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Grade VIII English Review Booklet 2025-26

The document is a review booklet for Grade VIII English, focusing on comprehension, types of sentences, prefixes, suffixes, punctuation, strong verbs, figurative language, personal pronouns, and prepositions. It includes various exercises and questions based on literary excerpts and encourages students to analyze and create sentences using different grammatical structures. The content aims to enhance students' understanding of language and literature through practical application.

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Fabiha Ali

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0% found this document useful (0 votes)

22 views24 pages

Grade VIII English Review Booklet 2025-26

Uploaded by

Fabiha Ali

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as DOCX, PDF, TXT or read online on Scribd

Generation’s School

...a happy place to learn

Session 2025-26

ENGLISH
Name : __________________ Sec:____

REVIEW

BOOKLET TERM I

Grade: VIII
COMPREHENSION

1 Read the text below (an extract from The Silver Box by Louise Lawrence),
then answer the questions that follow:

Lonely and boring, the hours stretched endlessly ahead. She might have
switched on the radio or studied her school books, but listening to music
made her headache worse and she could not concentrate. Curled with the
cat she tried to sleep but then she grew hot and sweaty and small sounds
5 distracted her . . . the whine of the wind down the boarded-up chimney,
the flutter of snow against the window pane, and the creak of a
floorboard. It was as if someone were there, quietly moving at the far end
of her room. Carole raised her head. She saw nothing unusual . . . just a
shimmer of heated air above the electric convector heater and the walls
10 receding into distances, the effects of her fever. But the sounds went on,
movements and footsteps, soft and disturbing. And did she imagine the
room growing dark?
There was a humming noise too, like a high-frequency static almost
beyond the range of her hearing. Once more Carole raised her head and
15 for one panic-stricken moment she thought she was going blind. There
was light around her bed, but the rest of the room had vanished, dissolved
in a curtain of shimmering air and darkness beyond it. Or maybe
something was wrong with the convector heater? The electronic hum was
clearer now, increasing in pitch. Even the cat could hear it. And they
20 moved together, Carole and Splodge, propelled by the same fear. He rose
from the bed with green eyes blazing, arched and spat and bolted for the
door, his tail bushed as a fox’s brush . . .

Glossary
brush: tail

2 Give one phrase from lines 1–3 that tells you time seems to be going slowly for
Carole.

___________________________________________________________ [1]
3 Give two pieces of evidence from lines 1–12 that show Carole isn’t feeling well.
[2]
___________________________________________________________________
___________________________________________________

4 What is ‘the whine of the wind’ (line 5) an example of? [1]

Tick (ü) one option.

 Metaphor

 hyperbole

 simile

 personification

5 How does the writer build up tension in lines 8–12 (from ‘Carol raised…’)? [2]
___________________________________________________________________
___________________________________________________

6 Which two features from the text suggest that it is from an adventure story? Tick
(ü) two options [2]

 a protagonist who is met with

 a challenge unexplained noises

 a lonely setting

 the inclusion of a cat

 the use of bad weather

6 Suggest two ways that the writer uses language or structure to describe the
cat’s fear in lines 19–22. [2]
_________________________________________________________
_________________________________________________________

7 Why do you think Carole felt as if someone was in the room? [2]
_________________________________________________________
_________________________________________________________

8 Explain in your own words what is meant by “panic-stricken” (line 15). [1]

___________________________________________________________________
___________________________________________________

9 Identify the literary devices below and write its effect.

“flutter of snow against the window pane” (line 6)

Literary device
_____________________________________________________ [1]

Effect ___________________________________________________________
___________________________________________________________
___________________________________________________________ [2]
…but the rest of the room had vanished, dissolved in a curtain of shimmering air…
(line 16-17)
Literary device _____________________________________________________ [1]
Effect ______________________________________________________________
___________________________________________________________ [2]

10 What does the creeping darkness in the room symbolize?

______________________________________________________________

__________________________________________________________ [1]

11 What effect do the commas have in the following sentence?

“And they moved together, Carole and Splodge, propelled by the same fear.” (Line
19-20) ____________________________________________________________
_________________________________________________________ [2]

12 Replace the verb “moved” in line 20 with a stronger verb.

__________________________________________________________ [1]

TYPES OF SENTENCES

Identify Simple, Compound, Complex and Compound Complex sentences from the
given passage.

