Grade-7-English-HL-Mid-Year-Examination-and-Memo-2019_hlayiso.com_.pdf

Downloaded from hlayiso.com Blouberg Ridge Primary School Grade 7 English HL Mid-Year Examination Paper 2019 Section A : Reading Comprehension [20] Read the extract from The Next Time You See Me, written by Holly Jones and answer the questions that follow. Emily Houchens watched as Christopher Shelton, who sat in a desk two rows up and one over from her own, leaned back and smoothly slid his notebook over his shoulder, so that the boy sitting behind him could read what was written there. This second boy, Monty, who was Christopher’s best friend, began to quake (shake) with suppressed laughter. The notebook, which Christopher showed Monty, was retracted (pulled back); an open hand took its place, waiting expectantly, and Monty softly gave him a high five: Good one. Mrs Mitchell, who was pacing in her predictable way up and down the aisles while the students worked, had missed the whole exchange, and Emily tucked her chin into her chest to hide the smile on her face. Christopher was always lucky. He was like an action hero in a movie. Things always worked out for him. “Five more minutes,” Mrs Mitchell announced, and Emily dragged her attention back to the sheet of paper on her desktop and the meagre lines she had written in response to the prompt. It was a Friday, the day their English class focused on test-taking strategies, which everyone hated—even Mrs Mitchell, Emily suspected. One of the students read: a. Select an important emotion or image communicated in the novel A Separate Peace. b. Imagine how a painter might render this same emotion or image on a canvas. Describe this imagined painting, detailing how and why this emotion or symbol is conveyed by choices related to space, colour, texture, and shape. Now, as Mrs Mitchell resumed her place at the front of the classroom, Emily brought her paragraph to a hasty (quick) conclusion (ending) and set her pencil down. Her underarms prickled with heat, and a lump of anxiety formed in her throat. Stupid, to let herself get distracted again by Christopher. The open-response questions were for marks. 1

Downloaded from hlayiso.com “Cross your t’s and dot your i’s,” Mrs Mitchell said. The chairs squeaked as students shifted, and there was a chorus of sighs. “Let’s read some of these aloud today and discuss them. Can I get a volunteer?” Emily let her hair hang over her face. Not me, not me, not me, she willed. She heard snickering (laughing and giggling) and peeked (looked) through her fringe. Monty was poking Christopher between the shoulder blades with the eraser end of his pencil, and Christopher jumped up in his seat. His hand shot up. Mrs Mitchell looked at him warily.(suspiciously) “Yes, Christopher?” “I’ll read mine,” he said, shooting a satisfied glance back at Monty, who put his head down on the desktop as if a game of seven-up had started. Emily could hear him wheezing with laughter. “Go ahead,” said Mrs Mitchell. Christopher stood and held his notebook in front of him like an orator.( a person who speaks well) “In A Separate Peace, Finn decides to wear a pink shirt...” The rest of the words which were spoken by Christopher were so inappropriate, especially in Mrs Mitchell’s class. There was a stunned silence. The students exchanged glances, delighted and disbelieving, then shifted their attention back to Mrs Mitchell, primed for the inevitable explosion. Her face had become very red, as it always did when she was flustered, and her hands were shaking. Emily ached with second-hand embarrassment. After that he said something nasty to make Emily cry. “You’re such a cry baby,” he added. “Go home to your mommy and cry some more.” “Go to the back of the room and take a seat,” Mrs. Mitchell said in a quavering (shaky) voice. “Stay there. Don’t leave when the bell rings.” Christopher’s neck glowed suddenly with its own bright heat, and he moved as if to hunch down and grab his books from beneath his desk. “Go on,” Mrs Mitchell said. “Leave your books.” “Ok,” he said. He sauntered (walked slowly) down the aisle between his row and Emily’s, and she couldn’t help but watch him. He had always been kind to her— that is, unlike others in their grade. They’d shared a table for a semester in seventh-grade science class, both of them smart enough and serious enough to complete Mr Wieland’s assignments successfully. His eyes were bright blue. She had never seen such blue eyes. 2

