Transfer Test English

These are the key spelling rules that come up again and again in the transfer test. Learn them well!

1. I Before E Except After C

When the sound is "ee", put i before e — unless it comes after the letter c.

2. Doubling Consonants (The 1-1-1 Rule)

If a short word ends in 1 vowel + 1 consonant, you double the last letter before adding -ing, -ed, or -er.

But DON'T double if the word ends in two consonants (jump → jumping) or two vowels + consonant (rain → raining).

3. Dropping the E

If a word ends in a silent e, drop the e before adding a suffix that starts with a vowel (-ing, -ed, -able, -ous).

4. Changing Y to I

If a word ends in a consonant + y, change the y to i before adding most suffixes.

Exception: Do NOT change y to i when adding -ing: carry → carrying (NOT carriing), study → studying.

Also, if the word ends in a vowel + y, just add the suffix normally: play → played, enjoy → enjoyment.

5. Plurals

A prefix is a group of letters added to the beginning of a word to change its meaning.

A suffix is a group of letters added to the end of a word to change its meaning or word class.

Homophones are words that sound the same but have different spellings and meanings. Getting these wrong is one of the most common mistakes in the transfer test!

These are words that come up regularly in the transfer test. Learn to spell them correctly!

Level 1 — Must Know

Level 2 — Important

Level 3 — Challenge

1. Look — Say — Cover — Write — Check

1. Look at the word carefully. Notice the tricky bits.
2. Say the word out loud. Break it into syllables if it helps.
3. Cover the word up.
4. Write it from memory.
5. Check — did you get it right? If not, look at where you went wrong and try again.

2. Break Words into Syllables

Big words become easier when you break them into smaller chunks:

3. Mnemonics (Memory Tricks)

Make up a silly sentence where each letter of the word starts a new word:

4. Word Families

Words that share a root often follow the same pattern:

• sign, signal, signature, design, resign (all have the silent g)
• act, action, active, actor, react, interact
• nation, national, international, nationality
• care, careful, careless, carefully, carer, caring

Capital letters are basic but students still lose marks on them. Always use a capital letter for:

• The start of every sentence. "The dog ran away."
• The pronoun I. "Yesterday I went to the shop."
• Names of people. Harry, Mrs Thompson, Dr Singh
• Names of places. Belfast, Northern Ireland, Europe, River Lagan
• Days of the week. Monday, Tuesday, Wednesday...
• Months of the year. January, February, March...
• Titles of books, films, etc. Charlie and the Chocolate Factory
• Titles before names. Mr, Mrs, Dr, Miss, Captain, Professor

Full Stop (.)

Goes at the end of a statement — a sentence that tells you something.

Question Mark (?)

Goes at the end of a question — a sentence that asks something.

Exclamation Mark (!)

Goes at the end of a sentence that shows strong emotion (surprise, excitement, anger) or is a command.

Commas are one of the trickiest punctuation marks. Here are the main ways to use them:

1. In Lists

Use commas to separate items in a list. Put "and" before the last item.

2. After Fronted Adverbials

A fronted adverbial is when you start a sentence with a word or phrase that describes when, where, or how something happened.

3. To Separate Clauses

Use a comma before a conjunction (and, but, or, so) when it joins two main clauses.

4. For Extra Information

Use commas around extra information that could be removed from the sentence.

Apostrophes are HEAVILY TESTED in the transfer test. There are two uses and you MUST know both.

Use 1: Contraction (Shortening Words)

An apostrophe replaces missing letters when two words are squeezed into one.

Use 2: Possession (Showing Ownership)

An apostrophe shows that something belongs to someone or something.

Singular Possession

If ONE person/thing owns it, add 's:

Plural Possession

If MORE THAN ONE person/thing owns it AND the word already ends in s, just add an apostrophe after the s:

Irregular Plurals

If the plural does NOT end in s, add 's:

Speech marks (also called inverted commas or quotation marks) go around the words a character actually says.

