Year 7 Knowledge Organisers Term 4 - John Of Gaunt School
Transcript of Year 7 Knowledge Organisers Term 4 - John Of Gaunt School
Year 7
Knowledge Organisers
Term 4
Year 7 Art and Design Knowledge Organiser
ToneTone means how light or dark something is. Thetones artists and designers use and the contrastbetween them can create very different moods andvisual effects.Further reading:
Imaginative TessellationEscher used tessellating shapesto create very imaginative work. He was famous for his tessellations where the individual tiles became recognisable things such as birds, fish, lizards or faces.
Key Words - definitions
Texture- (Textured)- refers to the surface quality in a work of art. We associate textures with the way
that things look or feel. Everything has some type of texture be it smooth, rough, furry , lumpy etc.
Tone (Tonal, Tones) - tone refers to the relative lightness or darkness of a colour
Mono chrome (mono-chromatic)-
Shading (shaded, shading)- Shading is the action of making the lines and marks used in a drawing or
painting to show the different tones.
Imagination (imaginative)- the act or power of forming a mental image of something not present to the
senses.
Tessellation (tessellating)- shapes that fit together with no gaps or overlaps to create a pattern or
picture.
Unique- some thing that is very unusual or a one-off.
Optical Illusion- A misleading image. Optical illusions simply trick our brains into seeing things which
may or may not be real.
Inspired (Inspirational, Inspire)- to have a brilliant idea.
Natural World- the whole of nature. All of the animals, plants, and other things existing in nature and
not made or caused by people.
DrawingWhen drawing you need to consider these three main areas – tone, texture (using mark making) and proportions.
The Grid TechniqueThe grid method involves drawing/placing a grid over your reference image, and then drawing a grid of equal measurements. Then you draw the image out, focusing on one square at a time, until the entire image has been transferred.
https://www.bbc.co.uk/bitesize/guides/z2thmsg/revision/1
Key Artist: M.C.Escher(Maurits Cornelis Escher)
https://www.youtube.com/watch/CNFIuVws5EA
Mark Makinghttps://www.bbc.co.uk/bitesize/guides/zc7sfrd/revision/7
Mark making describes the different lines, dots, marks, patterns and textures created in a drawing. It can apply to any drawing materials.It can be loose and expressive or controlled and neat. The results will depend on your choice of media, tools and techniques.
‘Eye’ by M.C. Escher 1946
Overview Selecting and Ranking Search Results
Search Engines - Introduction
Online Communication
Important Vocabulary
Google Keyword Browser Search Engine Ranking Crawlers Algorithm Internet Tim Berners-Lee World Wide Web
Searching and Communicating
-You should already know that the internet is a network of networks.
-You should also know that the World Wide Web is the part of the internet where we can visit websites and
webpages.
-The World Wide Web can be used to find information, using search engines.
-The internet is also a useful communication tool – with a number of different communication mediums
for a range of different purposes.
Selecting Search Results
-Search engines use programs known as crawlers to index the World Wide Web.
-They ‘crawl’ websites for searchable information – they then store where it is found in a huge index.
-Search engines select information from this index when we type in key words.
-Searching for some search terms can bring many millions of results.
-We need to make sure that our search terms are as refined as possible, in order to allow the search engine to select the information that is most relevant.
Ranking Search Results
-Search engines ‘rank’ the web pages (the highest ranked page is at the top).
-Search engines use algorithms to do this – algorithms look at a number of different factors and give web pages a score for each.
-The web page with the highest score ranks the highest.
-Some factors include if the search term is in the title of the page (high points) or if it appears in the paragraphs of the text on the page (lower points).
-Web designers consider algorithms when making when pages.
-Communication is when we share information with one another. We can communicate in lots of different ways on the internet, e.g. messaging services, emails, social media, video calling and gaming platforms.
-Public communication is visible to all, whilst private communication is restricted to only some people.
-Some communications are one-way (e.g. Youtube) whilst others are two-way (e.g. Skype).
