Websink Prep UKKS3 EnglishYear 7 chaptersEnglish textbooksReceptionYear 1Year 2Year 3Year 4Year 5Year 6Year 7Year 8Year 9Browse allPast papersFind a tutorBecome a tutor
KS3 English · Year 7Chapter 8 · Tense, mood, cohesion and register
Year 7 · Chapter 8

Tense, mood, cohesion and register

By the end of this chapter you will be able to

  • Name the tense and aspect of a verb form, and say what it shows
  • Identify the mood of a sentence, and explain the effect of an imperative or a subjunctive
  • Link sentences and paragraphs with pronouns, adverbials and synonyms
  • Choose a formal or informal register for a given audience
  • Use Standard English in formal writing, and explain why dialects are valid varieties

You should already know

  • Past and present tense, and the perfect form (Year 6, Chapter 6)
  • The subjunctive in formal use, and formal and informal speech (Year 6, Chapter 7)
  • Cohesion within a paragraph (Year 6, Chapter 13)

Where this leads

  • Word origins, roots and spelling (Chapter 9 of this book)
  • Writing to argue, persuade and analyse (Chapter 11 of this book)

National Curriculum for England, Key Stage 3 English, Year 7. Content: Use verb tense and aspect (simple, progressive and perfect forms) accurately and for effect (KS3 grammar, G3), Recognise the indicative, imperative and subjunctive moods, and the effect of each (KS3 grammar, G3), Build cohesion across sentences and paragraphs, using pronouns, linking adverbials and synonyms (KS3 grammar, G4), Choose formal or informal register for an audience and purpose (KS3 grammar, G5), Use Standard English in formal writing and speech, and recognise dialect as a variety with its own grammar (KS3 spoken language, S3).

Exercise P  Do you remember?

1
FWhat is the past tense of write? Write one word.
2
FWrite the word that means a sentence that gives a command, such as Stop!. Write one word.
3
FWhich conjunction joins two clauses to show a contrast, such as but or although? Write one word.
4
FWrite the word that means a word that stands in for a noun. Write one word.
5
FWhat is the word for a shorter form of two words, such as don't for do not? Write one word.
8.1

Tense and aspect: simple, progressive and perfect

Year 7
Use verb tense and aspect accurately and for effect (KS3 grammar, G3)
Video lesson: Tense and aspect: simple, progressive and perfectComing soon
Story. A travel writer is describing a train journey. She must decide whether each action is finished, still going on, or linked to the present.

Tense shows when an action happens: past, present or future. Aspect shows how the action is viewed: whether it is simple, ongoing (progressive), or linked to another time (perfect). A perfect form uses have or had with a past participle.

FormExampleWhat it shows
Present simpleShe walks to school.a habit or fact
Present progressiveShe is walking to school.an action happening now
Present perfectShe has walked to school.a past action with a link to now
Past simpleShe walked to school.a finished past action
Past progressiveShe was walking to school.an action going on in the past
Past perfectShe had walked to school.a past action before another past action
Future simpleShe will walk to school.an action in the future

Key ideas

  • Simple: a fact, habit or finished action.
  • Progressive: an action in progress, using be + -ing.
  • Perfect: a link between one time and another, using have or had + past participle.
Worked example 8.1.1
What form is She has walked to school, and what does it show?

Method. Find the auxiliary and the past participle.

  1. Find the auxiliary. Has is the present form of have.
    has
  2. Find the participle. Walked is the past participle.
    walked
  3. Name the form. Has + past participle is the present perfect, linked to now.
    present perfect
  4. Write the answer.
    present perfect: a past action linked to now

Check. has plus a past participle is the present perfect. ✓

Worked example 8.1.2
What form is We were waiting at the station?

Method. Look for was or were with -ing.

  1. Find the auxiliary. Were is the past form of be.
    were
  2. Find the -ing verb. Waiting shows an action in progress.
    waiting
  3. Name the form. Were + -ing is the past progressive.
    past progressive
  4. Write the answer.
    past progressive

Check. were plus -ing is the past progressive. ✓

Worked example 8.1.3
Which form shows that the action finished before another past action? Choose one: past perfect, past progressive or future simple.

Method. Test each choice against the sentence or the text.

