across the desert.
• Use the past tense because it has already happened.
It took a long time!
• Have a clear structure. Use paragraphs to separate different events and ideas.
• Within each paragraph include observations (what you saw), thoughts and feelings.
I was so relieved to see the next city; my throat was dry, and I needed water.
• Diaries (recounts) are written in the order in which they happened - chronological order.
Use time conjunctions like primarily, next, then and finally to show this.
• Use description to add detail so the reader can build an image in their head.
The sand dunes were as tall as mountains. Features of a diary
• Use emotive language so the reader understands your point of view. • First person.
I put blood, sweat and tears into my journey; I have no regrets! • Past tense.
Top tip! • Paragraphs.
In your concluding paragraph, you could: • Observations, thoughts and feelings.
• Date and introduction for each entry.
Pose a question to the reader
• Chronological order.
For example: • Detail and description.
How would you feel if you had no water and were stranded in a vast desert? • Emotive language.
Look forward to the future • Time conjunctions.
For example:
As I look towards the coming days and weeks, I’d love to make it to Mecca soon!
 Persuasive Techniques
Session 2024-25
Name: ________________ Class 9: ________

A persuasive text is a piece of writing used to share the writer's point of view. It is an opinionated and
argumentative form of writing.
A persuasive text is intended to convince readers to believe in an idea or opinion. When we write in
this style, we want the reader to agree with us. That means we need to use strong language to convince
the reader that our opinion is the right one.

PERSUASIVE
DEFINITION EXAMPLE
TECHNIQUES
Addressing a person or a group directly using
"It's your job to make sure you are
Direct Address
their name or personal pronouns. doing the right thing."
The repetition of the same sound across two or
"Students should stop shouting out
Alliteration
more closely connected words. in school!"
A short and amusing story about a real incident
"When I was your age, I always
Anecdote
or person. used to..."
A true statement that can be proven with "English is a core subject in
Facts
evidence or research. school."
Opinion A personal thought or belief. "English is the best subject."
Rhetorical "How would you feel if this was
A question which does not require an answer.
Questions happening to you?"
"It really was a tragedy, and I am
Words or phrases which evoke an emotional
Emotive Language heartbroken to have to share this
response.
devastating news."
An opinion (a personal thought/belief) provided "Dr Mohammed says that more
Expert Opinion by a professional or an expert who is needs to be done to help young
knowledgeable about a particular topic. people!"
A fact or a piece of data obtained from a study "90% of students who revise get the
Statistics
using numerical data. results they wanted at GCSE."
A series of three parallel words, phrases, or
Tripling "Reduce, reuse, recycle."
clauses.
Imperative A command. "Listen to me."
The repetition of a word or phrase at the
Anaphora "I want... I want... I want..."
beginning of multiple sentences.
"Life is like a box of chocolates—
A comparison between one thing and another,
Analogy you never know what you're going
typically for the purpose of explanation.
to get!"
Exaggerated statements or claims that are not
Hyperbole "I'm drowning in my own tears."
meant to be taken literally.
"Do you know how many plastic
Asking a question and immediately providing
Hypophora bottles are dumped into our oceans
the answer.
daily? 200,000 tons!"
 How to structure a comparison response
Session 2024-25
Name: ________________ Class 9: ________
A comparison response still follows the basic essay structure:
• an introduction
• four or five main points supported by details
• a conclusion - this must link back to the question, and mention both texts
When you compare texts, it’s important to talk about both texts all the way through. Don’t write all about one
text, then all about the other.
In each paragraph, make sure you mention both, even if a point is mostly about one of them.
Sentence starters
Some key phrases can help you to compare texts.
Similarities Differences
Similarly… In contrast…
Equally… However…
In the same way On the other hand…
Just as... so does.... Alternatively…
Both... and... In a different way…
When comparing texts, you are making a point about two different texts, backing up ideas with evidence and
explaining the idea. Then using a linking statement, you can connect the two ideas together.
Example
Take a look at the structure of the following example, where the writer compares how their mother and father react to
poor behaviour:
Both my Mum and Dad lose their temper sometimes when we misbehave, but in completely different ways.
My Mum usually reacts to everything by losing her temper really quickly and screaming in response to make sure
everyone knows just how furious she is. The thing that causes her to react strictly is usually leaving lights on. The
quotation, ‘If I have to tell you again to turn those lights off, I will take the bulb out of your bedroom!’ This shows
that sometimes she can exaggerate in her reactions.
On the other hand, Dad will hardly ever lose his temper, or raise his voice. Instead, he will just stare at you silently, so
you know instantly that you are in trouble. The quotation, ‘Well’ is the single word that he says once he has stared at
you for a minute, and this shows that whilst he doesn’t scream and shout like Mum, he gives you a warning of the
lecture that he is about to give you.
Analysis
Notice how the writer makes a point about how each parent loses their temper, backs it up with evidence and then
explains their idea. The linking sentence starting with ‘on the other hand’ shows how the two ideas are similar or
different.
Comparing by purpose and form
One way to link texts is through the purpose they are aiming to achieve and the form they are using.
Form is the type of text, for example:
• an article
• a blog
• a letter
• a diary
• a newspaper
It’s also useful to think about whether the form is for a public or private audience. For example, a letter is usually for a
private audience while a news article is usually for a public audience. This will affect the purpose of the text and the
language choices made by the writer.
Purpose is what the writer is trying to achieve, for example:
• to entertain
• to inform
• to advise
• to persuade
• to argue
 Describing Phrases