Downloaded from hlayiso.com Read the questions carefully and answer them by writing the answer or underlining the correct answer. 1. Who is Emily watching during class time? [1] __________________________________________________________________________________________ 2. Why was Christopher sliding his notebook over his shoulder? [1] __________________________________________________________________________________________ 3. How did Monty respond after reading what was written in the notebook? Name two things. [2] __________________________________________________________________________________________ __________________________________________________________________________________________ 4a.Write down sentence suggests that Christopher is quite lucky? [1] __________________________________________________________________________________________ b. Which figure of speech was used in the sentence which you just wrote down in the previous question? _______________________________________________________________________________________[1] 5. How did Emily try to be invisible when Mrs Mitchell asked the pupils to read their work? [1] _________________________________________________________________________________________ 6. Why did Mrs Mitchell not notice Christopher showing the notebook to Monty? [1] __________________________________________________________________________________________ 7. Why do you think the English teacher looked at Christopher warily? Underline the correct answer. [1] a) He does not normally participate on class. b) He is a keen student. c) He is often up to mischief and she was expecting the worst. 8. When Christopher spoke in the classroom, he was like an orator. This suggest that [1] a) He was a good spokesman. b) HE was confident and enjoyed speaking in class. c) He was so sure of what he was going to say, that he didn’t care if he got into trouble. 9. How do you know that Mrs Mitchell was upset by what Christopher had said? [2] Underline two correct answers. a) Her face became red. 3

Downloaded from hlayiso.com b) She was embarrassed. c) Her hands were shaking. 10. Why do you think Christopher’s “neck glowed suddenly with its own bright heat”? [1] _________________________________________________________________________________________ 11. What do the words, “Her face had become very red, as it always did when she was flustered, and her hands were shaking, “suggest about Mrs Mitchell’s attitude towards the situation which had developed in the class. [1] __________________________________________________________________________________________ 12. What could be the cause of Christopher’s behaviour in class? [1] _________________________________________________________________________________________ _________________________________________________________________________________________ 13. Do you empathise with Emily? Give a reason for your answer. [2] __________________________________________________________________________________________ __________________________________________________________________________________________ 14. Do you accept the behaviour which is displayed by Christopher (writing something inappropriate, bullying Emily and being defiant towards the teacher) is acceptable? Give a valid reason for your answer. [2] __________________________________________________________________________________________ __________________________________________________________________________________________ 15. How, in your opinion, could the author have improved his style of writing to capture and retain the attention of the reader more effectively? [1] _________________________________________________________________________________________ 4

Downloaded from hlayiso.com SECTION B : VISUAL LITERACY : ANALYSING A VISUAL TEXT. [10] Analyse the advertisement. 1. What product is being advertised? [1] ________________________________________________________________________________________ 2. Which sport is associated with this product? Underline the correct answer. [1] a) basketball b) baseball c) cricket 3. Who is the intended audience for this product? Underline the correct answer. [1] a) people who play sport b) people who are walking on the street c) people who are at home d) all of the above 4. Find an examples of alliteration , excluding Coca-Cola [1] 5

Downloaded from hlayiso.com Example ______________________________________________________________________________ 5. In the advertisement, it stated that, “Coca-Cola is a ball.” Which figure of speech has been used? [1] _____________________________________________________________________________________ Analyse the following cartoon strip. 1. Write down the correct spelling of the word, THRU. __________________________ [1] 2. Which three words are associated with the letters ESP? Underline the correct answer. [1] a) extra special person b) extra sensory perception c) extra sensory placement 3a) Which object (thing) in the last frame suggests that this cartoon was drawn a long time ago? [1] ________________________________________________________________________________________ 3b) Give a reason for your answer. [1] _________________________________________________________________________________________ 4. Andrea has dark hair and Cathy has blonde hair. How does Andrea’s body language - in frame three - suggest the she disagrees with Cathy? [1] a) She looks away to show she is angry. b) She turns away to show her frustration. c) She turns away to put on the kettle to make some tea. ++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ SECTION C : SUMMARY [10] Write a summary of the text below in your own words. Each paragraph must be reduced to one sentence. 1. Christopher Shelton, who sat in a desk two rows up and one over from her own, leaned back and smoothly slid his notebook over his shoulder, so that the boy sitting behind him could read what was written there. 6