-Some communications are to one person, whilst others are to many.
-We should consider which type of communication is most appropriate to our needs, safety and privacy.
-We can find information on the World Wide Web by using search engines.
-A search engine is a program that finds websites & webpages based on key words entered by the user.
-When the World Wide Web was invented by Tim Berners-Lee in 1989, there was only 1 website. By 2018, there were 1,630, 322, 579! The World Wide
Web is a big place, and we need search engines to be able to find what we need.
-Some examples of search engines are Bing, Google, Yahoo, DuckDuckGo and Kiddle.
-You can also type searches into the address bar of the browser (e.g. Google Chrome or Microsoft
Internet Explorer).
-We may not get the results that we are looking for if our search is not refined (precise) enough.
DESIGN TECHNOLOGY YEAR 7 MODULE 4 GRAPHIC COMMUNICATION
Typography This is the study of Type and Text on a page, it is how it add impact or set the scene for a page.
You can change the style of text, its size, colour and space around the text to give you different appearances.
Analysing products
This is where we look at an existing product and say,
what we think is good and bad about the product
A Aesthetics :- what the product looks
like?
C Cost:- How much would it cost to
buy?
C Client:- Who would buy it?
E Environment:- How long would it
last?
S Safety:- Could the product hurt
anyone?
S Size:- How big is it?
F Function:- What will the product do?
M Materials:- What is it made from?
KEY WORDS
Render:- To colour in an idea or design to
make it look like a material or to make it
stand out.
Enlarge:- to make, draw an object bigger
than the original drawing .
Reduce:- to make, draw and object smaller
than the original drawing
Oblique:- A 3D drawing technique which
shows and image at 45°.
Annotate:- To add notes to your designs
that explain what you are aiming to
achieve. ( Size, Materials, joining
techniques)
Freehand:- To produce a drawing without
the aid of drawing equipment like rulers
and set squares.
Template:- A card or paper drawing that
allows you to accurately mark out a shape.
Laminate:- To cover a piece of card or
paper with a protective cover to protect
the surface.
Crating:- the use of simple drawn shapes to
draw more complex ideas.
Serif: These typefaces have
a tail and are mainly used
in the body of a text.
San Serif: This typeface has no tail
and is mainly used for headings as
it is plain and clear to read.
Script: These type Faces tend to look
Handwritten and have a more personal feel.
Stylised: These are more
decorative and are aimed at
attracting attention or giving some
meaning or association.
Freehand drawing techniques
A quarter of a circle is called a quadrant.
Using thick and thin lines to make an object stand out from a page.
Rule if you can see two sides the line between is thin. If you can
only see one side, the line is thick.
Hatching is the use of lines to give an image the look of shadows,
shade and texture.
Signs and symbols
Signs give information to people. They often avoid using words. This makes them easy to
recognise, and helps people who don’t speak your language or who can’t read
Challenge Box
See how many signs and symbols you can find.
Year 7, Term 4, Drama
Script Work
Script: a play that is written down, includes
what the characters do and say. (e.g. a blue-
print, plan, recipe etc). Written to be
performed on a stage.
Dialogue: tells the actor what to say.
Stage direction: tells the actor what to do.
Characterisation—physical skill
Facial expression: using your face to show
emotion.
Body language: using your body to
communicate with the audience.
Gesture: moving arms or hands.
Mime: suggesting action with your hands/
movement.
Techniques
Physical theatre: creating props and set
with your body.
Multi-role: playing more than one character
in a script.
Multi-set: chairs and tables you can use for
more than one location e.g. living room and
kitchen.
Characterisation—vocal skill
Volume: how loud or quiet.
Pace: how quick or slow.
Pause: when you stop within a line.
Pitch: how high or low.
Tone: what emotion you deliver with.
Year 7 – Romantics poetry
1. Alliteration – words close together that start with the same sound
2. Simile – when we describe something by using ‘like’ or ‘as’
3. Metaphor – when one subject is implied to be another so as to draw a comparison between their similarities and shared traits.