  1. Read what the question asks for. Decide what the sentence or the text needs.
  2. Test the choice. Had plus a past participle shows an earlier past action.
    past perfect fits
  3. Reject the other choices. Past progressive shows ongoing action, and future simple shows a future event.
    past progressive and future simple do not fit
  4. Write the answer.
    past perfect

Check. The choice fits the sentence or the text. ✓

Watch out

Watch out: the perfect uses have or had with a past participle, not the past simple. "I have went" is wrong; "I have gone" is right.

Exam tip

Exam tip. Name the tense and the aspect: for example, past progressive, or present perfect. Say what the form adds to the sentence.

Exercise 8A  Practice: tense and aspect

1
FWhich verb form is used in this sentence? She is walking to school. Choose one: present progressive, present simple or past simple.
2
FWhich verb form is used in this sentence? She has walked to school. Choose one: present perfect, present simple or past simple.
3
FWhich verb form is used in this sentence? She walked to school. Choose one: past simple, present simple or past simple.
4
PSWhich verb form is used in this sentence? She had walked to school before the bell. Choose one: past perfect, present simple or past simple.
5
FWhich verb form is used in this sentence? She was walking when it started to rain. Choose one: past progressive, present simple or past simple.
6
FWhat is the past participle of begin? Write one word.
7
PSWrite the present perfect form of they finish the race, in the third person plural. Write the full phrase.
8
RWhy would a writer use the present perfect in The train has arrived, rather than The train arrived? Explain in one sentence.
9
FWhich form describes an action in progress around a set time? Choose one: present progressive, past simple or future simple.
10
FWhat is the future simple of they travel in the first person plural? Write the full phrase.
11
RExplain the difference between She was reading and She read, in one sentence.
12
PSAnswer both parts about the verb forms in The bus has left, and we were waiting.
(a)Name the form of has left. Write the form.
(b)Name the form of were waiting. Write the form.
13
RWhich tense and aspect best suits a diary entry about yesterday's match? Explain your choice.
14
PSWhich verb form is in The train leaves at eight.? Write the form.
15
FWhich sentence uses the present perfect correctly? Choose one: I have gone to the shop., I have went to the shop. or I has gone to the shop..
16
PSWrite one sentence in the past progressive about a place you visited.
17
RExplain one effect of using the present simple in a story's opening line, such as The rain falls on the empty street.
8.2

Mood: indicative, imperative and subjunctive

Year 7
Recognise the indicative, imperative and subjunctive moods, and the effect of each (KS3 grammar, G3)
Video lesson: Mood: indicative, imperative and subjunctiveComing soon
Story. A lawyer writes a formal letter to a council. She uses different moods: she states facts, gives an instruction and makes a formal request.

Mood shows the speaker's attitude to the action. The indicative states a fact or a question. The imperative gives an order or instruction, using the base form: Close the door. The subjunctive is used in formal requests and conditions, with the base form be or were: It is vital that he be informed.

Key ideas

  • Indicative: a statement or question about what is or was the case.
  • Imperative: a command, using the base form of the verb, often with no subject.
  • Subjunctive: a formal request, a suggestion or an imagined condition, such as "if I were".
Worked example 8.2.1
What mood is Close the door.?

Method. Look for an order with no stated subject.

  1. Find the verb. Close is the base form of the verb.
    Close
  2. Check the subject. There is no stated subject, as it is an order.
    no stated subject
  3. Name the mood. A command in the base form is imperative.
    imperative
  4. Write the answer.
    imperative

Check. A command is imperative. ✓

Worked example 8.2.2
What mood is If I were you, I would apologise.?

Method. Look for were, used with I, in an imagined condition.

  1. Find the form. Were is used with I, in an imagined situation.
    were
  2. Check the meaning. The sentence imagines a situation that is not real.
    not real
  3. Name the mood. This is the subjunctive.
    subjunctive
  4. Write the answer.
    subjunctive

Check. The imagined condition uses the subjunctive. ✓

Worked example 8.2.3
What mood is The council has received the letter.? Choose one: indicative, imperative or subjunctive.

Method. Test each choice against the sentence or the text.

  1. Read what the question asks for. Decide what the sentence or the text needs.
  2. Test the choice. It states a fact about what has happened.
    indicative fits
  3. Reject the other choices. It is not a command, and it has no subjunctive form such as be or were.
    imperative and subjunctive do not fit
  4. Write the answer.
    indicative

Check. The choice fits the sentence or the text. ✓

Watch out

Watch out: the subjunctive uses the base form "be" after a formal request, even when the subject is he or she: "It is vital that he be informed," not "is informed".