1. Describing Emotions:

• Heart pounding like a drum

• Butterflies fluttering in my stomach
• A wave of relief washed over me
• Tears prickled at the corners of my eyes
• Anger bubbled like lava beneath the surface
• Joy radiated through me like sunlight
• A lump formed in my throat
• Excitement coursed through my veins like electricity
• Fear gripped me like a vice
• Determination settled over me like armor

2. Describing Actions:

• Fingers trembling as they reached forward

• Eyes darting across the room, searching for an escape
• Breath caught in my chest like a hiccup
• Hands clenched into fists, knuckles turning white
• Feet dragged as if they were weighed down by invisible chains
• I leaped forward, heart racing, adrenaline surging
• Voice cracked like a branch under pressure
• The words rolled off my tongue like a melody
• I froze in place, paralyzed by uncertainty
• Laughter erupted, filling the room like a sudden storm

3. Describing Nature:

• The sky blushed with shades of pink and orange at sunset

• Raindrops tapped gently against the window like tiny drummers
• The forest was alive with the whispers of rustling leaves
• A gentle breeze carried the scent of blooming flowers
• The mountains loomed in the distance, shrouded in mist
• The sea roared, its waves crashing like thunder against the shore
• Snow blanketed the ground, sparkling like a field of diamonds
• The grass swayed lazily under the golden sunlight
• The moon hung low, casting a silver glow on the world below
• The air smelled of earth and promise after the rain
4. Describing People:

• Her smile lit up the room like a beacon

• His eyes were pools of calm, reflecting endless wisdom
• She carried herself with the grace of a dancer
• His voice was deep and smooth, like velvet brushing against skin
• Her laughter was infectious, bubbling like a brook over stones
• His movements were sharp and precise, like a sword slicing through air
• Her hair flowed like a waterfall down her back
• His face was etched with lines, each one telling a story of resilience
• Her gaze was piercing, as if she could see through my thoughts
• He stood tall, radiating confidence like a lighthouse in a storm

5. Describing Objects:

• The book’s pages were worn, soft as fabric from years of love
• The room glowed warmly, bathed in the amber light of the fireplace
• The car roared to life, its engine growling like a caged beast
• The necklace sparkled, catching the light like a thousand tiny stars
• The door creaked open, protesting with a low, eerie groan
• The chair wobbled precariously, its legs uneven and worn
• The pen glided smoothly over the page, leaving an elegant trail of ink
• The cake was a masterpiece, layers stacked high like a sugary skyscraper
• The ball soared through the air, spinning wildly like a comet
• The glass shattered into a thousand tiny fragments, catching the light like raindrops