The Rules

1. Put speech marks around the spoken words. "Hello," said Tom.
2. Start the speech with a capital letter.
3. Punctuation goes INSIDE the speech marks. "Where are you going?"
4. New speaker = new line. Every time a different person speaks, start a new paragraph.
5. Add a reporting clause (who said it and how): said, asked, whispered, shouted, exclaimed.

Different Positions

Colon (:)

A colon is used to introduce something — usually a list or an explanation.

Semicolon (;)

A semicolon joins two closely related sentences that could stand on their own.

You need to know what different types of words are called and what they do.

Types of Noun

• Common nouns: everyday things — table, dog, city, school
• Proper nouns: specific names (capital letter!) — Harry, Belfast, Tuesday
• Abstract nouns: things you can't touch — happiness, fear, courage, love, freedom
• Collective nouns: groups — a flock of birds, a pack of wolves, a team of players

Types of Verb

• Action verbs: run, jump, eat, write, throw, climb
• Being verbs (state of being): am, is, are, was, were, been

Conjunctions

Coordinating conjunctions (FANBOYS): For, And, Nor, But, Or, Yet, So

Subordinating conjunctions: because, although, when, if, while, since, until, before, after, unless

Simple Sentence

Contains one main clause with a subject and a verb. It makes complete sense on its own.

Compound Sentence

Two simple sentences joined by a coordinating conjunction (FANBOYS: for, and, nor, but, or, yet, so).

Complex Sentence

Contains a main clause and a subordinate clause (which doesn't make sense on its own). Joined by subordinating conjunctions (because, although, when, if, while, since, until).

Past Tense

Something that already happened.

Regular: add -ed: walked, jumped, played, wanted, laughed

Irregular: these don't follow the -ed pattern — you have to learn them!

Present Tense

Something happening now or that happens regularly.

Future Tense

Something that will happen.

Present Perfect vs Simple Past

• Simple past: "I ate my lunch." (finished, done)
• Present perfect: "I have eaten my lunch." (links past action to now — it's still relevant)

Active Voice

The subject does the action. The sentence follows the order: Subject → Verb → Object.

Passive Voice

The object of the action becomes the subject. The sentence flips around, and we use "was/were" + past participle.

How to Spot Them

• Look for "was" or "were" + past participle (was chased, were eaten, was written) — that's usually passive.
• Ask: "Who is doing the action?" If the doer comes AFTER "by", it's passive.

These three punctuation marks come up regularly in the transfer test. Learn what each one does and when to use it.

Hyphens (-)

Hyphens join words together to make compound adjectives that come BEFORE a noun.

Hyphens are also used with some prefixes:

Brackets / Parentheses ( )

Brackets add extra information that could be removed without changing the meaning of the sentence.

Brackets do the same job as paired commas or paired dashes. The sentence must still make sense if you remove the bracketed section.

Ellipsis (...)

Three dots that show something is missing, trailing off, or building suspense.

Modal verbs show how likely or necessary something is. They are a special type of verb that you need to recognise.

The Modal Verbs

There are nine main modal verbs: can, could, may, might, will, would, shall, should, must.

Certainty Scale

Modal verbs range from very certain to very uncertain:

Key Rules

• Modal verbs NEVER change form — there is no "mighting", "musted", or "coulds".
• They always come before another verb: "She might go", "You should study", "He can swim".
• They don't need a helper — you never say "she does can swim".

You need to know the difference between direct speech and reported (indirect) speech, and how to convert between them.

Direct Speech

The exact words spoken, written inside speech marks.

Reported (Indirect) Speech

Telling someone what was said, with NO speech marks. You report the words rather than quoting them exactly.

What Changes?

When you convert direct speech to reported speech, several things shift:

Worked Examples

Direct → Reported:

Reported → Direct:

Every good story has a clear structure. Plan before you write!

Beginning (Introduction)

• Hook the reader — make them want to keep reading from the very first line.
• Set the scene — where and when is the story taking place? Use descriptive language.
• Introduce the main character — give us a sense of who they are.