Exam tip

Exam tip. Name the mood, then explain its effect: a command is urgent; a subjunctive is formal or imagined; an indicative is factual.

Exercise 8B  Practice: mood

1
FWhat mood is this sentence in? Please sit down. Choose one: indicative, imperative or subjunctive.
2
FWhat mood is this sentence in? The meeting starts at nine. Choose one: indicative, imperative or subjunctive.
3
FWhat mood is this sentence in? If I were rich, I would travel the world. Choose one: indicative, imperative or subjunctive.
4
FWhat mood is this sentence in? Do not touch the wires. Choose one: indicative, imperative or subjunctive.
5
PSWhat mood is this sentence in? It is essential that the form be signed by Friday. Choose one: indicative, imperative or subjunctive.
6
FWhat mood is this sentence in? Did you finish your essay? Choose one: indicative, imperative or subjunctive.
7
PSWrite the subjunctive form that follows It is vital that she. Write the word.
8
RWhat effect does the imperative Listen carefully. have on the reader? Explain in one sentence.
9
FWhich word in If I were you, I would apologise. shows the subjunctive? Write the word.
10
FWhat mood is this sentence in? The door is locked. Choose one: indicative, imperative or subjunctive.
11
RWhy might a formal letter use the subjunctive, rather than It is vital that he is informed? Explain in one sentence.
12
PSWhich sentence is in the subjunctive? Choose one: I suggest that he leave now., He leaves now. or Leave now!.
13
FWhat mood is this sentence in? Write your name at the top of the page. Choose one: indicative, imperative or subjunctive.
14
PSWrite one sentence in the subjunctive about a school rule.
15
RExplain why a subjunctive can sound more formal than an indicative. Give one reason.
8.3

Formal and informal register

Year 7
Choose formal or informal register for an audience and purpose (KS3 grammar, G5)
Video lesson: Formal and informal registerComing soon
Story. A pupil must write to the headteacher, and then send a message to a friend. The two messages must sound different, because the audience and purpose are different.

Register is the level of formality a writer or speaker chooses. A formal register uses full words, complete sentences and careful grammar, and avoids slang. An informal register may use contractions, slang, short sentences and a friendly tone. The audience and purpose decide the register.

Key ideas

  • Formal register: full words, complete sentences, no slang, no contractions.
  • Informal register: friendly, casual, may use contractions and slang.
  • Choose the register by asking who the reader is and why you are writing.
Worked example 8.3.1
Which sentence is in a formal register? Choose one: Could you please send the information by Friday?, Can u send the info by Fri? or send me the info, yeah?.

Method. Test each choice against the sentence or the text.

  1. Read what the question asks for. Decide what the sentence or the text needs.
  2. Test the choice. It uses full words, a polite request, and no slang.
    Could you please send the information by Friday? fits
  3. Reject the other choices. The other two use abbreviations, slang or a casual tone.
    Can u send the info by Fri? and send me the info, yeah? do not fit
  4. Write the answer.
    Could you please send the information by Friday?

Check. The choice fits the sentence or the text. ✓

Worked example 8.3.2
Rewrite Can u help me with this? in a formal register.

Method. Replace the informal words with full, polite words.

  1. Replace u. Full word: you.
    you
  2. Make it polite. Could you please is a polite form.
    Could you please
  3. Write the sentence. Could you please help me with this?
    Could you please help me with this?
  4. Write the answer.
    Could you please help me with this?

Check. The sentence is polite and full. ✓

Worked example 8.3.3
Which feature makes I'm sorry I can't come less formal than I am sorry I cannot come?

Method. Look for shortened forms.

  1. Look for the contractions. I'm, can't are shortened forms.
    I'm, can't
  2. Compare the full forms. I am and cannot are the full forms.
    I am, cannot
  3. Judge. Contractions suggest an informal, casual register.
    informal
  4. Write the answer.
    the contractions I'm and can't

Check. Contractions make it informal. ✓

Watch out

Watch out: informal does not mean incorrect. A text can be informal and still be grammatical; the question is whether it suits the audience.

Exam tip

Exam tip. For register, name the audience and purpose first, then choose words that suit them, and say why.

