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Term pack

Grade 7 English Language Arts

Name: ________________________

Skills in this pack

  • Phrases and clauses
  • Agreement in longer sentences
  • Using a dictionary and a thesaurus
  • Articles and determiners in use
  • Adverbs and their kinds
  • Simple, compound and complex sentences
  • Reading between the lines
  • Main idea and supporting detail
  • Note-taking and summarizing
  • Writing a paragraph

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Grade 7 English Language Arts · 1 of 10

Phrases and clauses

Tell a phrase from a clause, and a main clause from a subordinate one.

  1. 1.How many clauses are there in "He ran fast, but he missed the bus"?

  2. 2.Which group of words is a phrase?

    • a) at the end of the road
    • b) although he tried
    • c) before the sun rose
    • d) if you agree

  3. 3.In "We stayed indoors because it was raining", which part is the main clause?

    • a) stayed indoors because
    • b) because it was raining
    • c) it was raining
    • d) We stayed indoors

  4. 4.Sort each group of words. A clause has its own subject and verb; a phrase does not.

    Groups: Phrase · Clause

    • a bunch of keys
    • because she was late
    • on the wooden table
    • when the bell rang
    • after we had eaten
    • in the morning

  5. 5.Match each term to its meaning.

    • a phrase
    • a main clause
    • a subordinate clause
    • a subject
    • a predicate
    • what the clause says about its subject
    • the person or thing the clause is about
    • a group of words with no subject and verb of its own
    • a clause that makes complete sense on its own
    • a clause that depends on another clause

  6. 6.Sort each clause by whether it could stand alone as a sentence.

    Groups: Main clause · Subordinate clause

    • because it was locked
    • the shop was closed
    • when we arrived
    • birds were singing
    • she opened the box
    • although the door creaked

  7. 7.Sort each group of words by whether it contains a verb.

    Groups: Contains a verb · Contains no verb

    • he was sleeping
    • a red umbrella
    • the birds flew
    • under the bench
    • we waited
    • very carefully

  8. 8.Write the one word that begins the subordinate clause in "She smiled because she had won."

Phrases and clauses · Grade 7 English Language Arts · www.arenapublications.com/learn

Grade 7 English Language Arts · 2 of 10

Agreement in longer sentences

Find the real subject of a long sentence and make the verb agree with it, even when words come in between or the order is turned round.

  1. 1.Write "has" or "have": Ravi and his cousin ____ finished the puzzle.

  2. 2.Sort each word by whether it counts as one or as more than one when it is the subject.

    Groups: Counts as one · Counts as more than one

    • each
    • few
    • both
    • many
    • several
    • somebody
    • everyone
    • nothing

  3. 3.Which sentence is correct?

    • a) The quality of the mangoes were poor.
    • b) The quality of the mangoes are poor.
    • c) The quality of the mangoes was poor.
    • d) The quality of the mangoes have been poor.

  4. 4.There ____ three mangoes left in the basket.

    • a) was
    • b) are
    • c) has
    • d) is

  5. 5.Write "is" or "are": In the corner of the room ____ two old wooden chairs.

  6. 6.There ____ no milk left in the jug.

    • a) is
    • b) have
    • c) are
    • d) were

  7. 7.Match each subject to the verb that agrees with it.

    • A basket of oranges
    • The oranges in the basket
    • Everyone in the room
    • All of the children
    • are on the table
    • were listening
    • is on the table
    • was listening

  8. 8.Put the words in order to make one correct sentence.

    • checked.
    • has
    • names
    • The
    • been
    • of
    • list

Agreement in longer sentences · Grade 7 English Language Arts · www.arenapublications.com/learn

Grade 7 English Language Arts · 3 of 10

Using a dictionary and a thesaurus

Find a word by alphabetical order and guide words, read what its entry tells you, and use a thesaurus to find a better word.

Before you start

One entry from a dictionary page, with every part of it drawn as a block. Find out what each part is there to tell you.