Downloaded from hlayiso.com 2. This second boy, Monty, who was Christopher’s best friend, began to quake (shake) with suppressed laughter. The notebook, which Christopher showed Monty, was retracted (pulled back); an open hand took its place, waiting expectantly, and Monty softly gave him a high five: Good one. 3. Mrs Mitchell, who was pacing in her predictable way up and down the aisles while the students worked, had missed the whole exchange, and Emily tucked her chin into her chest to hide the smile on her face. Christopher was always lucky. He was like an action hero in a movie. Things always worked out for him. 4. Now, as Mrs Mitchell resumed her place at the front of the classroom, Emily brought her paragraph to a hasty (quick) conclusion (ending) and set her pencil down. Her underarms prickled with heat, and a lump of anxiety formed in her throat. Stupid, to let herself get distracted again by Christopher. The open-response questions were for marks. 5. “Cross your t’s and dot your i’s,” Mrs Mitchell said. The chairs squeaked as students shifted, and there was a chorus of sighs. “Let’s read some of these aloud today and discuss them. Can I get a volunteer? I need someone to read their paragragh” 6. Emily let her hair hang over her face. Not me, not me, not me, she willed. 7. Christopher jumped up in his seat. His hand shot up. Mrs Mitchell looked at him warily.(suspiciously) “Yes, Christopher?” “I’ll read mine,” he said, shooting a satisfied glance back at Monty, who put his head down on the desktop as if a game of seven-up had started. 8. There was a stunned silence. The students exchanged glances, delighted and disbelieving, then shifted their attention back to Mrs Mitchell, primed for the inevitable explosion. She was furious. 9. Then, he said something nasty to make Emily cry. 10. “Go to the back of the room and take a seat,” Mrs Mitchell said in a quavering (shaky) voice. “Stay there. Don’t leave when the bell rings.” 1. _______________________________________________________________________________________ 2. _______________________________________________________________________________________ 3. _______________________________________________________________________________________ 4. _______________________________________________________________________________________ 5. _______________________________________________________________________________________ 6. _______________________________________________________________________________________ 7

Downloaded from hlayiso.com 7. _______________________________________________________________________________________ 8. ________________________________________________________________________________________ 9. ________________________________________________________________________________________ 10. _______________________________________________________________________________________ SECTION D : LANGUAGE STRUCTURES AND CONVENTIONS [20] 1. Divide the sentence into a subject and a predicate. [2] Christopher held his notebook in front of him. Subject ___________________________________________________________________________________ Predicate _________________________________________________________________________________ 2. Divide the sentence into a subject and predicate. [4] After that, divide the predicate into a verb and object. Mrs Mitchell confiscated the notebook. Subject ___________________________________________________________________________________ Predicate _________________________________________________________________________________ Verb ______________________________________________________________________________________ Object ____________________________________________________________________________________ 3. Identify the subject, verb and object in the sentence below. The entire class had to write an essay. [3] Subject ___________________________________________________________________________________ Verb ______________________________________________________________________________________ Object ____________________________________________________________________________________ 4. Firstly, circle the object, then change the sentence from active to passive voice. [3] Emily and her friends picked up the papers. __________________________________________________________________________________________ 8

Downloaded from hlayiso.com 5. Change the sentence into the different tenses. [6] Simple Present Tense Simple Past Tense Simple Future Tense Emily writes essays. ____________________________ ____________________________ Present Continuous Tense Past Continuous Tense Future Continuous Tense ____________________________ Emily was writing essays ___________________________ Present Perfect Tense Past Perfect Tense Future Perfect Tense ____________________________ ____________________________ Emily will have written essays. 6. Identify the main clause and the subordinate clause in the following sentence. [2] Mrs Mitchell will send Christopher to the office if he continues. Main Clause _______________________________________________________________________________ Subordinate Clause _________________________________________________________________________ 7. Identify the parts of speech. Underline the correct answer. [3] During the science lesson, Emily sat at the same desk as Christopher. Word Part of speech a) Emily Pronoun Proper Noun Abstract Noun b) sat Finite Verb Infinitive Transitive Verb c) at Pronoun Preposition Proper Noun 9