A wicked witch cast a terrible curse on a group of children one dark night. The moment she spoke
her spell, the children began to shrink smaller and smaller until they were the size of ants. They
screamed for help, but their voices were too tiny to be heard. The grass around them suddenly
looked like a giant forest, and the pebbles became as big as boulders. Although they were scared,
the children decided to stick together. They built a small shelter out of leaves, and they tried to
think of a way to break the curse. One brave boy suggested finding the witch’s cottage, for he
believed that the witch might keep a secret potion to reverse her spells. It was a dangerous idea,
yet everyone agreed it was their only chance. As they traveled through the towering weeds, they
faced hungry insects and rushing streams that once were just puddles. The journey was long, but
the children refused to give up hope. When they finally reached the witch’s lair, they found her
sleeping beside a bubbling cauldron, and they quietly searched for a cure. Although they were
tiny, their courage was enormous, and that made them stronger than the witch ever imagined.

Simple:

______________________________________________________________
______________________________________________________________

Compound:
______________________________________________________________
______________________________________________________________
Complex:

______________________________________________________________
______________________________________________________________
Compound Complex:
______________________________________________________________
______________________________________________________________

Create one complex and one compound complex sentence of your own.

Complex:
______________________________________________________________
______________________________________________________________
Compound Complex:

______________________________________________________________
______________________________________________________________
PREFIXES

Q1. Fill in the blanks using appropriate prefixes.

1. _____possible (not)

2. _____view (see before)

3. _____active (not)

4. _____cycle (ride again)

5. _____national (between)

6. _____heat (too much)

7. _____marine (under)

8. _____social (against)

9. _____understand (wrongly)

10. _____agree (not)

Q2. Choose the Correct Prefix

1. (dis- / pre-) connect → __________

2. (re- / un-) tie → __________

3. (trans- / over-) sleep → __________

4. (anti- / sub-) virus → __________

5. (inter- / mis-) read → __________

Q3. Create Words using prefixes.

1. re- ___________________________

2. un- ___________________________

3. dis- ___________________________

4. over- ___________________________

5. inter- ___________________________

Q4. Match prefixes with their meaning

1. sub- a. against

2. re- b. before

3. pre- c. under

4. anti- d. again

Q5. Write Sentences

Use any three words with prefixes in your own sentences:

1. _______________________________________________
2. _______________________________________________
3. _______________________________________________
SUFFIXES

Q1. Read the words below and identify the suffix in each word.

1. careful

2. happiness

3. dangerous

4. beautiful

5. quickly

Q2. Fill in the blanks with the correct suffix to complete the word.

1. brave + _ = ________

2. friend + _ = ________

3. joy + _ = ________

4. play + _ = ________

5. health + _ = ________

6. 6. care + _ = ________

7. create + _ = ________

8. quick + _ = ________

9. help + ___ = __________

10. rich + _ = ________

Q3. Look at the following sentences. Underline the suffix in each word.

1. The doctor gave her some medicine to improve her healthiness.

2. His kindness made everyone feel welcome.

Q4. Using the base words below, add a suffix to create new words. Then, use any two
new words in a sentence.

1. joy + ___ =

__________________________________________________________

2. care + ___ =

_________________________________________________________

3. friend + ___ =

_______________________________________________________

4. quick + ___ =

________________________________________________________

5. kind + ___ =

_________________________________________________________

PUNCTUATION CHOICES
Q. Write the tone, level of formality and the effect of the given punctuated sentences.

1. After hours of climbing the steep hill, our legs aching and our clothes soaked with sweat,
we finally reached the top—and what an incredible view it was!