1234567
  1. 1. The two guide words at the top of the page
  2. 2. The headword — the word being explained
  3. 3. How the word is said aloud
  4. 4. Which part of speech it is
  5. 5. The first meaning
  6. 6. A second meaning of the same word
  7. 7. An example sentence, showing the word in use

The guide words are the fastest thing on the page: if your word does not fall between them, the whole page can be turned past without a single entry being read.

  1. 1.In "She could not bear the noise", which meaning of "bear" fits?

    • a) a large wild animal
    • b) to carry a heavy load
    • c) to give birth to
    • d) to put up with

  2. 2.A thesaurus is most useful when you want to ____.

    • a) find another word with a similar meaning
    • b) find out how to say a word aloud
    • c) find out where a word came from
    • d) find out how to spell a word

  3. 3.Put these words in the order you would find them in a dictionary.

    • brave
    • break
    • breeze
    • bread
    • branch

  4. 4.Match each part of a dictionary entry to what it tells you.

    • headword
    • part of speech
    • definition
    • example sentence
    • pronunciation guide
    • how the word is used
    • the word being explained
    • how the word is said aloud
    • what the word means
    • whether the word is a noun, a verb or an adjective

  5. 5.A dictionary page has the guide words "harmony" and "harvest". Which of these words is on that page?

    • a) harp
    • b) hard
    • c) hammer
    • d) hasty

  6. 6."Bank" has more than one meaning. In "We sat on the bank and watched the boats", which meaning fits?

    • a) a row of switches
    • b) to rely on something
    • c) the land at the side of a river
    • d) a place that keeps money

  7. 7.Which comes first in a dictionary, "celery" or "cellar"? Write the word.

  8. 8.Match each word to a stronger word that means almost the same.

    • big
    • sad
    • hot
    • happy
    • cold
    • tired
    • scorching
    • exhausted
    • enormous
    • freezing
    • delighted
    • heartbroken

Using a dictionary and a thesaurus · Grade 7 English Language Arts · www.arenapublications.com/learn

Grade 7 English Language Arts · 4 of 10

Articles and determiners in use

Choose the, a, an or no article at all, and pick between few and a few, little and a little, either and neither.

  1. 1.Sort each word by the job it does in front of a noun.

    Groups: Article · Quantifier — how much or how many · Demonstrative — which one

    • an
    • a
    • those
    • much
    • few
    • several
    • that
    • the
    • this

  2. 2.Which sentence uses articles correctly?

    • a) A honesty is best policy.
    • b) The honesty is the best policy.
    • c) Honesty is the best policy.
    • d) Honesty is a best policy.

  3. 3.I need ____ information about the trip before I decide.

    • a) a few
    • b) a little
    • c) few
    • d) an

  4. 4.Match each determiner to what it tells you.

    • the
    • a few
    • few
    • a little
    • little
    • either
    • neither
    • a small number, but enough
    • a small amount, but enough
    • not one and not the other of two
    • a thing we have already mentioned
    • one or the other of two
    • hardly any amount at all
    • hardly any at all

  5. 5.Almost nobody came: ____ people were interested in the talk.

    • a) little
    • b) few
    • c) a little
    • d) a few

  6. 6.I bought a shirt yesterday. ____ shirt turned out to be too tight.

    • a) A
    • b) Some
    • c) The
    • d) An

  7. 7.Put the words in order to make one correct sentence.

    • is
    • has
    • she
    • time
    • This
    • third
    • the
    • asked.

  8. 8.Write "a", "an" or "the": She is ____ only girl in the team who can swim.

Articles and determiners in use · Grade 7 English Language Arts · www.arenapublications.com/learn

Grade 7 English Language Arts · 5 of 10

Adverbs and their kinds

Spot an adverb, name its kind — manner, place, time, frequency or degree — and tell it apart from the adjective it was built from.

  1. 1.Write the adverb formed from the adjective "happy": She smiled ____ when she heard the news.

  2. 2.In "She sang beautifully at the concert", which word is the adverb?

    • a) concert
    • b) sang
    • c) beautifully
    • d) She

  3. 3.Which of these words is NOT an adverb?