Middle (Build-Up and Problem)

• Build tension — something should go wrong or create conflict.
• Develop the problem — things get harder or more complicated.
• Show emotions — how does the character feel? What do they do?
• This should be the longest part of your story.

Ending (Resolution)

• Solve the problem — how is the conflict resolved?
• Don't rush it! Give the ending at least 3-4 sentences.
• End with impact — a final thought, a reflection, or a twist.

Your opening line is the most important sentence in your story. Here are four great ways to start:

1. Start with Dialogue

This throws the reader straight into the action and makes them wonder: Run from what?

2. Start with Action

Starting with something happening creates immediate excitement.

3. Start with a Question

A question engages the reader directly and makes them curious.

4. Start with Description of Setting

Setting the scene with vivid description creates atmosphere and mood.

Show, Don't Tell

This is the golden rule of good writing. Instead of TELLING the reader how someone feels, SHOW them through actions, body language, and details.

Use the 5 Senses

Don't just describe what things LOOK like. Think about all five senses:

Specific Details Beat Vague Ones

Figurative language makes your writing more interesting and vivid. Here are the key types:

Simile

Comparing two things using "like" or "as".

Metaphor

Saying something IS something else (without "like" or "as").

Personification

Giving human qualities to something that isn't human.

Alliteration

When words close together start with the same sound.

Onomatopoeia

Words that sound like what they describe.

Hyperbole

Extreme exaggeration used for effect, emphasis, or humour. Nobody takes it literally!

Hyperbole is great for humour and emphasis in creative writing. It can also appear in persuasive writing to make a point more dramatically.

Idioms

Phrases that don't mean what they literally say. You just have to learn what they mean! They are very common in English and often appear in comprehension passages.

Replacing boring, overused words with more interesting ones will instantly improve your writing.

Instead of "said"

Instead of "nice"

Instead of "big"

Instead of "small"

Instead of "went"

Instead of "good"

Instead of "bad"

Using paragraphs shows the examiner you know how to organise your writing. Remember TiP ToP!

Start a New Paragraph When There Is a Change In...

Always leave 2-3 minutes at the end to check your work! Use this checklist:

1. Capital letters — Does every sentence start with one? Are proper nouns capitalised?
2. Full stops — Does every sentence end with the right punctuation?
3. Spelling — Read through slowly and check for any words that don't look right.
4. Does it make sense? — Read each sentence carefully. Is there a missing word? Does it flow?
5. Paragraphs — Have I used them? (TiP ToP)
6. Speech marks — If there's dialogue, is it punctuated correctly?
7. Interesting vocabulary — Can I upgrade any boring words? Did I use "said" too many times?
8. Tenses — Am I consistent? Did I accidentally switch from past to present?
9. Apostrophes — Are they correct? (Check its/it's, your/you're)
10. Ending — Is it satisfying? Does it feel complete?

The purpose of persuasive writing is to convince the reader to agree with your opinion. It comes up frequently in the transfer test, especially in GL assessments.

Structure

1. Introduction: State your opinion clearly. Hook the reader with a strong opening statement or rhetorical question.
2. Argument 1 + evidence: Your strongest point, backed up with a reason or example.
3. Argument 2 + evidence: Another strong point with supporting detail.
4. Argument 3 + evidence: A third persuasive point.
5. Counter-argument: "Some people might say... however..." Show you've considered the other side, then knock it down.
6. Conclusion: Restate your opinion strongly. End with a powerful final sentence or call to action.

Persuasive Techniques — AFOREST

Remember AFOREST to pack your writing with persuasive power:

Useful Persuasive Phrases

Tone

Your tone should be confident, passionate, and direct. Speak TO the reader using "you" to make it personal. Don't be wishy-washy — be bold!

Common Topics in Tests

• Should school uniforms be compulsory?
• Should children have less screen time?
• Should homework be banned?
• How can we help the environment?
• Should school lunches be healthier?

Letter writing tasks appear regularly in the transfer test. You need to know the difference between formal and informal letters and how to lay them out correctly.

