Grade 4: Unit 5-9 End of Semester 2 practice paper
Tag questions
e use tag questions to check the answer to a question we know. We use a negative tag (doesn’t/ don’t/ isn’t/
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aren’t) for a positive statement. We use a positive tag (do/ is/ are) for a negative statement.
Learning a second or third language is good for the brain, isn’t it / is it ?
You don’t know how to finish a Rubix cube, don’tyou / do you ?
Duc Quan loves airplanes, didn’t he / doesn’the ?
They know how to swim, don’t they / do they ?
We sang very well, didn’t we / isn’t we ?
You are the best at Maths, are you / aren’tyou ?
he zero conditional is used to express general truthsor facts that are always true.
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It is formed using “if/when + present simple, …, present simple”.
For example, “If you heat ice, it melts.”
1. If you freeze water, _________________________________________________
2. When you multiply a number by zero, _____________________________________.
3. If you leave food out of the refrigerator, ___________________________________.
4. When the moon is full, _______________________________________________..
5. If you don’t water a plant, _____________________________________________.
6. When you divide a number by itself, _______________________________________.
Connectives
Words like and, so, but, when and next are used to connect parts of a sentence together.
and * * Providing results
next * * Contrasting ideas
but * * Adding ideas
so * * Time and sequencing
I went to the fridge and / next / but / so got myself a drink of milk.
The movie was boring, and / next / but / so I turned it off and played games.
I tried my best, and / next / but / so I still couldn’t win the chess match.
First we wrote a test. And / Next / But / So we checked our answers.
I brought my jacket, and / next / but / so I didn’t need it on this hot, sunny day
I finished my homework, and / next / but / so now I can play with my friends.
Past simple and past continuous
he past simple is used to talk about things that have
T he past continuous talks about events that
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happened. We add -ed, or -d to the verb happened and continued for some time in the past.It
I livedin Saigon when I was a baby. useswas or wereand the–ingform of a verb.
Yesterday I jumpedon my bed and I hit my head!
I /She/ He/ It + was + verb-ing
e change the spelling for irregular verbs.
W You/ They/ We + were + verb-ing
Irodemy bike to school everyday.
I twasrainingwhile I waited for my Grab.
Theyweredoingtheir homework when their parents
came home.
I n a sentence, we use the past continuous to talk about a long action that was in progress in
the past, and the past simple to talk about a short action that happened during that time.
For example, I (read)was readinga book when thephone (ring)rang.
The boys (play)______________football when it (start)____________ to rain.
I (read) __________________ comic books when the doorbell (ring) ____________.
They (sleep) ____________ in bed when they (hear) __________ a strange noise.
She (watch) ____________ TV when the power (go) ____________ out.
We (eat) ____________ dinner when my brother (knock) ____________ over the salt!
He (walk) ____________ his dog when it (start) ____________ to bark.
Imperative sentences
e use imperative verbsto give instructions. Verbsin the imperative form are in the present tense and have no
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+s, +ing or +ed.
E.g. shoes/Put/ on/your/please. ->Putyour shoes onplease.
books/out./Take/your
don’t/Please/inside/classroom./the/run
waste/Don’t/your/food.
glass./touch /Don’t/broken/the
Cover/ cough!/mouth/your/when/you
rite your own set of instructions to play a game using imperative verbs.
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_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
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_______________________________________________________________
Subordinate clauses
subordinate clause add more information to the sentence. It is psrt of the sentence that doesn’t make sense
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if you leave it on its own.
“Some people believe that he died from an infectionin a broken leg.”
Main clause
Subordinate clause
On Tuesday it rained
* * in tombs after their organs were removed
ncient Egyptian rulers were
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buried * * made of fabric, called tunics and togas.
Romans wore simple clothes
* * so I brought an umbrella to school.
he Ancient Romans enjoyed
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entertainment * * to cure sicknesses like coughs.
I n Ancient Egypt a cooked
mouse was medicine * * in amphitheaters like a colosseum.
Adjective order
e use adjectives to describe nouns. The adjectives need to be in the following order:
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Number-op inion-siz
e-sha pe-age-co
lour-or igin-material.Use an acronym to remember! (N.O.Si.Sh.A.C.O.M.)
Example: (long/white/big) teeth big long whiteteeth (size-shape-colour)
(black/strong/young) gorillas
(small/seven/new) flowers
(soft/pink/round) marshmallows
(Asian/gentle/huge) elephants
he past participle
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Look at how some verbs look in the past participle, then try using the present perfect tense.
Past Tense Past Participle Past Tense Past Participle
went= gone wrote= written
saw= seen took= taken
did= done ran= run
ate= eaten swam= swum
Present perfect
sehaveorhas (she/he/it) and the verb in thepastparticiple.
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Example: I ________ (live) in Hanoi ________ (for/since) 5 years. = Ihave livedin Hanoifor5 years.
Nam _________________ (study) English ______________(for/since) 2017.
I _________________ (want) to be a chef______________(for/since)I was 7.
You _________________ (not be) absent ______________ (for/since) last week.
We _________________ (play) on the basketball team ____________ (for/since) 3 years.
She _________________ (be) ready for her test ____________(for/since) last week!
Adverbs of degree
Adverbs of degree show much much or how little you like or do something.
100-80%: Extremely/ really 50%: rather/quite / fairly 40-20%: a little
It’s rather / extremely warm today, somaybe you should wear a t-shirt.
The film was quite / a little sad at theend. I cried for at least 5 minutes!
his tree produces
T little / extremely large amounts of rubber. Enough to make many different
products!
This book is quite / extremely interesting,but other books I’ve read are more exciting..