Exercise 8C  Practice: formal and informal register

1
FWhich is the more formal way to say Thanks a lot in a letter to a headteacher? Choose one: Thank you very much for your help. or Thanks a bunch, mate!.
2
FWhich sentence suits a message to a friend? Choose one: Hey, want to meet at the park later? or Dear friend, I would be most grateful if you could meet me later..
3
PSRewrite Can u help me? in a formal register. Write the full sentence.
4
RWhy would a formal register be inappropriate in a text message to a friend? Explain in one sentence.
5
FWhich word is most formal? Choose one: buy, purchase or get.
6
FRewrite I'm going to be late in a formal register, without a contraction. Write the full sentence.
7
PSChoose one formal word for a lot of in a report, and explain your choice.
8
PSWhich sentence suits a formal complaint letter? Choose one: I am writing to complain about the service I received., Your service stinks, mate. or Hey, the service was rubbish..
9
PSWrite one sentence that explains the purpose of a speech to a school assembly, using a formal register.
10
FWhich opening suits a formal email to a teacher? Choose one: Dear Mrs Patel, I am writing about my homework. or Hi Mrs P, quick one about homework..
11
RWhy are slang words less suitable in a school report? Explain in one sentence.
8.4

Cohesion across sentences and paragraphs

Year 7
Build cohesion across sentences and paragraphs, using pronouns, linking adverbials and synonyms (KS3 grammar, G4)
Video lesson: Cohesion across sentences and paragraphsComing soon
Story. A pupil's paragraph about a trip is full of short sentences that repeat the same nouns. Her teacher asks her to make the paragraph flow, so that each sentence follows from the one before.

Cohesion is how the parts of a text join together. Writers use pronouns (it, they) to refer back, linking adverbials (however, afterwards, in addition) to show how ideas connect, and synonyms to avoid repeating the same word. Read the paragraph, then improve its cohesion.

Draft paragraph: a school trip (original; read it, then improve its cohesion)

We visited the museum on Monday. The museum had a dinosaur in the hall. The dinosaur was enormous. We had lunch in the café. The café was busy. We went to the gift shop afterwards.

Key ideas

  • A pronoun refers back to a noun, so the reader knows what it means.
  • A linking adverbial shows the connection: however (contrast), afterwards (time), therefore (result).
  • A synonym replaces a repeated word, such as dinosaur with creature.
Worked example 8.4.1
Improve the cohesion of The museum had a dinosaur. The dinosaur was enormous. by replacing the second dinosaur with a pronoun.

Method. Find the noun the second sentence refers to, then replace it with a pronoun.

  1. Find the noun. The dinosaur is the noun.
    the dinosaur
  2. Replace with a pronoun. It refers back to the dinosaur.
    It
  3. Write the sentences. The museum had a dinosaur. It was enormous.
    It was enormous.
  4. Write the answer.
    The museum had a dinosaur. It was enormous.

Check. It refers back to the dinosaur. ✓

Worked example 8.4.2
Choose a linking adverbial for We had lunch in the café. ___ we went to the gift shop. to show time.

Method. Choose a word that shows the order of events.

  1. Find the connection. The second sentence follows the first in time.
    follows in time
  2. Choose the word. Afterwards shows what comes next in time.
    Afterwards
  3. Write it. Afterwards, we went to the gift shop.
    Afterwards
  4. Write the answer.
    Afterwards

Check. Afterwards shows time. ✓

Worked example 8.4.3
Which synonym avoids repeating the dinosaur in a sentence? Choose one: the creature, the dinosaur, again or the thing.

Method. Test each choice against the sentence or the text.

  1. Read what the question asks for. Decide what the sentence or the text needs.
  2. Test the choice. The creature is a synonym that keeps the same meaning without repeating the word.
    the creature fits
  3. Reject the other choices. Repeating dinosaur adds no cohesion, and thing is too vague to refer clearly.
    the dinosaur, again and the thing do not fit
  4. Write the answer.
    the creature

Check. The choice fits the sentence or the text. ✓

Watch out

Watch out: a pronoun must have a clear noun to refer to. "It was big" after two nouns is unclear.

Exam tip

Exam tip. Name the cohesive device: pronoun, linking adverbial or synonym. Then say what connection it makes for the reader.

