practice test 1 and 2

[guestsb]

Hello Patricia, Etienne, Mike Edwards and others,

Thanks, for all the advice on the sight, it has been helpful for late starters.

Please can anyone confirm, if the types of techniques that are in practice test 1 and 2 will apear in the real test 1 and 2 - split in the same way? For example, AB is to CD as PQ is to (?) , is in practice test 1 will this technique remain in the real test 1; etc etc etc

It is cruicial for me to find out this because our son had 59/80 in test 1 and 73/80 in test 2. He seems to do better with the type of questions in test 2(marks he got for The Tutors papers were similar).

Any feedback will be helpful.
Thanks.

[patricia]

Dear Guestb

The 21 types will come up over the 2 tests, but NOT necessarily in the same order as the practice tests, this will vary each year, codes may appear in the first test one year and in the second test another year. As there are a couple of types that appear in both papers this could be codes one year and compound words another year.

In other words the 21 will appear over two tests but the content of each test will vary year to year.

Patricia

[Clare]

Quite a few dropped down in paper one I heard.

Are there any types he finds particularly difficult?

[guestsb]

Thank you both Patricia and Claire.

It is not so good if the techniques are mixed up he hates the following:

1) mea(?)able
si(?)op

2) pound and or makes pond and our

3) Big is to small as wide is to narrow

4)(world globe) (soil ground) earth

Vocab is the problem and with his real tests in half term week it is not much time left...........

any advice?????????

[patricia]

Dear Guest b

1] Analogies....see

viewtopic.php?t=588

2] mea[]able
si[]on

Child needs to go through options on multiple choice answer sheet, 1 by 1

eg...n, d, l, k, t

n does it go with mea yes mean, does it go with able, nable, no STOP.

move onto next letter, finally t will go for all four.

Secret here is that child MUST check ALL four words, some children see it goes for the firs 2/3 and then assume, without checking. You can guarantee that answer sheet will give letters that only go fo 2/3.

If child unsure whether word is a proper word QUICKLY write it out, seeing something visually is much easier then 'seeing' it in your head.

3] pound and or make?

Its a visual thing again, get your child to put the tip of their pencil over each letter in the word pound

pencil over letter p leaves ound
pencil over letter o leaves pund
pencil over letter u leaves pond, found a word BUT must NOT assume this IS the letter that moves over MUST check that letter WILL move over to or to make a word.

If child cannot 'see' the letter U moving over to OR. then WRITE it down, pencil in U next to O, between O and R and after R

Using the pencil provides the word OUR

If one of my students says they had to guess, and yet I cannot see any workings, they get the stock answer. 'Why did you guess without trying to help yourself, by making notes!'

4] [world globe] [soil ground] = earth

This is a biggie vocab type, sometimes the child does not know one of the words in the brackets eg [ trickle globule] I explain that both words in the bracket have a similar meaning, if you do not know the meaning of one word, then you probably know the meaning of the other, in this instance, many do not know globule, but do know trickle, therefore globule is like a trickle.

Child looks at the words on the answer sheet and logically goes through each one.

eg Planet yes it goes with first pair, does it go with second pair= no, move on.

mud does it go with world and globe = no NOT going to bother with second pair [wastes time]

earth does it go with 1st pair = yes, does it go with 2nd pair = yes

Common mistake, not ensuring the word goes for ALL 4 words

Good Luck

Patricia