    • a) slowly
    • b) almost
    • c) lonely
    • d) never

  4. 4.Write the adverb formed from the adjective "gentle": He closed the door ____.

  5. 5.Which sentence places "always" correctly?

    • a) She is always late for the bus.
    • b) Always is she late for the bus.
    • c) She is late always for the bus.
    • d) She always is late for the bus.

  6. 6.Which sentence contains an adverb of degree?

    • a) He runs outside.
    • b) He is very tired.
    • c) He runs daily.
    • d) He runs fast.

  7. 7.Sort each adverb by the kind it is.

    Groups: Manner — how · Place — where · Time — when · Frequency — how often

    • carefully
    • everywhere
    • rarely
    • outside
    • soon
    • quickly
    • yesterday
    • always

  8. 8.In "The train arrived quite late", what does the word "quite" tell you?

    • a) When the train arrived
    • b) Where the train arrived
    • c) How late the train was
    • d) How often the train arrives

Adverbs and their kinds · Grade 7 English Language Arts · www.arenapublications.com/learn

Grade 7 English Language Arts · 6 of 10

Simple, compound and complex sentences

Count the clauses in a sentence and name it simple, compound or complex.

  1. 1.Is this sentence simple, compound or complex? Write one word. "The children played in the park all afternoon."

  2. 2.Put the parts in order to make one correct complex sentence.

    • Because
    • indoors.
    • we
    • it
    • was
    • stayed
    • raining,

  3. 3.How many clauses does a simple sentence have?

    • a) One
    • b) None
    • c) Two or more
    • d) Two

  4. 4.Is this sentence simple, compound or complex? Write one word. "The bell rang, so the children ran out."

  5. 5.Sort each joining word by whether it joins two equal clauses or makes one clause depend on the other.

    Groups: Joins two equals — coordinating · Makes one depend — subordinating

    • when
    • if
    • or
    • until
    • because
    • although
    • and
    • but
    • so

  6. 6.A compound sentence is made of ____.

    • a) one independent clause
    • b) two or more independent clauses
    • c) one independent clause and one dependent clause
    • d) only dependent clauses

  7. 7.Sort each sentence by its kind.

    Groups: Simple · Compound · Complex

    • Ravi likes mangoes.
    • The baby woke up because the dog barked.
    • The dog barked and the baby woke up.
    • The dog barked loudly.
    • Ravi likes mangoes but he hates papaya.
    • Ravi eats mangoes when they are in season.

  8. 8.Which sentence is compound?

    • a) We went out when the rain stopped.
    • b) The rain stopped suddenly.
    • c) After the rain stopped, we went out.
    • d) The rain stopped and we went out.

Simple, compound and complex sentences · Grade 7 English Language Arts · www.arenapublications.com/learn

Grade 7 English Language Arts · 7 of 10

Reading between the lines

Work out what a passage implies but does not state outright.

  1. 1.Read: "The dog's bowl was still full and its leash still hung by the door, though it was past six." What does this suggest?

    • a) The dog has not been fed or walked.
    • b) The dog has run away.
    • c) The dog has been fed and walked.
    • d) The dog belongs to a neighbor.

  2. 2.Read: "Meera pulled her scarf tighter and hurried past the closed shops. Not a single light burned in any window." What can you infer?

    • a) It is a hot afternoon in a busy market.
    • b) It is a cold night and the street is deserted.
    • c) The shops have just opened.
    • d) Meera is shopping for a scarf.

  3. 3.Read: "Nobody answered the bell, and three days of newspapers lay on the step." What is the most likely explanation?

    • a) The newspapers arrived this morning.
    • b) Somebody is at home but asleep.
    • c) Nobody has been home for days.
    • d) The bell is broken.

  4. 4.Read: "She wiped her eyes quickly and turned to the window before anyone could see." Write one word for what she was hiding.

  5. 5.Passage: "Ravi arrived with mud to his knees and a broken bat." Which of these is an inference rather than a stated fact?

    • a) Ravi had been playing cricket on a wet field.
    • b) There was mud on Ravi's legs.
    • c) Ravi arrived.
    • d) Ravi's bat was broken.