Exercise 8D  Practice: cohesion

1
FWhich linking adverbial shows a contrast between the two sentences? The café was busy. ___ we found a table. Choose one: However, Afterwards or For example.
2
FWhich pronoun refers back to the museum in We visited the museum. It had a dinosaur in the hall.? Write one word.
3
FWrite a synonym for enormous in The dinosaur was enormous. Write one word.
4
FWhich linking word shows a result? It was raining heavily. ___ the match was cancelled. Choose one: Therefore, Meanwhile or Nevertheless.
5
PSImprove the cohesion of We had lunch. The café was busy. by joining the two sentences with a linking word or pronoun.
6
PSWhich word is the best synonym for dinosaur, to avoid repetition? Choose one: creature, dinosaur again or it.
7
FChoose a linking adverbial to add to We went to the gift shop. to show that the shop came after lunch. Write the sentence.
8
FIn The dinosaur was enormous. It was grey and loud., what does It refer to? Write one word.
9
RExplain why repeating the same noun in every sentence can weaken a paragraph.
10
RWhich pronoun is unclear in The museum had a dinosaur. It was big.? Choose one: It, The or Had.
11
PSWrite a linking sentence that connects We went to the gift shop to the next idea: We bought a postcard.
12
FWhich word links the idea of time in First we ate lunch. ___ we visited the gift shop.? Write one word.
8.5

Standard English, dialect and editing for register

Year 7
Use Standard English in formal writing and speech, and recognise dialect as a variety with its own grammar (KS3 spoken language, S3)
Video lesson: Standard English, dialect and editing for registerComing soon
Story. A pupil edits a letter to the local paper. His friend's dialect feels natural to him at home, but the letter must use Standard English.

Standard English is the form used in most formal writing and speech, with agreed grammar and spelling. A dialect is a variety of a language used in a region or a community, with its own grammar and vocabulary. Dialects are valid and rule-governed; the question is which variety suits the audience and purpose.

Non-Standard (a dialect feature)Standard English in formal writing
We was late.We were late.
I seen it yesterday.I saw it yesterday.
Them books are mine.Those books are mine.
I didn't see nothing.I did not see anything.

Key ideas

  • Standard English is used in most formal writing and speech.
  • Dialect is a valid variety with its own grammar; it is not simply a mistake.
  • Choose the variety that suits the audience and purpose.
Worked example 8.5.1
What is the Standard English form of We was late?

Method. Check the agreement between the subject and the verb.

  1. Find the subject. We is a plural subject.
    We
  2. Check the verb. Plural subjects take were in Standard English.
    were
  3. Write it. We were late.
    We were late.
  4. Write the answer.
    We were late.

Check. We takes were. ✓

Worked example 8.5.2
Which is the best choice for a formal letter to the council? Choose one: I did not see anything., I didn't see nothing. or I seen nothing..

Method. Test each choice against the sentence or the text.

  1. Read what the question asks for. Decide what the sentence or the text needs.
  2. Test the choice. Standard English avoids the double negative, and uses did not.
    I did not see anything. fits
  3. Reject the other choices. Double negatives and seen are non-standard in formal writing.
    I didn't see nothing. and I seen nothing. do not fit
  4. Write the answer.
    I did not see anything.

Check. The choice fits the sentence or the text. ✓

Worked example 8.5.3
Why is a dialect not simply an error? Give one reason.

Method. Think about how a dialect works.

  1. Look at the rules. A dialect follows consistent rules for its community.
    consistent rules
  2. Compare. It is a valid variety, not a random mistake.
    valid variety
  3. Judge. So it is not simply an error.
    not an error
  4. Write the answer.
    it has its own consistent grammar, used by a community

Check. The dialect has consistent rules. ✓

Watch out

Watch out: do not call dialect wrong. Judge the variety by whether it suits the audience and purpose, not by whether it is spoken in your area.

Exam tip

Exam tip. When you change a dialect form to Standard English for formal writing, name the rule, such as subject and verb agreement.

Exercise 8E  Practice: Standard English and dialect

1
FWhat is the Standard English form of We was late? Write the sentence.
2
PSWhich word is Standard English for them in Them books are mine? Choose one: those, these or they.
3
PSWhat is the Standard English form of I seen it yesterday? Write the sentence.
4
FWhich sentence avoids a double negative in formal writing? Choose one: I did not see anything., I didn't see nothing. or I never saw nothing..
5
RExplain in one sentence why a dialect is a valid variety, not an error.
6
RA friend says We was going home is fine. Explain when Standard English should be used instead.
7
PSRewrite I didn't see nothing in Standard English, with one negative only. Write the sentence.
8
PSEdit Them books was in the hall for a formal school notice. Write the Standard English sentence.
9
FWhich word in The café was busy, however we found a table shows the link of contrast? Write the word.
10
PSEdit We went to the gift shop. Then we bought a postcard. The postcard was nice. to improve cohesion. Write one sentence.
11
FWhich closing suits a formal letter? Choose one: Yours sincerely, A. Pupil or Cheers, see ya!.
12
RExplain why a formal letter should use Standard English, even for a pupil who speaks a dialect at home.