4. Personification (anthropomorphism) – to describe something non-human by using human characteristics
5. Onomatopoeia – words that are sounds
6. Repetition – words close together that are repeated for effect
7. Rhetorical question – a question that does not require an answer.
8. Apostrophe (literary term) – when a character speaks to another character who is absent from the scene as though they are actually present
9. Oxymoron – describing something by using opposite terms e.g. ‘bitter sweet coffee, a love, hate relationship
10.Rhythm – the beat of a poem
11.Rhyme – similar sounding words especially when these are used at the ends of lines of poetry.
12.Structure – how a poem or piece of writing is ‘built’; how each stanza or paragraph links and how endings link to beginnings, in what order and at what point in a text writers reveal information or choose to keep it hidden.
13.Stanza - a group of lines forming the basic recurring metrical unit in a poem.
14.Free verse - poetry that does not rhyme or have a regular rhythm.
15.Blank verse - verse without rhyme, especially that which uses iambic pentameters.
16.Rhyming couplet - a rhyming pair of successive lines of verse, typically of the same length that rhyme
17.Tone – the general character or attitude of a place, piece of writing, situation
18.Juxtaposition - when the author places a person, concept, place, idea or theme parallel to another. The purpose of juxtaposing two directly or indirectly related things in literature is to highlight the contrast between the two.
19.Imagery – words placed together that create a picture in the reader’s imagination
20.Connotation – the images and ideas that a word/phrase triggers
KEY POETS OF THE ROMANTIC ERA William Blake - 1757 – 1827 William Wordsworth - 1770 – 1850 Samuel Coleridge - 1772 – 1834 George Gordon Byron - 1788 –1824 Percy Shelley - 1792 –1822 John Keats - 1795 – 1821
HISTORICAL CONTEXT OF ROMANTICISM - Urbanisation –As more and more people moved from the country-side to the towns, these began to get bigger and bigger towns. This is known as urbanisation.
HISTORICAL CONTEXT OF ROMANTICISM - Industrial Revolution 1770-1840 Before the Industrial Revolution, industry was small scale with small workshops and people in the country-side working in their own homes, for example, spinning cotton or weaving cloth. From about 1770 new technologies meant that cloth could be produced large scale in factories. People began to leave the country-side to work in the towns which had factories.
HISTORICAL CONTEXT OF ROMANTICISM - French Revolution The French Revolution began in 1789 as a popular movement to reform the 'absolute' rule of the monarch, Louis XVI. A number of factors caused the French Revolution: The aristocracy still ruled over the peasants which made up most of the population, as they had in the Middle Ages and the peasants had very few rights and lived in poverty. The writer Rousseau popularised the idea that kings did not have the right to 'absolute' rule and to bring misery to their people. One of his big ideas was the ‘social contract’ between King and people.
KEY THEMESNatureSublimeIndividualismOppressionReligionImaginationChildhoodOutcasts of societyClass
WILLIAM BLAKE FACTSHe was born in London.He believed in the power of the imagination.He was an established artist and writer.He died a poor man at the age of 69.He was one of a group of poets named The Romantics.
THE ROMANTICSRomanticism was an artistic, literary, musical and intellectual movement that originated in Europe at the end of the 18th century. Romanticism was characterized by its emphasis on emotion and individualism.
Jardinière Julienne Macedoine mas-i-dwahn
Brunoise BROON-wahz
Practical Focus Skills
Rubbing in – e.g. Rock Cakes - protein, carbohydrate,5 a day
Safe working, working in an organised approach, cleaning up, rubbing in technique, adding liquids, using a timer, even shaping and sizes, even quality, using the oven independently, handling high risk ingredients, weighing, measuring, using the oven, rubbing in, mixing, cracking eggs.
Developing rubbing-in, knife skills – e.g. Crumble - carbohydrate, 5 a day
Safe working within a food room, working in an organised approach, cleaning up, rubbing in, dovetailing, fruit preparation / knife skills, combining two skills learnt previously – dovetailing, how to use the oven safely, how to recognise when food is cooked, weighing, measuring, baking.