It was a little / really wet yesterday. I needed an umbrella and a rain poncho!
Personal pronouns: it’s or its?
We useitsto show belonging (My laptop lostitsmouse.). We useit’sto show (it + is) (It’sfun to playUno).
I love your house. (Its / It’s) very beautiful.
The dog lost (its / it’s) toy at the park.
He believes (its / it’s) strange to drink orange juice for dinner.
I lost my phone and (its / it’s) charger last week.
The baby and (its / it’s) blanket were gently placed in the crib.
Gerunds or infinitives
erunds (verb+ing)
G I nfinitive + to
I prefer swimmingto running I hopedtoget a puppy for Christmas
I can't stand………………………………in line for snack. (wait)
Claire doesn’t want……………………………. tomatoes after learning about food allergies. (eat)
I tried…………………………………...him to come, but it was nouse. (persuade)
I wanted ……………………………….and see Wonka but no one else was interested. (go)
I can't stand………………………………about air pollution! (think)
John doesn’t like………………………………fast-food after learning about childhood obesity. (eat)
I enjoy………………………………to music but I dislike playing piano. (listen)
I am not the best at football but I keep……………………………… to score goals . (practice).
Subject-verb agreement
here is (+ singular noun). There is one pencil.
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There are (+ plural noun). There are three markers.
There is (+ uncountable noun). There is rice in the bowl.
1. (T
here is/There are) a special place, called the AmazonRainforest, where many
different plants and animals live.
2. In the world of animals, (there is/there are) someanimals that scientists have not
found yet.
3. When Ancient Rome was around, (there is/there are)many old buildings that are still
here today. Also, when the Egyptians were around, (there is/there are) big pyramids that
show they were good at math and building.
4. In the world of great stories, (there is/there are)stories that can make us feel happy,
brave, and ready to help others.
5. Inside our amazing brain, (there is/there are) billionsof tiny parts called neurons that
help us think and learn.
6. In the rainforest, (there is/there are) a type of tree that produces latex, which is then
made into rubber.
7. In the world of animals, (there is/there are) birdsthat can talk like humans.
8. (T
here is/There are) straight roads that are stillused today, that were built by Romans
in the past! In Ancient Egypt, (there is/there are)hieroglyphics on the walls of pyramids
that tell stories.
9. In many great stories, (there is/there are) oftena hero who saves the day. (There is/
There are) a plot that starts at the introduction,moves to the most exciting part of
the story and then falls to the conclusion at the end of the story.
10.In our brain, (there is/there are) three main partsthat help us control everything we do.
The brain stem, the cerebrum and the cerebellum control everything from learning,
breathing and controlling emotions.
More on Adjectives
Adjective Rule: -ED and -ING Endings
-ED adjectives describe how someone feels. -ING adjectives describe what causes a feeling.
Use an adjective ending in "-ed" to talk about Use an adjective ending in "-ing" to talk about
how a person or animal feels. what causes a feeling or what something is like.
"- ed" is forem
otions. "-ing" is for what is causing the feelingor the
The child wasfrightenedby the loud noise. (How quality of something.
the child felt) The loud noise wasfrightening. (What caused the
I aminterestedin learning about space. (How I fear)
feel) Learning about space isfascinating. (What
She wasboredduring the long movie.. (Her causes the interest)
emotion) The lesson wasboring. (The quality of the
lecture)
Learning about the human brain is very (interested/interesting).
1. I was(amazed/amazing)by the stories of ancient Rome.
2. The rainforest is a(fascinated/fascinating)placeto explore.
3. She felt(frightened/frightening)when she saw thebig spider.
4. The movie about ancient Egypt was very(bored/boring).
5. He was(surprised/surprising) to see a lion in thewild.
6. The lesson about memory was(confused/confusing).
7. The animal kingdom has many(excited/exciting)creatures.
8. The children were(tired/tiring)after their visitto the museum.
Instructions: Read the story below. There are 10 mistakes with "-ed" and "-ing" adjectives.
Find the mistakes and correct them. Use a red pen to correct Jenifer’s mistakes.
Adventure Gone Wrong!
Dear Meredith,
My holiday was supposed to be the most exciting adventure ever! We planned to visit the wildest places and do the
most thrill activities. First, we went to my brother’s 21st birthday party. I was so boring by the loud music and
crowded dance floor. I felt completely exhausting. Then, we went deep into a rainforest. It was supposed to be
fascinated, but I found the bugs and humidity completely frightened. Next, we visited the Harry Potter theme park. I
was really amazing by all the magic, but the long lines were so annoyed.
After that, we went on a safari. Seeing the lions was surprised, but the bumpy jeep ride was tiring. We even went to a
lecture about the human brain. I thought it would be interested, but it was so confuse. Finally, we visited a quiet
library. I thought it would be relaxing, but I was so bored. Honestly, it was the most disappointing holiday ever!
How was your holiday? Write back soon!
Love,
Jenifer xoxo
Writing practice
rite an email about an incredible rainforest adventure. Use connectives (and, next, but, so ) and the
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adverbs of degree below to create a descriptive story.Your story should be between 50-100 words
and should be written as an email to a friend, describing exactly what you did.
100-80%: Extremely/ really 50%: rather/quite / fairly 40-20%: a little
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Checklist: Did you use
thepast tense ? (Because we are talking about somethingthat has already happened!)
interesting adjectives?
expanded noun phrases (using two adjectives to describe a noun)
Capital letters and accurate punctuation? Check your fullstops! Are names capitalised?
BONUS: making use of similes, metaphors and alliteration makes your writing more interesting!