Downloaded from hlayiso.com Blouberg Ridge Primary School Grade 7 English HL Mid-Year Examination Paper 2019 Marking Guidelines Section A : Reading Comprehension Read the extract from The Next Time You See Me, written by Holly Jones and answer the [20] questions that follow. Emily Houchens watched as Christopher Shelton, who sat in a desk two rows up and one over from her own, leaned back and smoothly slid his notebook over his shoulder, so that the boy sitting behind him could read what was written there. This second boy, Monty, who was Christopher’s best friend, began to quake (shake) with suppressed laughter. The notebook retracted (pulled back); an open hand took its place, waiting expectantly, and Monty softly gave him five: Good one. Mrs. Mitchell, who was pacing in her predictable way up and down the aisles while the students worked, had missed the whole exchange, and Emily tucked her chin into her chest to hide the smile on her face. Christopher was always lucky. He was like an action hero in a movie. Things always worked out for him. “Five more minutes,” Mrs Mitchell announced, and Emily dragged her attention back to the sheet of paper on her desktop and the meagre lines she had written in response to the prompt. It was a Friday, the day their English class focused on test-taking strategies, which everyone hated—even Mrs Mitchell, Emily suspected. One of the students read: a. Select an important emotion or image communicated in the novel A Separate Peace. b. Imagine how a painter might render this same emotion or image on a canvas. Describe this imagined painting, detailing how and why this emotion or symbol is conveyed by choices related to space, colour, texture, and shape. Now, as Mrs Mitchell resumed her place at the front of the classroom, Emily brought her paragraph to a hasty (quick) conclusion(ending) and set her pencil down. Her underarms prickled with heat, and a lump of anxiety formed in her throat. Stupid, to let herself get distracted again by Christopher. The open-response questions were for marks. “Cross your t’s and dot your i’s,” Mrs Mitchell said. The chairs squeaked as students shifted, and there was a chorus of sighs. “Let’s read some of these aloud today and discuss them. Can I get a volunteer?” Emily let her hair hang over her face. Not me, not me, not me, she willed. She heard snickering (laughing and giggling) and peeked (looked) through her fringe. Monty was poking Christopher between the shoulder blades with the eraser end of his pencil, and Christopher jumped up in his seat. His hand shot up. Mrs Mitchell looked at him warily.(suspiciously) “Yes, Christopher?” “I’ll read mine,” he said, shooting a satisfied glance back at Monty, who put his head down on the desktop as if a game of seven-up had started. Emily could hear him wheezing with laughter. 11

Downloaded from hlayiso.com “Go ahead,” said Mrs Mitchell. Christopher stood and held his notebook in front of him like an orator.( a person who speaks well) “In A Separate Peace, Finn decides to wear a pink shirt...” The rest of the words which were spoken by Christopher were so inappropriate, especially in Mrs Mitchell’s class. There was a stunned silence. The students exchanged glances, delighted and disbelieving, then shifted their attention back to Mrs Mitchell, primed for the inevitable explosion. Her face had become very red, as it always did when she was flustered, and her hands were shaking. Emily ached with second-hand embarrassment. After that he said something nasty to make Emily cry. “You’re such a cry baby,” he added. “Go home to your mommy and cry some more.” “Go to the back of the room and take a seat,” Mrs Mitchell said in a quavering (shaky) voice. “Stay there. Don’t leave when the bell rings.” Christopher’s neck glowed suddenly with its own bright heat, and he moved as if to hunch down and grab his books from beneath his desk. “Go on,” Mrs Mitchell said. “Leave your books.” “Ok,” he said. He sauntered (walked slowly) down the aisle between his row and Emily’s, and she couldn’t help but watch him. He had always been kind to her— that is, unlike others in their grade. They’d shared a table for a semester in seventh-grade science class, both of them smart enough and serious enough to complete Mr Wieland’s assignments successfully. His eyes were bright blue. She had never seen such blue eyes. 12

Downloaded from hlayiso.com 1. Who is Emily watching during class time? [1] LEVEL 1 CHRISTOPHER 2. Why was Christopher sliding his notebook over his shoulder? [1] LEVEL 1 TO SHOW IT TO HIS FRIEND, MONTY, SO THAT HE COULD READ WHAT HE HAD WRITTEN. LEVEL 1 3. How did Monty respond after reading what was written in the notebook? Name two [2] things. GAVE HIM A HIGH FIVE SAID “GOOD ONE” [1] LEVEL 1 4a.Write down a sentence suggests that Christopher is quite lucky? He was like an action hero in a movie. b. Which figure of speech was used in the sentence which you just wrote down in the previous question? [1] SIMILE LEVEL 3 5. How did Emily try to be invisible when Mrs Mitchell asked the pupils to read their work? [1] LEVEL 2 EMILY BROUGHT HER PARAGRAPH TO A HASTY CONCLUSION OR EMILY LET HER HAIR HANG OVER HER FACE 6. Why did Mrs Mitchell not notice Christopher showing the notebook to Monty? [1] LEVEL MRS MITCHELL, WHO WAS PACING IN HER PREDICTABLE WAY UP AND DOWN THE AISLES WHILE THE STUDENTS WORKED 7. Why do you think the English teacher looked at Christopher warily? Underline the correct answer. [1] a) He does not normally participate on class. LEVEL 2 b) He is a keen student. C) HE IS OFTEN UP TO MISCHIEF AND SHE WAS EXPECTING THE WORST. 8. When Christopher spoke in class, he was like an orator. This suggest that [1] LEVEL 3 a) he was a good spokesman. b) he was confident and enjoyed speaking in class. c) HE WAS SO SURE OF WHAT HE WAS GOING TO SAY, THAT HE DIDN’T CARE IF HE GOT INTO TROUBLE. 9. How do you know that Mrs Mitchell was upset by what Christopher had said? [2] 13