  6. 6.Read: "Every wall of the small room was covered with certificates and medals." What can you infer about the person who lives there?

    • a) They collect stamps.
    • b) They dislike sport.
    • c) They have just moved in.
    • d) They have won many awards.

  7. 7.Match each detail to what it suggests.

    • Her uniform was still crisp at four o'clock.
    • He counted his coins twice before entering the shop.
    • The kitchen was full of smoke and the toaster was still down.
    • She kept the umbrella open indoors.
    • Somebody had forgotten the toast.
    • She wanted it to dry.
    • He was worried he did not have enough.
    • She had not played outside all day.

  8. 8.Read: "The coach did not look at Sameer once during the team announcement." What does this most likely suggest?

    • a) Sameer has been made captain.
    • b) Sameer has not been selected.
    • c) The coach cannot see well.
    • d) Sameer was not present.

Reading between the lines · Grade 7 English Language Arts · www.arenapublications.com/learn

Grade 7 English Language Arts · 8 of 10

Main idea and supporting detail

Find what a passage is mainly about, tell a supporting detail apart from the main idea, and separate what a passage says from what it does not.

  1. 1.Sort each sentence by whether it is a main idea or a supporting detail.

    Groups: Main idea · Supporting detail

    • Even a short story teaches you new words.
    • A book can take you to a country you have never seen.
    • They cost nothing at all to run.
    • They take up very little space to park.
    • Reading widens what you know.
    • Bicycles are a good way to get about a town.

  2. 2.Match each question to the answer the passage about the well gives.

    • How long had the well been dry?
    • Who cleared it?
    • When did they work on it?
    • How long before it filled again?
    • What else started working again?
    • The hand pumps in the lanes
    • Thirty years
    • After school
    • A group of students
    • Two monsoons

  3. 3.In the bee passage, which detail supports the idea that bees matter to farmers?

    • a) When bee numbers fall, far less fruit forms.
    • b) Bees drink nectar.
    • c) Pollen comes in grains.
    • d) Bees make honey.

  4. 4.Answer in one word. According to the bee passage, what sticks to a bee's body as it moves between flowers?

  5. 5.Read this passage. "Honey bees do far more than make honey. As they move from flower to flower drinking nectar, grains of pollen stick to their bodies and are carried to the next flower. This is how many plants make seeds. Nearly a third of the food we eat depends on insects doing this work. When bee numbers fall, farmers notice it first: the fruit trees blossom as usual, but far less fruit forms." What is the main idea?

    • a) Farmers grow many kinds of fruit.
    • b) Bees drink nectar from flowers.
    • c) Bees matter to us for far more than the honey they make.
    • d) Fruit trees blossom every year.

  6. 6.Answer in one word. In the passage about the well, in which season did the hand pumps run dry every year?

  7. 7.Which of these is a supporting detail from the passage about the well, rather than its main point?

    • a) Its steps were cracked and its walls were furred with weeds.
    • b) Clearing the well changed the village.
    • c) The village got its water back.
    • d) Students cleared the well and the water came back.

  8. 8.Which sentence in a paragraph gives the main idea?

    • a) The longest sentence
    • b) The last sentence
    • c) The sentence with the most facts in it
    • d) The sentence that all the others explain or support

Main idea and supporting detail · Grade 7 English Language Arts · www.arenapublications.com/learn

Grade 7 English Language Arts · 9 of 10

Note-taking and summarizing

Turn a passage into short notes under headings, and write a summary that keeps the meaning in far fewer words.

Before you start

A page of notes, with every line drawn as a block. Find out what each line is, and notice how far along the page each one begins.

123456
  1. 1. The main heading — what the whole passage is about
  2. 2. A sub-heading
  3. 3. A point belonging to that sub-heading
  4. 4. Another point belonging to the same sub-heading
  5. 5. The next sub-heading
  6. 6. A point belonging to the second sub-heading

The further right a line begins, the smaller the idea it belongs to. That indentation is doing as much work as the words are, which is why a page of notes can be taken in at a glance and a paragraph cannot.