Formal Letters

Used when writing to someone you don't know personally, or in a professional/official context.

Formal Letter Layout

1. Your address — top right corner
2. Date — below your address
3. Their address — on the left, below the date
4. Greeting — "Dear Sir/Madam" (if you don't know the name) or "Dear Mr/Mrs/Ms [surname]" (if you do)
5. Introduction paragraph — say why you are writing
6. Main paragraphs — your points, clearly organised
7. Closing paragraph — sum up and say what you want to happen
8. Sign off — "Yours faithfully" (Sir/Madam) or "Yours sincerely" (named person)
9. Your full name

Formal Language Rules

• No slang — write properly and professionally
• No contractions — write "I am" not "I'm", "do not" not "don't"
• Polite tone — "I would be grateful if...", "I am writing to express my concern about..."

Common formal letter tasks: writing to a headteacher, a local council, a newspaper editor, or a company.

Informal Letters

Used when writing to someone you know — a friend, family member, or pen pal.

Informal Letter Layout

1. Your address — top right corner
2. Date — below your address
3. Greeting — "Dear [first name]" or "Hi [name]"
4. Chatty opening — "How are you?", "Thanks for your letter!", "Guess what happened!"
5. Main content — your news, stories, and details
6. Sign off — "Love," "Best wishes," "See you soon,"
7. Your first name

Informal Language Rules

• Contractions are fine — "I'm", "can't", "we'll"
• Chatty, friendly tone — write as you would talk to a friend
• Personal details — share your thoughts, feelings, and experiences

Key Difference: Sign Off

In the GL Assessment, you may be asked to write a piece of creative or persuasive writing based on a prompt. Time management is key!

Time Management Plan (20 minutes total)

Common GL Prompts

• Story prompts: "Write a story that begins with the following sentence..." or "Write a story about a time when something unexpected happened."
• Descriptive prompts: "Describe a place that is special to you" or "Describe a storm."
• Persuasive prompts: "Write a letter to your head teacher persuading them to..." or "Do you think children should have more homework? Write your opinion."

GL may give you a passage with errors to spot, or ask you to improve sentences.

Spotting Errors

Look for these common errors in a passage:

• Spelling mistakes — especially homophones (their/there/they're)
• Missing or wrong punctuation — missing full stops, commas, apostrophes
• Missing capital letters — start of sentences, proper nouns
• Wrong tense — switching between past and present
• Subject-verb agreement — "they was" should be "they were"

Combining Short Sentences

You may be asked to join two short sentences into one better sentence.

The GL Assessment gives you less time per question than the AQE, so speed matters. Here's how to work faster without sacrificing accuracy.

Speed Strategies

1. Read the questions BEFORE the passage. This way, you know what to look for while you read.
2. Skim for keywords. Don't re-read the whole passage for each question. Scan for the key words from the question.
3. Answer the easy questions first. If you're stuck on one, skip it and come back later.
4. Don't overthink. Your first instinct is often right, especially for multiple choice.
5. Keep track of time. Roughly work out how long you have per question and stick to it.

GL Assessment uses a lot of multiple choice questions. Here are expert strategies:

The 4-Step Method

1. Read the question carefully. Underline the key words. Make sure you understand exactly what it's asking.
2. Eliminate obviously wrong answers. Cross out any options that are clearly incorrect. This usually removes 1-2 options immediately.
3. Re-read the relevant section. Go back to the passage and find the specific part that answers the question.
4. Choose the BEST answer. Sometimes two answers seem possible, but one is better. Pick the most complete and accurate one.

Common Traps

• The "almost right" answer: This uses similar words to the text but changes the meaning slightly. Read carefully!
• The "too extreme" answer: Watch for words like "always", "never", "everyone", "nobody" — these are often wrong because they are too absolute.
• The "true but irrelevant" answer: The answer might be true based on the text, but it doesn't actually answer the question being asked.
• The "right part, wrong answer" trap: The answer uses words from the correct part of the text but says something different from what the text actually means.