6. Describing Sounds:

• The floorboards groaned with every step, like an old man’s sigh
• The clock ticked rhythmically, filling the silence with its steady beat
• The birds chirped in harmony, creating a symphony of nature
• The thunder rumbled ominously, shaking the windows
• Laughter rippled through the room like ripples on a pond
• A sharp gasp broke the stillness, echoing like a clap of thunder
• The wind howled, a ghostly cry in the dead of night
• The leaves rustled, whispering secrets to the breeze
• The music swelled, its notes dancing through the air
• The whistle of a distant train lingered like a fading memory
7. Describing Feelings of Success or Achievement:

• My heart swelled with pride, ready to burst like a balloon

• A grin stretched across my face, unstoppable and electric
• The applause thundered in my ears, a symphony of recognition
• A sense of accomplishment settled over me like a warm blanket
• I stood taller, as though I had grown an inch with pride
• The weight of doubt melted away, replaced by sheer joy
• I could feel my spirit soaring, free and light as a bird
• The thrill of victory buzzed through me like a spark of electricity
• I looked around, basking in the glow of success
• For the first time, I felt truly invincible, unstoppable in my pursuit
 Modal Verbs
Session 2024-25
Name: ________________ Class 9: ________
What are modal verbs?
Modal verbs are a type of auxiliary or ‘helper’ verb. They are used alongside a main verb and alter the meaning of
a sentence. Modal verbs are verbs that indicate likelihood, ability, permission or obligation.
Words like:
• can/could
• may/might
• will/would
• shall/should
• must
For example:
The sea monster should go away
In this sentence 'should' is the modal verb as it indicates the likelihood of the sea monster going away.

Modal verbs have lots of uses. They can be used to:

• show possibility or probability.; • express obligation or advice; • ask permission;

• make offers and requests; • talk about habits and ability; • make questions by inversion

Practice:
Choose a modal verb from the box below to fill the gaps so that each sentence makes sense. There may be more than
one possible modal verb that could be chosen for each sentence.

i. We __________ go to the zoo at the weekend.

ii. I __________ brush my teeth before I go to bed.

iii. “__________ we go to the park after school today please?”

iv. When you get in the car, you __________ put your seatbelt on.

v. It looks like it __________ rain tomorrow.

vi. “__________ we pick up some dinner on the way home?” suggested Mum.

vii. “What __________ you like to drink?” asked Ali.

viii. “It’s getting late, I think we __________ to go home.”

ix. “Please __________ I go to the toilet?” asked Jack.

x. I __________ always finish my homework tomorrow.

Answer key

Activity: Linear or Chronological Structure

1. b) A story that follows the time order in which events happened.

2. b) It allows the reader to follow events clearly.
3. b) Flashbacks and time shifts.
4. c) Non-linear structure.

True or False:

5. False. (In a non-linear structure, events are not in the exact order they happened.)
6. True. (Linear structure is usually easier to follow.)
7. False. (Flashbacks are more common in non-linear structures.)

Activity: Regular & Irregular Plurals

Fill in the table with the correct plurals:

Synonyms and Antonyms Activity

Context Clues:

1. a) surrounded
2. c) dynamic
3. b) eagerly
4. a) necessary
5. a) purposefully
6. c) scent
7. b) dashed
8. a) attracted
9. b) enjoy
10. c) swishing

Non-finite Clauses:

Underline the non-finite clauses:

1. Licking his lips impatiently, John reached for the sticky doughnut.
2. Tom stood on the rickety bridge looking out at the horizon.
3. Frightened by what lay in front of her, Lucy walked into the forest.
4. In the blazing sun, the cat sat under the tree intrigued by the passing traffic.
5. Angered by the mess that was made, Andy shouted loudly at the dog.
6. Watching the night sky, Claire dreamt about going into space.
7. Taking a deep breath, stretching her legs, looking into the distance, Jane waited for the starting
gun to fire.
i. We might go to the zoo at the weekend.
ii. I must brush my teeth before I go to bed.
iii. "Could we go to the park after school today please?"
iv. When you get in the car, you must put your seatbelt on.
v. It looks like it might rain tomorrow.
vi. "Shall we pick up some dinner on the way home?" suggested Mum.
vii. "What would you like to drink?" asked Ali.
viii. "It’s getting late, I think we should go home."
ix. "Please may I go to the toilet?" asked Jack.
x. I shall always finish my homework tomorrow.