Developing rubbing-in, knife skills, moulding and shaping dough, oven. E.g. Scone Based Pizza – all section of the eatwell guide
Safe working within a food room, working in an organised approach, cleaning up, rubbing in technique, adding liquids, using the oven, using a timer, knife skills, weighing, shaping, using the oven independently, assessing when foods are cooked.
Hob, knife skills, dovetailing – e.g. Pasta Salad – carbohydrate / 5 a day
Safe working within a food room, working in an organised approach, cleaning up, bridge and claw technique, handling and preparing raw ingredients, using the hob safely & correctly, boiling, simmering, draining, knife skills.
High risk ingredients, knife skills, hob, e,g, Savoury Mince - protein / 5 a day
Safe working within a food room, working in an organised approach, cleaning up, how to check food is cooked, how to safely handle raw meat, using the hob safely & correctly, testing food for seasoning / balance. Knife skills, using the hob, simmering
Béchamel, simmering, dovetailing, e.g. Macaroni Cheese – Dairy / fat
Safe working within a food room, mixing, weighing, knife sills, boiling, draining, measuring, using the hob, working in an organised approach, cleaning up, how to check food is cooked, béchamel sauce. Dovetailing.
Crushing, mixing, layering, double boiler - dairy
Weighing and measuring, crushing, melting, mixing, double boiler, whisking, combining, layering, handling cream – aeration, setting, cleaning, and timing.
FOOD - Safety, cooking methods & Skills Bacteria are the main cause of food poisoning. They are living organisms, which multiply and spread. They cannot be seen without a microscope. Most bacteria are harmless, but some can cause food poisoning and make you very ill.
Key Words & Terms
Food Spoilage - When food
deteriorates so that its quality is
reduced or it can no longer be eaten.
Food Poisoning – An illness caused by
eating contaminated food.
High-Risk Foods – Ready-to-eat moist
foods, usually high in protein.
Bacteria – Microscopic living
organisms, which are single celled and
can be found everywhere.
Reproduce – When plants and animals
make their own kind.
Binary Fission – How each bacterium
reproduces and splits into 2.
Temperature Danger Zone –
Temperatures between 5c and 63c,
where most bacteria can multiple.
Dormant – When bacteria become
inactive and cannot grow at all.
Temperature Probe – A device with a
metal spike which takes the core
temperature of a food.
Challenge Task –
To find out more, go to:
https://bit.ly/322eSpr
Data collection Description Advantages Disadvantages
Question-naires
A series of questions to find out people's views and opin-ions. Questions can be closed question, these pro-vide a choice of answers such as yes/no Open questions allow peo-ple to go into more detail. And are open ended
•You can collect a range of views and find out how different groups feel about an issue •Closed questions allow us to draw graphs easily and easily look for patterns
•Questions can be mis-leading if not planned carefully •People can be in a rush and not want to fill them out properly
Environmental survey
This is where you give a score to an area for a range of categories such as litter, vandalism and traffic. This score allows us to assess how much of a problem they are.