  1. 1.Match each short form to the words it stands for.

    • govt.
    • &
    • e.g.
    • etc.
    • yrs
    • info
    • for example
    • years
    • government
    • and so on
    • information
    • and

  2. 2.Which of these should NOT go into a summary?

    • a) The most important reasons the writer gives
    • b) The main idea of the passage
    • c) Your own opinion of the passage
    • d) The conclusion the writer reaches

  3. 3.Sort each line by whether it is written in note form.

    Groups: Note form · Not note form

    • There are several causes of soil erosion, such as rain.
    • Uses of bamboo: houses, baskets, paper
    • Pop. of city — 2 mn
    • Bamboo is used to make houses, baskets and paper.
    • Causes of soil erosion — rain, wind, farming
    • The population of the city is two million.

  4. 4.Write one word: The short title written at the top of a set of notes is called the ____.

  5. 5.Which is the best note for this sentence? "The Sun is the star at the center of our solar system, and it provides the energy that keeps life on Earth going."

    • a) The Sun is very important to all of us.
    • b) Sun — star at center of solar system; gives energy for life on Earth
    • c) The Sun is the star at the center of our solar system.
    • d) Sun, star, center, solar, system, energy, life, Earth

  6. 6.What is the main purpose of a summary?

    • a) To list every example in the passage
    • b) To add your own opinion about the passage
    • c) To repeat the passage word for word
    • d) To give the main ideas in far fewer words

  7. 7.Put the steps of note-taking in the right order.

    • Turn each underlined point into a short phrase under that heading.
    • Read the notes on their own to check they still make sense.
    • Underline the points that matter most.
    • Look at the underlined points and write one heading that covers them all.
    • Read the whole passage from start to finish.

  8. 8.Write one word: Notes are set out under a main heading and several ____-headings.

Note-taking and summarizing · Grade 7 English Language Arts · www.arenapublications.com/learn

Grade 7 English Language Arts · 10 of 10

Writing a paragraph

Build a paragraph from a topic sentence, supporting sentences and a closing sentence, and keep everything in it about one idea.

Before you start

A finished paragraph, drawn as the sentences it is built from. Find out what job each sentence is doing.

12345
  1. 1. The topic sentence, opening the idea
  2. 2. A supporting sentence — a reason
  3. 3. A supporting sentence — an example
  4. 4. A supporting sentence — a detail
  5. 5. The closing sentence, tying it off

The first and last sentences do a different job from the three in between: one opens the idea and one looks back over it, while the middle three are the only ones carrying anything new.

  1. 1.How many main ideas should one paragraph have?

    • a) Two
    • b) As many as you like
    • c) One
    • d) Three

  2. 2.Which sentence would make the best topic sentence for a paragraph about why reading is useful?

    • a) My favorite book is about a dog.
    • b) Reading helps us in more ways than one.
    • c) I read a book last night.
    • d) Books are made of paper.

  3. 3.Put these sentences in order to make one good paragraph.

    • The library is my favorite place in the school.
    • For all these reasons I go there whenever I can.
    • Second, it has shelves of books I could never afford to buy.
    • First, it is quiet enough to think in.
    • Best of all, nobody there ever hurries you.

  4. 4.Write one word: The sentence that tells the reader what the whole paragraph is about is called the ____ sentence.

  5. 5.Where does the topic sentence of a paragraph usually come?

    • a) It changes every time
    • b) In the middle
    • c) At the beginning
    • d) At the end

  6. 6.Match each linking word to what it tells the reader is coming.

    • however
    • for example
    • therefore
    • in addition
    • finally
    • because
    • a reason
    • a contrast with what came before
    • an example of the point just made
    • the last point in a list
    • a result of what came before
    • one more point of the same kind

  7. 7.Put these sentences in order to make one good paragraph.

    • Then pour in milk and sugar and stir.
    • First, boil some water in a pan.
    • Finally, strain the tea into a cup and drink it.
    • Making tea is easy if you follow four steps.
    • Next, add the tea leaves and let them brew.