Chapter summary

SkillMethod
Tense and aspectSimple (fact or finished), progressive (be + -ing, in progress), perfect (have or had + participle, linked to a time).
MoodIndicative (fact), imperative (command, base form), subjunctive (formal requirement or imagined condition: be, were).
RegisterFormal: full words, no slang or contractions; informal: friendly, casual; choose by audience and purpose.
CohesionPronouns refer back; linking adverbials show connections; synonyms avoid repetition.
Standard English and dialectStandard English for formal writing; dialects are valid varieties with their own grammar.

Can you…?

  • I can name the tense and aspect of a verb form, and say what it shows
  • I can identify the mood of a sentence, and explain the effect of the subjunctive or imperative
  • I can choose a formal or informal register for an audience and purpose
  • I can improve cohesion, using pronouns, linking adverbials and synonyms
  • I can use Standard English in formal writing, and explain why dialect is a valid variety

Key terms

aspect
how an action is viewed: simple, progressive or perfect
progressive
be and an -ing verb, showing an action in progress
perfect
have or had and a past participle, linking an action to another time
indicative
the mood used to state facts or ask questions
imperative
the mood used for commands, in the base form
subjunctive
the mood for formal requirements and imagined conditions, such as were
register
the level of formality chosen for an audience and purpose
cohesion
how the parts of a text join together
dialect
a variety of a language used in a region or community, with its own grammar

Exercise 8Z  Check-up

1
Which verb form is used in this sentence? The bus has left. Choose one: present perfect, present simple or past simple.
2
What is the past progressive of they sing? Write the full phrase.
3
What mood is this sentence in? Please close the window. Choose one: indicative, imperative or subjunctive.
4
What mood is this sentence in? If he were here, he would help. Choose one: indicative, imperative or subjunctive.
5
Which sentence suits a formal report? Choose one: The data suggest a clear trend. or The stuff looks pretty clear, right?.
6
Which linking word shows a contrast? The café was busy. ___ we found a table. Choose one: However, Afterwards or Therefore.
7
Which pronoun refers back to the dinosaur in The dinosaur was enormous. It was grey.? Write one word.
8
What is the Standard English form of I seen it yesterday? Write the sentence.
9
Explain why the present perfect in The train has arrived is different from The train arrived.
10
Rewrite Can u help me? in a formal register.

Total 15 marks. Allow about 15 minutes.

Exercise 8X  Practice test questions

1
FName the verb form in this sentence: "The train has arrived." Write the form.[1 mark]
2
FName the mood of this sentence: "If I were you, I would apologise." Write one word.[1 mark]
3
FName the mood of this sentence: "Close the door, please." Write one word.[1 mark]
4
PSRewrite this informal sentence in a formal register: "Can u send the info by Fri?" Write the formal sentence.[2 marks]
5
FRewrite this sentence in Standard English for a formal letter: "We was late for the meeting." Write the sentence.[1 mark]
6
FChoose the cohesive word that shows a contrast: "The café was busy. ___ we found a table." Write the word.[1 mark]
7
PSImprove the cohesion of: "We visited the museum. The museum had a dinosaur. The dinosaur was enormous." Write one improved sentence.[2 marks]
8
RExplain one effect of the imperative in this sentence: "Listen carefully." Use one sentence.[2 marks]
9
RExplain why a dialect is not simply an error. Give one reason in one sentence.[2 marks]
10
PSWrite one sentence in the past perfect to show an action that finished before another past action: "She ___ the book before the film."[2 marks]
← Chapter 7: Word classes, clauses and sentence structureChapter 9: Word origins, roots and spelling →

Websink Prep UK is an independent site. It is not affiliated with, endorsed by or sponsored by AQA, Pearson Edexcel, OCR, WJEC, Eduqas, CCEA, SQA, GL Assessment, CEM or the Department for Education. All exam board names and trademarks belong to their owners. Past papers are linked from the exam boards' own websites and are not hosted here.

About Websink Prep UK · Find a tutor · Privacy · Terms · Cookie settings