•You can easily compare different streets and are-as •You can give a score to things like safety
•Its based on you opin-ion so can be biased •If we complete it on a nice sunny day then our scores might be differ-ent than if we complet-ed it at night
Traffic surveys
Tally the number of different vehicles that pass by in a set period of time
•You can quantify the amount of traffic •You can see if different types of vehicles are more com-mon •You can see patterns
•You can make mis-takes if its very busy •Results can be affected by the time of day/week
Our local area:
Our school is located in Trowbridge, the county town of Wiltshire. Wiltshire is a county in the
South West and has a population of approximately 470,000. The largest town in Wiltshire is
Swindon. People have a variety of views about our home town, some are positive and some
are negative. The River Biss floes through our town. The town is also 31 miles (49 km) south
west of Swindon and 20 miles (32 km) south east of Bristol. Trowbridge is a market town,
the Kennet and Avon canal to the north of Trowbridge allowed coal to be transported from
the Somerset Coalfield and The town was the foremost producer of this mainstay of contempo-
rary clothing and so Trowbridge had an industrial past. Infact it was once known as the
"The Manchester of the West". Today much of the industry has closed or moved elsewhere
UK Human Environments: Our local area
What are the advantages and disadvantages of living in Trowbridge
Advantages Disadvantages
In the 2011 Census 49.75% of people liv-
ing in Trowbridge felt their health was
very good (2% higher than England as a
whole)
Close to major cities such as Bath and
Bristol: ideal for shopping and work
A train station makes commuting to work
easy
Close to major tourist attractions such as
Bath and Longleat
A sense of community
High levels of crime and anti social behav-
iour
Traffic problems leading to high levels of
air pollution
Major employers have closed and moved
elsewhere
Derelict and unused sites
It has a poor reputation
Life expectancy varies around the town as
does poverty and unemployment
How can we present data about our local area?
Traffic data can be presented
as a proportional flow arrow.
Thius is where the size of the
arrow shows the amount of
traffic. The wider the arrow
the more traffic there is
Environmental survey data
can be presented as a radial
graph. Each segment repre-
sents a category e.g segment D
= traffic, E = vandalism and F =
litter. The amount of the seg-
ment coloured in shows the
scores
What data can we collect about our local area?
Knowledge Organiser-Castles-Year 7
Year 7 – Term 4
Maths Essential Vocabulary
Word Meaning
Average A way of calculating a typical value in a set.
Three averages – mean, mode and median.
Tally Lines drawn to keep an ongoing total.
Median An average found by taking the middle number, when the numbers
are in size order.
Mode An average. It is the most frequently occurring number(s).
Mean An average, calculated by adding up all of the numbers and dividing
by how many there are.
Range The spread of the data. Calculated by the largest number take away
the smallest number.
Frequency How many/often.
Inverse
operations
The calculation that “un-does” another calculation. Addition and
subtraction are inverse operations.
Powers Squaring and cubing a numbers are powers.
Eg 23
Indices Another name for powers.
BIDMAS The order in which calculations are carried out. The letters stand for:
Brackets, Indices, Division, Multiplication, Addition & Subtraction.
Negative
Numbers
Numbers with a value below zero.
Consider Temperature, colder than zero.
Musical Notation(Writing Music)
Keyword Definition
Stave The lines music is written on
Quaver ½ a beat
Rest A pause in the music for a certain number of beats
Treble Clef Tells you the order of notes on the stave (high pitch)
Conductor Keeps the musicians in time
Sharp A semitone (half step) higher in pitch
Flat A semitone (half step) lower in pitch
Natural No sharp or flat
Bass Clef Tells you the order of notes on the stave (low pitch)
Minim 2 beats
Semibreve 4 beats
Chords 2 or more notes played together at the same time
Melody A collection of notes which create a tune
Semi Breve
Minim
Crotchet
Quaver
Semi Quaver
Semi Breve Rest
Minim Rest
Crotchet Rest
Quaver Rest
Semi Quaver Rest
Knowledge organiser – Year 7 – Personal Me
3. PERSONAL ME RESPONSIBILITY 1. KNOW HOW TO BE RESPONSIBLE, DURING AND AFTER PE LESSONS
RESILIENCE
2. BE ABLE TO DEMONSTRATE RESILIENCE IN COMPLETING ALL TASKS
DECISION MAKING
3. BE ABLE TO MAKE CORRECT AND POSITIVE DECISIONS IN LESSONS
1.
2.