  8. 8.A paragraph is linked so that each sentence leads naturally into the next. What is that quality called?

    • a) Coherence
    • b) Repetition
    • c) Unity
    • d) Contrast

Writing a paragraph · Grade 7 English Language Arts · www.arenapublications.com/learn

Answer keys — Grade 7 English Language Arts

In the same order as the worksheets.

Phrases and clauses

  1. 1. 2
  2. 2. a) at the end of the road
  3. 3. d) We stayed indoors
  4. 4. in the morning → Phrase; when the bell rang → Clause; on the wooden table → Phrase; because she was late → Clause; a bunch of keys → Phrase; after we had eaten → Clause
  5. 5. a phrase → a group of words with no subject and verb of its own; a main clause → a clause that makes complete sense on its own; a subordinate clause → a clause that depends on another clause; a subject → the person or thing the clause is about; a predicate → what the clause says about its subject
  6. 6. the shop was closed → Main clause; when we arrived → Subordinate clause; she opened the box → Main clause; because it was locked → Subordinate clause; birds were singing → Main clause; although the door creaked → Subordinate clause
  7. 7. the birds flew → Contains a verb; a red umbrella → Contains no verb; we waited → Contains a verb; under the bench → Contains no verb; he was sleeping → Contains a verb; very carefully → Contains no verb
  8. 8. because

Agreement in longer sentences

  1. 1. have
  2. 2. everyone → Counts as one; somebody → Counts as one; nothing → Counts as one; each → Counts as one; both → Counts as more than one; several → Counts as more than one; many → Counts as more than one; few → Counts as more than one
  3. 3. c) The quality of the mangoes was poor.
  4. 4. b) are
  5. 5. are
  6. 6. a) is
  7. 7. A basket of oranges → is on the table; The oranges in the basket → are on the table; Everyone in the room → was listening; All of the children → were listening
  8. 8. 1. The 2. list 3. of 4. names 5. has 6. been 7. checked.

Using a dictionary and a thesaurus

  1. 1. d) to put up with
  2. 2. a) find another word with a similar meaning
  3. 3. 1. branch 2. brave 3. bread 4. break 5. breeze
  4. 4. headword → the word being explained; part of speech → whether the word is a noun, a verb or an adjective; definition → what the word means; example sentence → how the word is used; pronunciation guide → how the word is said aloud
  5. 5. a) harp
  6. 6. c) the land at the side of a river
  7. 7. celery
  8. 8. big → enormous; sad → heartbroken; hot → scorching; happy → delighted; cold → freezing; tired → exhausted

Articles and determiners in use

  1. 1. a → Article; an → Article; the → Article; few → Quantifier — how much or how many; several → Quantifier — how much or how many; much → Quantifier — how much or how many; this → Demonstrative — which one; those → Demonstrative — which one; that → Demonstrative — which one
  2. 2. c) Honesty is the best policy.
  3. 3. b) a little
  4. 4. the → a thing we have already mentioned; a few → a small number, but enough; few → hardly any at all; a little → a small amount, but enough; little → hardly any amount at all; either → one or the other of two; neither → not one and not the other of two
  5. 5. b) few
  6. 6. c) The
  7. 7. 1. This 2. is 3. the 4. third 5. time 6. she 7. has 8. asked.
  8. 8. the

Adverbs and their kinds

  1. 1. happily
  2. 2. c) beautifully
  3. 3. c) lonely
  4. 4. gently
  5. 5. a) She is always late for the bus.
  6. 6. b) He is very tired.
  7. 7. quickly → Manner — how; carefully → Manner — how; outside → Place — where; everywhere → Place — where; yesterday → Time — when; soon → Time — when; always → Frequency — how often; rarely → Frequency — how often
  8. 8. c) How late the train was

