English Y09 Spr1

Question 1

1.1 fate

Answer 1

Fate is the development of events outside a person’s control, usually by a supernatural source. The word fate traces back to the Latin word fatum, meaning ‘that which has been spoken’. Something that’s your fate is a done deal, not open to revision.

Question 2

1.2 loyalty

Answer 2

Loyalty is a faithfulness to commitments or obligations, particularly to a sovereign, leader or cause. The word loyalty traces back to the Old French loialté, based on loial or leial, both meaning and related to “legal.”

Question 3

1.3 ambition

Answer 3

Ambition is a strong desire to do or achieve something. The word ambition traces back to the Latin word ambire which means to go around looking for votes.

Question 4

1.4 the supernatural

Answer 4

Supernatural means something which is outside of our understanding of nature. The word traces back to the 15th Century, and originally meant ‘of or given by God’ changing in the 18th Century to mean ‘a supernatural being’. The supernatural is associated with ghosts and other spectral beings.

Question 5

2.1 structure and coherence

Answer 5

the different ways that texts are put together in order to create logical sequences and effects.

Question 6

2.2 spelling and grammar

Answer 6

accuracy of spelling and punctuation and the use of it to create effects in texts.

Question 7

2.3 awareness of impact

Answer 7

the understanding and explanation of the impact of word choices and structural features on readers; it includes an understanding of genre, audience and purpose.

Question 8

2.4 understanding of context

Answer 8

an understanding and explanation of the impact of the author of the text and the time it was written, as well as the intended audience.

Question 9

2.5 using evidence

Answer 9

the use of quotations and reference to the text to support ideas; embedding of evidence makes your writing more sophisticated

Question 10

2.6 analysing technique

Answer 10

an understanding and analysis of the language of a text to reveal the effects and meanings intended by the writer.

Question 11

3.1 act (Act)

Answer 11

a section of a play

Question 12

3.2 scene (Seen)

Answer 12

a division of an act in a play presenting continuous action in one place, or a single situation or unit of dialogue

Question 13

3.3 stage directions (di-REC-shuns )

Answer 13

the instructions that tell actors how to speak and behave on stage

Question 14

3.4 exeunt (ex-UNT)

Answer 14

a stage direction to show that a group of actors leave the stage

Question 15

3.5 chorus ( KOR-us)

Answer 15

a group of actors used to comment on the action throughout a play

Question 16

3.6 prologue (PRO-log)

Answer 16

an introductory section of a play or novel

Question 17

3.7 epilogue ( E-pi-log)

Answer 17

a final section of a novel or play which serves as a comment or a conclusion to what has happened

Question 18

3.8 aside ( a-SIDE)

Answer 18

when a character speaks to the audience and other characters can’t hear what they’re saying

Question 19

3.9 soliloquy ( so-LI-lo-kwee)

Answer 19

a single character speech which reveals their thoughts and feelings to the audience

Question 20

3.1 dialogue ( DI-a-log)

Answer 20

a conversation written between characters in a novel or play

Question 21

3.11 duologue ( DEW-o-log)

Answer 21

two characters speaking on the stage

Question 22

3.12 syllable ( SIL-a-bull)

Answer 22

A syllable is a part of a word that contains a single vowel sound and that is pronounced as a unit. So, for example, ‘book’ has one syllable, and ‘reading’ has two syllables

Question 23

3.13 iambic pentameter ( i-AM-bic pen-TAM-e-ter)

Answer 23

a 10 syllable line consisting of alternately unstressed and stressed syllables-often said to resemble a heartbeat

Question 24

3.14 blank verse ( blank verse)

Answer 24

verse that has no rhyme but is written in iambic pentameter

Question 25

3.15 In media res ( in ME-dia res)

Answer 25

beginning a story or play in the middle of events

Question 26

4.1 anaphora (an-a-FOR-a)

Answer 26

repeating a sequence of words at the beginnings of clauses

Question 27

4.2 juxtaposition (jux-ta-pos-ISH-un)

Answer 27

the fact of two things being seen or placed close together with contrasting effect

Question 28

4.3 metaphor (MET-a-for)

Answer 28

a figure of speech that describes an object or action in a way that isn’t literally true, but helps explain an idea or make a comparison

Question 29

4.4 pathetic fallacy (fal-a-see)

Answer 29

the attribution of human feelings and responses to inanimate things- often the weather