IN THE CHANGING ROOMS
• Walk quickly to your PE lesson
• Enter calmly and quietly
• Do not take too much space and allow others to take a space near you
• Keep your personal belongings in a neat pile or in your bag
• Do not touch the belongings of other students without their permission
• Do not shout or call out
• Change swiftly and go to your lesson
• Place valuables into the designated box
• Do not eat in the changing room, it is unhygienic
• Should you discover items someone else has left behind, hand them in immediately. It generates goodwill in
the changing room and what goes around comes around
• At the end of a lesson follow the same rules above
• Walk quickly to your next lesson
DURING THE LESSON
• Enter the lesson area calmly
• Do not touch equipment unless told to
• Settle quickly when instructed
• When the teacher is speaking do not talk to other students, touch equipment
or be distracted
• Only perform activities you have been instructed to do
• Take and return equipment as instructed
• Be positive towards your peers
Resilience
Support others with their work when they are struggling
Be solution focused - work out what needs improving and how to improve
Take or create opportuntities to challenge yourself
Manage your emotoins when you have been successful or not been
successful
3. CARRY OUT THE ABOVE BEFORE, DURING AND AFTER EVERY PE LESSON
LD: RE Year 7 Unit 4: Why is the world important?
Key Questions:
How did God create the world? What does the Bible tell us about the story of creation? Why
is this important? How can this be interpreted? What are humans doing to the planet? What would Christians think about this? How is this
affecting our world? What does it mean to be a good steward? What is stewardship? Where do these ideas come
from? How can we be good stewards in our lives today? What do Christians do to help the environment? Where do these ideas come from? Why is
this important to our world? How can we be involved? How can we help the world? Why should we do it? Is it just for religious believers?
Key Terms:
Creation The beginning of the world and the universe
Dominion Having control (over the world)
Duty A responsibility (to look after the world)
Environment The world around us
Genesis The first book in the Bible detailing the story of creation
Pollution Harmful substances that damage the planet e.g. car exhaust fumes
Responsibility Being accountable for something (the planet)
Stewardship The job of supervising/taking care of the world as given by God.
Key Concepts:
Charity/Organisations
Organisations created to support various environmental issues, e.g. Green Peace, Operation Noah, The Salvation Army. Demonstrating the Christian idea of agape love for humankind
Creation The beginnings of the world and the universe as detailed in Genesis. Christians believe that the story can inform us not only about the nature of God but also our place with in the world and why He created it. Many Christians interpret this differently, some believe the book of Genesis details actual events where as others would interpret it as poetic and metaphorical .
Environmental campaigning
The action of raising awareness for environmental issues with the aim of protecting and improving the health of the environment. Often this can be emotive, making governments aware and putting pressure on them in order to make a change.
Stewardship Christians believe that through the story of Genesis humans were given stewardship over the earth. This means that humankind has become the earth’s guardians, which for some explains why God no longer intervenes. It enables humans to continue to the work of God through their caring actions.
Elements and Compounds Knowledge Organiser
KPI 1.1 Elements
KPI 1.2 Compounds and mixtures
KPI 1.5 Making a salt
KPI 1.6 Naming compounds and chemical symbols
KPI 1.3 Separating mixtures
Big Question: How is the world made up of so many different things?
KPI 1.4 Electrolysis
Particles Knowledge Organiser
KPI 4.1 Solids, liquids and gases
KPI 4.2 Changing State
KPI 4.4 Diffusion
KPI 4.3 Gas Pressure
Big Question: How does the smell of perfume travel?