What to Expect

• AQE (Association for Quality Education) is used by some grammar schools in Northern Ireland.
• The English section tests comprehension, spelling, grammar, and punctuation.
• You will read a passage and answer questions about it.
• Questions include written answers (not just multiple choice).

Time Management

• Read the passage carefully — you have time to read it twice.
• Spend more time on questions worth more marks.
• Leave 3-4 minutes at the end to check your answers.
• If a question is worth 3 marks, you need to make 3 clear points.

Common AQE Question Styles

• Vocabulary: "What does the word ___ mean in this passage?"
• Literal: "According to the text, what did ___ do?"
• Inference: "How can you tell that ___ is feeling ___?"
• Evaluation: "Do you think the author is successful in creating tension? Explain."
• Grammar: Insert correct punctuation, identify word types.
• Cloze: Fill in missing words.

What to Expect

• GL Assessment is used by many grammar schools across Northern Ireland.
• Tests comprehension, spelling, punctuation, grammar, and sometimes creative writing.
• Mostly multiple choice answers (you shade in a bubble on an answer sheet).
• Fast-paced — you need to work quickly and accurately.

Time Management

• Work through questions at a steady pace — don't spend too long on any one question.
• If you're stuck, mark it and come back.
• Make sure you fill in the right bubble on the answer sheet!
• Check that you haven't accidentally skipped a question (which would put all following answers in the wrong place).

Multiple Choice Strategy

1. Read the question first, then find the answer in the text.
2. Decide what YOU think the answer is before looking at the options.
3. Then find the option that matches your answer.
4. If none match exactly, eliminate wrong answers and choose the closest.

Using "wow words" in your creative writing will impress the examiner. Here are 100 brilliant words sorted by category:

Emotions — Happy

Emotions — Sad

Emotions — Scared

Emotions — Angry

Movement — Fast

Movement — Slow

Movement — Sneaky

Size — Big

Weather

Sounds

Describing Places

Avoid these mistakes and you'll instantly score higher!

Reading is the single best way to improve your English. These books are perfect for P6/P7 and will help build your vocabulary, comprehension, and love of stories!

Funny & Entertaining

• Diary of a Wimpy Kid by Jeff Kinney — hilarious diary format, easy to read
• The Boy in the Dress by David Walliams — funny and heartwarming
• Gangsta Granny by David Walliams — adventure with a brilliant twist
• Mr Stink by David Walliams — funny with a great message
• Tom Gates series by Liz Pichon — doodle diary style, very funny

Classic Children's Literature

• Charlie and the Chocolate Factory by Roald Dahl — imaginative and beautifully written
• Matilda by Roald Dahl — a girl who loves books and has special powers
• Danny the Champion of the World by Roald Dahl — wonderful father-son story
• The BFG by Roald Dahl — creative language and amazing descriptions
• Charlotte's Web by E.B. White — a beautiful story about friendship

Adventure & Fantasy

• Harry Potter and the Philosopher's Stone by J.K. Rowling — brilliant storytelling
• Percy Jackson and the Lightning Thief by Rick Riordan — Greek mythology adventure
• The Lion, the Witch and the Wardrobe by C.S. Lewis — a NI author! Classic fantasy
• How to Train Your Dragon by Cressida Cowell — Vikings and dragons
• Skulduggery Pleasant by Derek Landy — Irish author, magic and mystery

Realistic & Emotional

• The Illustrated Mum by Jacqueline Wilson — emotional, beautifully told
• Kensuke's Kingdom by Michael Morpurgo — survival adventure, beautiful writing
• Wonder by R.J. Palacio — about kindness and acceptance
• The Boy at the Back of the Class by Onjali Q. Rauf — about refugees and friendship
• Goodnight Mister Tom by Michelle Magorian — WW2 evacuee story, very moving

Poetry & Non-Fiction

• A Poet for Every Day of the Year edited by Allie Esiri — builds appreciation of language
• Horrible Histories series by Terry Deary — fun facts, great for comprehension skills
• National Geographic Kids magazine — non-fiction reading practice