Question 30

4.5 personification (per-son-i-fi-CA-shun)

Answer 30

the attribution of a personal nature or human characteristics to something non-human

Question 31

4.6 repetition (re-pe-TISH-un)

Answer 31

using a word or phrase for effect, two or more times

Question 32

4.7 rhetorical question (re-TOR-i-cal)

Answer 32

a question asked in order to create a dramatic effect or to make a point rather than to get an answer

Question 33

4.8 semantic field (SEM-an-TIC)

Answer 33

a lexical set of semantically related items, for example verbs of perception

Question 34

4.9 simile (SI-mill-ee)

Answer 34

a figure of speech involving the comparison of one thing with another thing of a different kind; often using like or as

Question 35

4.1 symbolism (SIM-bol-ism)

Answer 35

the use of symbols to represent ideas or qualities

Question 36

5.1 Jacobean era

Answer 36

Shakespeare was born in the Elizabethan era, named after Elizabeth I. After she died, James I became king. This period of history is called the Jacobean era, because Jacob is the Latin for James. Shakespeare lived and worked in both eras.

Question 37

5.2 women in the Jacobean era

Answer 37

Women were considered to be subordinate to men. They had little or no rights at all. They could not even own a property in their name. A woman was supposed to obey her husband and help him in earning money for the survival of the family.

Question 38

5.3 Witchcraft

Answer 38

Jacobean people were very religious and god fearing. However, they also believed in the existence of witches and witchcraft. Jacobean people looked up the witches as a person who causes harms to others or who destroys property and causes menace. King James I strongly believed that witches and witchcraft existed.

Question 39

5.4 colonialism

Answer 39

The Christian kings of Europe once believed they were answerable to no one except God. This idea became known as the divine right of kings. They claimed that they had been chosen by God and were his representatives on Earth. These kings had absolute power and could do as they liked. They expected total obedience from the people they ruled. The idea that a king was God’s chosen representative reached its greatest extent in the 1600s. James I believed strongly in the divine right of kings.

Question 40

7.1 subject

Answer 40

The subject is the part of a sentence of clause that indicates what the sentence is about or who is performing the action. The subject is typically a noun (the dog) a noun phrase (the giant spotty dalmatian) or a pronoun (he, she, they, it).

Question 41

7.2 direct object

Answer 41

A direct object is the person or thing that is located after an action verb in a sentence. It will answer the question of who or what and will be a noun or a pronoun. An example would be: Jack caught a fish.

Question 42

7.3 indirect object

Answer 42

An indirect object is the recipient of an action in a sentence and is indicated by a pronoun. An example would be: Give me the fish.

Question 43

7.4 simple sentence

Answer 43

A simple sentence is a sentence that consists of just one independent clause. A simple sentence has no dependent clauses. (An independent clause (unlike a dependent clause) can stand alone as a sentence.)

Question 44

7.5 compound sentence

Answer 44

A compound sentence joins two or more sentences that have related ideas of equal importance. The two sentences go together. Each sentence or independent clause must still have a subject and a verb.

Question 45

7.6 complex sentence

Answer 45

A complex sentence is a sentence that contains an independent clause and one or more dependent clauses. An independent clause can stand alone as a sentence.

Question 46

8.1 comma 1

Answer 46

a punctuation mark (,) separating items in a list

e.g. I play netball, basketball, hockey and football.

Question 47

8.2 comma 2

Answer 47

commas are used to separate clauses in a sentence; subordinate clauses add extra detail to the main idea in a sentence and need a comma e.g. The team, preparing for their next game, were training outside.

Question 48

8.3 comma 3

Answer 48

commas are used to punctuate direct speech by ‘introducing’ the speech.
e.g. The director shouted, “Action!”

Question 49

8.4 semi -colon

Answer 49

commonly used to link two independent clauses that are closely related in thought - when a semicolon (;) joins two or more ideas in one sentence, those ideas are then given equal rank.

Question 50

8.5 brackets

Answer 50

Brackets (parentheses) are punctuation marks used within a sentence to include information that is not essential to the main point. Information within parentheses is usually supplementary; were it removed, the meaning of the sentence would remain unchanged.

Question 51

8.6 exclamation mark

Answer 51

The exclamation mark, (!) is a punctuation mark usually used after an interjection or exclamation to indicate strong feelings, or to show emphasis. The exclamation mark often marks the end of a sentence, for example: “Watch out!”