Downloaded from hlayiso.com Underline two correct answers. LEVEL 3 A) HER FACE BECAME RED. b) She was embarrassed. C) HER HANDS WERE SHAKING. 10. Why do you think Christopher’s “neck glowed suddenly with its own bright [1] heat”? LEVEL 3 HE WAS ANGRY / EMBARRASSED 11. What do the words, “Her face had become very red, as it always did when she was flustered, and her hands were shaking, “suggest about Mrs Mitchell’s attitude towards the situation which had developed in the class. [1] LEVEL 3 OWN INTERPRETATION – SHE WAS UPSET / ANGRY BY WHAT HAD TRANSPIRED / COULDN’T SHOW HER EMOTIONS / COULDN’T SPEAK HER MIND 12. What could be the cause of Christopher’s behaviour in class? [2] LEVEL 3 Own interpretation – 2 reasons WAS JUST FOOLING AROUND / TRIED TO GET A RESPONSE FROM THE TEACHER / LOOKING FOR AFFIRMATION FROM FRIENDS / TRYING TO IMPRESS A GIRL / LOW SELF ESTEEM AND ACTING OUT 13. Do you empathise with Emily? Give a reason for your answer. [2] LEVEL 5 YES / NO [1] SHE LIKED HIM, BUT HE WAS A BULLY WHO MADE HER CRY / HE WAS NICE TO HER WHEN THEY WERE IN THE SCIENCE CLASS, UNLIKE THE OTHER KIDS 14. Do you accept the behaviour which is displayed by Christopher ( writing something inappropriate, bullying Emily and being defiant towards the teacher) is acceptable? Give a valid reason for your answer. [2] LEVEL NO [1] NEGATIVE ATTENTION SEEKING WHICH DISRUPTS THE CLASS, BULLYING OR DEFIANCE IS UNACCEPTABLE. 15. How, in your opinion, could the author have improved his style of writing to capture and retain the attention of the reader more effectively? LEVEL 5 OWN INTERPRETATION - SHORTER SENTENCES, MORE FIGURES OF SPEECH [1] 14

Downloaded from hlayiso.com SECTION B : VISUAL LITERACY : ANALYSING A VISUAL TEXT. [10] Analyse the advertisement. 1. What product is being advertised? [1] COCA COLA 2. Which sport is associated with this product? Underline the correct answer. [1] a) basketball b) baseball c) cricket 3. Who is the intended audience for this product? Underline the correct answer. [1] a) people who play sport b) people who are walking on the street c) people who are at home d) all of the above 15

Downloaded from hlayiso.com 4. Find an examples of alliteration , excluding Coca-Cola [1] Example PLEASES THE PALATE 5. In the advertisement, it stated that, “Coca-Cola is a ball.” Which figure of speech has been used? [1] METAPHOR Analyse the following cartoon strip. 1. Write down the correct spelling of the word, THRU. through [1] 2. Which three words are associated with the letters ESP? Underline the correct [1] answer. a) extra special person b) extra sensory perception c) extra sensory placement 3a) Which object (thing) in the last frame suggests that this cartoon was drawn a long time [1] ago? The phone [1] 3b) Give a reason for your answer. Many homes only use cell phones/ it's an old fashioned phone, which we don't get anymore. [1] 4. Andrea has dark hair and Cathy has blonde hair. How does Andrea’s body language - in frame three - suggest the she disagrees with Cathy? a) She looks away to show she is angry. She turns away to show her frustration. b) She turns away to put on the kettle to make some tea. _________________________________________________________________________________________ SECTION C : WRITING A SUMMARY Write a summary of the text below in your own words. Christopher Shelton, who sat in a desk two rows up and one over from her own, leaned back and smoothly slid his notebook over his shoulder, so that the boy sitting behind him could read what was written there. 16