Simple, compound and complex sentences

  1. 1. simple
  2. 2. 1. Because 2. it 3. was 4. raining, 5. we 6. stayed 7. indoors.
  3. 3. a) One
  4. 4. compound
  5. 5. and → Joins two equals — coordinating; but → Joins two equals — coordinating; or → Joins two equals — coordinating; so → Joins two equals — coordinating; because → Makes one depend — subordinating; although → Makes one depend — subordinating; when → Makes one depend — subordinating; if → Makes one depend — subordinating; until → Makes one depend — subordinating
  6. 6. b) two or more independent clauses
  7. 7. The dog barked loudly. → Simple; The dog barked and the baby woke up. → Compound; The baby woke up because the dog barked. → Complex; Ravi likes mangoes. → Simple; Ravi likes mangoes but he hates papaya. → Compound; Ravi eats mangoes when they are in season. → Complex
  8. 8. d) The rain stopped and we went out.

Reading between the lines

  1. 1. a) The dog has not been fed or walked.
  2. 2. b) It is a cold night and the street is deserted.
  3. 3. c) Nobody has been home for days.
  4. 4.
    • tears
    • crying
    • sadness
  5. 5. a) Ravi had been playing cricket on a wet field.
  6. 6. d) They have won many awards.
  7. 7. Her uniform was still crisp at four o'clock. → She had not played outside all day.; He counted his coins twice before entering the shop. → He was worried he did not have enough.; The kitchen was full of smoke and the toaster was still down. → Somebody had forgotten the toast.; She kept the umbrella open indoors. → She wanted it to dry.
  8. 8. b) Sameer has not been selected.

Main idea and supporting detail

  1. 1. Bicycles are a good way to get about a town. → Main idea; They cost nothing at all to run. → Supporting detail; They take up very little space to park. → Supporting detail; Reading widens what you know. → Main idea; A book can take you to a country you have never seen. → Supporting detail; Even a short story teaches you new words. → Supporting detail
  2. 2. How long had the well been dry? → Thirty years; Who cleared it? → A group of students; When did they work on it? → After school; How long before it filled again? → Two monsoons; What else started working again? → The hand pumps in the lanes
  3. 3. a) When bee numbers fall, far less fruit forms.
  4. 4. pollen
  5. 5. c) Bees matter to us for far more than the honey they make.
  6. 6. summer
  7. 7. a) Its steps were cracked and its walls were furred with weeds.
  8. 8. d) The sentence that all the others explain or support

Note-taking and summarizing

  1. 1. govt. → government; & → and; e.g. → for example; etc. → and so on; yrs → years; info → information
  2. 2. c) Your own opinion of the passage
  3. 3. Causes of soil erosion — rain, wind, farming → Note form; Uses of bamboo: houses, baskets, paper → Note form; Pop. of city — 2 mn → Note form; There are several causes of soil erosion, such as rain. → Not note form; Bamboo is used to make houses, baskets and paper. → Not note form; The population of the city is two million. → Not note form
  4. 4. heading
  5. 5. b) Sun — star at center of solar system; gives energy for life on Earth
  6. 6. d) To give the main ideas in far fewer words
  7. 7. 1. Read the whole passage from start to finish. 2. Underline the points that matter most. 3. Look at the underlined points and write one heading that covers them all. 4. Turn each underlined point into a short phrase under that heading. 5. Read the notes on their own to check they still make sense.
  8. 8. sub

Writing a paragraph

  1. 1. c) One
  2. 2. b) Reading helps us in more ways than one.
  3. 3. 1. The library is my favorite place in the school. 2. First, it is quiet enough to think in. 3. Second, it has shelves of books I could never afford to buy. 4. Best of all, nobody there ever hurries you. 5. For all these reasons I go there whenever I can.
  4. 4. topic
  5. 5. c) At the beginning
  6. 6. however → a contrast with what came before; for example → an example of the point just made; therefore → a result of what came before; in addition → one more point of the same kind; finally → the last point in a list; because → a reason
  7. 7. 1. Making tea is easy if you follow four steps. 2. First, boil some water in a pan. 3. Next, add the tea leaves and let them brew. 4. Then pour in milk and sugar and stir. 5. Finally, strain the tea into a cup and drink it.
  8. 8. a) Coherence

Grade 7 English Language Arts · www.arenapublications.com/learn