KPI 4.5 Dissolving
¿Cuándo? – When? en el recreo – at breaktime a la hora de comer – at lunch time
el lunes – on Monday el martes – on Tuesday el miércoles – on Wednesday el jueves – on Thursday el viernes – on Friday el sábado – on Saturday el domingo – on Sunday
Opiniones – opinions (add the ‘n’ to the verb for plural subjects (los/las) Me gusta(n) – I like Me gusta(n) mucho – I really like Me encanta(n) – I love Me da(n) igual – I don’t mind No me gusta(n) – I don’t like No me gusta(n) nada – I really don’t like Odio/detesto – I hate Prefiero – I prefer
Time phrases and connectives
normalmente – normally
por regla general – usually
a veces – sometimes
de vez en cuando – from time to time
por la mañana – in the morning
por la tarde – in the afternoon
también – also, as well
además – in addition, furthermore
después del colegio – after school
antes del colegio – before school
porque - because
KEY VERB - Estudiar – to study estudio – I study estudiamos – we study estudias – you (s) study estudiáis – you (pl) study estudia – he/she studies estudian – they study
Las asignaturas – School Subjects Estudio… – I study / Tengo… - I have el dibujo - Art el teatro - Drama el español - Spanish el francés - French el inglés - English el deporte / la educación física - PE la geografía - Geography la historia - History la informática - IT
la música - Music las matemáticas - Maths las ciencias – Science (la biología - Biology, la física - Physics, la química – Chemistry) la religión - RE la tecnología – Technology
los trabajos manuales – D&T
Year 7 Spanish - Mis estudios – My studies
Mi colegio se llama - My school is called
Mi colegio está en - My school is located in
Mi colegio es - My school is
viejo - old
grande - big
moderno – modern
acogedor – welcoming
interesante - interesting
¿A qué hora? At what time? [hours 1st; then mins]
a la una – at 1
a las dos – at 2
a las tres – at 3
a las cuatro – at 4
a las cinco – at 5
a las seis – at 6
a las siete - at 7
a las ocho – at 8
a las nueve- at 9
a las diez – at 10
a las once – at 11
a las doce – at 12
a mediodía – at midday
Adjectives (remember agreement):
aburrido/a/os/as – boring
divertido/a/os/as– fun
creativo/a/os/as – creative
fantástico/a/os/as – fantastic
nulo/a/os/as - rubbish
interesante/s– interesting
importante/s – important
fatigante/s – tiring
difícil / difíciles- difficult fácil / fáciles – easy útil / útiles – useful
y cuarto – and ¼ (quarter past)
menos cuarto – minus ¼
(quarter to)
y media – and ½ (half past)
menos cinco / diez / veinte /
veinticinco (minus 5/10/20/25
mins = TO)
y cinco / diez / veinte /
veinticinco (and 5/10/20/25 mins
= PAST)
y – and pero – but
sin embargo - however
es - it is son – they are
qualifiers: muy – very un poco – a bit bastante – quite demasiado – too
GIVE REASONS FOR YOUR OPINIONS
singular
(one person)
plural
(more than one person)
Comparatives
más adjective que – more adjective than
menos adjective que – less adjective than
eg el español es más divertido que la geografía – Spanish is
more fun than geography
las matemáticas son menos fatigantes que el deporte – Maths
are less tiring than PE
feud
flabbergasted
ambivalent
livid
perplexed
precipitous
abhorrent
conquer
crevasse
flamboyant
As blob stood by the start of the bridge he feltcompletely ambivalent, could he possibly make it acrossin one piece? He could see that on the other side, armswide with pride, blob had clearly managed to conquerhis fears and crossed the bridge successfully. However,there were those who clung on with a perplexedexpression and he wondered what they had to be sopuzzled about.
Perhaps they (as to be honest, he was) were questioningthe risky and flamboyant choice of blob balanced soprecariously on the rope of the bridge. With such a steepprecipitous edge and deep crevasse to fall into, it didseem a rather foolish idea. It was almost certainly thisthat had exacerbated his trepidation over setting foot onthe bridge.
Blob was so focused on the left side of the bridge that hefailed to notice the abhorrent act of another blob whohad pushed his foe over the edge! With a livid cry, hisenemy hurtled to the ground! This heinous act waswitnessed by a flabbergasted blob who instinctivelystretched out his arms in vain, but knew there was nohope of saving him.