Downloaded from hlayiso.com This second boy, Monty, who was Christopher’s best friend, began to quake (shake) with suppressed laughter. The notebook, which Christopher showed Monty, was retracted (pulled back); an open hand took its place, waiting expectantly, and Monty softly gave him a high five: Good one. Mrs Mitchell, who was pacing in her predictable way up and down the aisles while the students worked, had missed the whole exchange, and Emily tucked her chin into her chest to hide the smile on her face. Christopher was always lucky. He was like an action hero in a movie. Things always worked out for him. Now, as Mrs Mitchell resumed her place at the front of the classroom, Emily brought her paragraph to a hasty (quick) conclusion (ending) and set her pencil down. Her underarms prickled with heat, and a lump of anxiety formed in her throat. Stupid, to let herself get distracted again by Christopher. The open-response questions were for marks. “Cross your t’s and dot your i’s,” Mrs Mitchell said. The chairs squeaked as students shifted, and there was a chorus of sighs. “Let’s read some of these aloud today and discuss them. Can I get a volunteer? I need someone to read their paragraph” Emily let her hair hang over her face. Not me, not me, not me, she willed. Christopher jumped up in his seat. His hand shot up. Mrs Mitchell looked at him warily.(suspiciously) “Yes, Christopher?” “I’ll read mine,” he said, shooting a satisfied glance back at Monty, who put his head down on the desktop as if a game of seven-up had started. There was a stunned silence. The students exchanged glances, delighted and disbelieving, then shifted their attention back to Mrs Mitchell, primed for the inevitable explosion. She was furious. Then, he said something nasty to make Emily cry. “Go to the back of the room and take a seat,” Mrs Mitchell said in a quavering (shaky) voice. “Stay there. Don’t leave when the bell rings.” 1. Christopher showed his notebook to the boy behind him. 2. The notebook was taken back and Monty laughed. 3. Mrs Mitchell missed the whole thing. 4. Emily completed her paragraph. 5. Mrs Mitchell asked for someone to volunteer. 6. Emily hid behind her fringe. 7. Christopher volunteered to read. 8. The class became quiet and Mrs Mitchell became angry. 9. Christopher made Emily cry. 10. Mrs Mitchell sent him to the back of the room. 17

Downloaded from hlayiso.com SECTION D : LANGUAGE STRUCTURES AND CONVENTIONS [20] 1. Divide the sentence into a subject and a predicate. [2] Christopher held his notebook in front of him. Subject ____ Christopher Predicate ___ held his notebook in front of him. 2. Divide the sentence into a subject and predicate. [4] After that, divide the predicate into a verb and object. Mrs Mitchell confiscated the notebook. Subject _____ Mrs Mitchell Predicate ___ confiscated the notebook. Verb _______ confiscated Object _____ the notebook. 3. Identify the subject, verb and object in the sentence below. The entire class had to write an essay. [3] Subject _______The entire class Verb _________had to write Object _______an essay 4. Firstly, underline the object, then change the sentence from active to passive voice. [3] Emily and her friends picked up the papers. THE PAPERS WERE PICKED UP BY EMILY AND HER FRIENDS. 5. Change the sentence into the different tenses. [6] Simple Present Tense Simple Past Tense Simple Future Tense Emily writes essays. WROTE WILL WRITE 18

Downloaded from hlayiso.com Present Continuous Tense IS Past Continuous Tense Future Continuous Tense WRITING Emily was writing essays WILL BE WRITING Present Perfect Tense Past Perfect Tense Future Perfect Tense HAS WRITTEN HAD WRITTEN Emily will have written essays. 6. Identify the main clause and the subordinate clause in the following sentence. [2] Mrs Mitchell will send Christopher to the office if he continues. Main Clause _________ Mrs Mitchell will send Christopher to the office Subordinate Clause ___ if he continues. 7. Identify the parts of speech. Underline the correct answer. [3] During the science lesson, Emily sat at the same desk as Christopher. Word Part of speech a) Emily Pronoun PROPER NOUN Abstract Noun b) sat FINITE VERB Infinitive Transitive Verb c) at Pronoun PREPOSITION Proper Noun 19