It was quite incredulous to think that not more blob’shad tried to help! Although for some, the feud they werehaving with their friend had taken their attention awayfrom everything. For others, they ought to stop gawkingat the lost blob and focus on saving the other clinging onto the bridge!
precariously
foe
heinousgawk
perplexed – confused livid – very angry
flabbergasted – shockedambivalent – unsure
feud – argumentcrevasse – abyss
foe – enemy
conquer – overcomegawk – stare
precariously – not secure
abhorrent – terribleheinous – horrific
precipitous – steepIncredulous – disbelieving
archaic
benevolent
forlorn
harangue
havoc
lethargic
desolate
tenacious
eloquence
seclusion
exuberant
perturbed
As blob entered the archaic church, he hoped he would find solace and support within the ancient, old building walls. He was not disappointed as two benevolent and caring people greeted him.
Inside the medical centre, one blob stood at the window feeling complete seclusion, alone from anyone else. He watched, upset by the weaponry being wielded. He wondered if another scuffle would inevitably end up breaking out.
On the other side of the tunnel, a blob with great eloquence boomed persuasively from the loudspeaker, fluently trying to persuade others to listen to his speech.
Despite the noise and attention from others, there was a blob who remained feeling desolate with an overwhelming feeling of unhappiness. His feelings were exacerbated and made worse by the beautiful bond shared by two blobs holding hands. Their beautiful bond seemed incongruous and not in keeping with those around them who felt like desolate blob: forlorn and lonely.
Meanwhile, perturbed by the possible explosion and worried that it might hurt someone, one blob raced towards the blob about to cause havoc with a bomb. First, he had to get past the exuberant blob, who was happily jumping for joy. Exuberant blob was oblivious to the bomb and hadn’t noticed it in the slightest.
Another blob seemingly also oblivious to the bomb was a lethargic blob, he showed no interest in anything going on around him – including the awful harangue going on from one blob to minuscule blob. Why he needed to give minuscule blob such an aggressive and lengthy speech was anyone’s guess!
All the while, reading blob demonstrated a very tenacious attitude and determination to block the others out and remain engrossed in his book.
solace
scuffledesolate – extremely unhappy
forlorn – sad and lonelyexuberant – happy and excited
lethargic – tired and lazytenacious – determined
perturbed – afraid or worried
scuffle –fightharangue – aggressive speech
havoc – widespread destructionoblivious – not aware
engross – absorbed attention
archaic – very oldbenevolent – kind
solace – comfort and consolation
minuscule – very smallincongruous – out of place
idyllic
immaculate
sedentary
verdant unkempt
dilapidated
consternation
ravenous
disparity
tranquil
succulent
sombre
melancholy
Dilapidated and in desperate need of repairing, the panels that made up the back fence on the left were in a state of ruin due to neglect. This failure to look after the fence extended into the rest of the garden, which grew wild and unkempt. The lawn’s tufts of grass made it look particularly untidy. In contrast, the garden on the right was in excellent condition.
This immaculate garden was perfectly neat and tidy, with its well-kept lawn, path and thoughtfully tended to flower beds. Despite the clam and neatness, which created a tranquil atmosphere, not all of the blobs were feeling tranquil. Some blobs felt rather melancholy and sombre. Sad perhaps that they could not help the lonely blob stuck in the tree.
Perhaps the disparity, the enormous differences between the two gardens, was the cause of one Blob’s consternation. He had not expected to see such a difference; he couldn’t help thinking that it all looked so idyllic and picturesque on the other side of the hedge. What Blob was not considering was that although the other side was immaculate, his side of the fence was verdant. Untidy yes, but it was rich with a green lawn and mature trees and Blob’s enjoying football and music. On the other side, Blobs were sitting sedentarily.
One thing both sides did share was the succulent and juicy sausages being cooked on the BBQs! The blob cooking, could not wait to tuck in as he was extremely hungry, some might even say that he was ravenous!
neglect
Dilapidated = falling apart.
Neglect = not looked after.
Immaculate = kept perfectly.
Melancholy = feeling sad for no obvious reason.
Tranquil = peaceful
Sombre= sad / dull
Sedentary = not much physical movement
Disparity = big difference
Succulent = juicy and tasty
Idyllic = peaceful & picturesque
Consternation = anxiety and unhappiness
Verdant = lush & green
Unkempt = untidy
Ravenous = very hungry
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