Use aisle for a passage between rows, isle for an island, and I’ll as the contraction of I will or I shall. This guide is for a Primary 6 learner who can often complete the easy part of a question but loses accuracy when a familiar word, number relationship, observation or piece of evidence is used too broadly. The difficulty is not usually a lack of effort. It is a control problem: the mind recognises something useful and stops checking before the task contract has been fully satisfied.
The repair is to separate three moves. First, identify exactly what the information establishes. Second, identify what it does not establish. Third, connect only the supported conclusion to the wording of the question. That three-part habit is small enough to use under examination pressure and strong enough to prevent many confident but unsupported answers.
This article develops that habit through mechanism-led explanation, worked examples, misconception repair, independent practice, delayed transfer and examination control. It belongs to the complete Learner’s Guide volume directory and continues the earlier PSLE Learning Guide foundation. The current official subject documents can be reached through SEAB’s 2026 PSLE formats page; always use the document for the year in which you will sit the examination.
The learner problem
Aisle, isle and I’ll can sound alike in ordinary speech, so sound cannot choose the spelling. A learner may recognise the pronunciation and write the first form that comes to mind. The error survives a quick reread because the incorrect form still sounds right when the sentence is read aloud.
The reliable decision comes from meaning and grammar. Aisle and isle are countable nouns: an aisle is a route between rows or sections, while an isle is a small island. I’ll is not a noun. It contains the pronoun I and the auxiliary will or shall, so it must lead into a verb phrase such as I’ll return or I’ll have finished.
The three forms therefore occupy different sentence slots. A determiner such as an, the or this can introduce aisle or isle. I’ll usually functions as the subject and auxiliary of a clause. Testing the slot before relying on the sound turns a memory contest into a controlled language decision.
Hear the sound, then prove the meaning and the sentence slot.
The mechanism: what is really happening
An aisle is an open passage that allows people to move between rows of seats, shelves, beds or other arranged objects. The core idea is movement through a gap in an organised layout. A cinema, aircraft, supermarket and hall can all have aisles even though their rows contain different things.
An isle is land surrounded by water. The word is often used for a small island or in place names and literary descriptions. The silent s does not give a dependable pronunciation clue, so the surrounding ideas of coast, sea, shore, boat or land are more useful.
I’ll contains an apostrophe because letters have been omitted from I will or, less commonly in current usage, I shall. Expanding it should produce a grammatical clause without changing the intended future or willing meaning. If expansion gives nonsense, the apostrophe form is not the answer.
A final check combines three tests. Ask what the word means, what job it performs, and whether a substitution works. Replace aisle with passage, isle with island, or I’ll with I will. A correct choice should survive all three tests, not merely resemble the expected sound.
A compact decision routine
- Locate the blank or doubtful word and identify its sentence slot.
- If it names a route between rows, choose aisle.
- If it names land surrounded by water, choose isle.
- If it means I will or I shall and is followed by a verb phrase, choose I’ll.
- Substitute passage, island or I will and reread the whole sentence.
Say the routine aloud during practice until it becomes internal: slot, meaning, expansion, reread. The purpose is not to make every answer slow. It is to make the checking stage reliable enough that speed can grow safely.
Precise worked examples
Worked example 1: theatre seating
Prompt. The usher guided us down the centre ___ before the lights dimmed.
Reasoning. The blank names a passage between rows of seats. It follows the determiner “the” and acts as a noun.
Answer. Write “aisle”.
Control check. “The centre passage” preserves the meaning, whereas “island” and “I will” do not.
Worked example 2: land in the sea
Prompt. The fishing boat approached a rocky ___ at dawn.
Reasoning. The object is land surrounded by water. The article “a” introduces a countable noun.
Answer. Write “isle”.
Control check. Replacing it with “island” produces a natural sentence.
Worked example 3: a future promise
Prompt. ___ bring the signed form tomorrow.
Reasoning. The speaker promises a future action. Expanding the blank to “I will” gives a complete clause.
Answer. Write “I’ll”.
Control check. The next word “bring” is a base-form verb, which fits after will.
Worked example 4: supermarket route
Prompt. A carton had fallen into the dairy ___, blocking the trolley.
Reasoning. The context is a route between shelves in a store, not land in water.
Answer. Write “aisle”.
Control check. The route can be blocked and a trolley can travel along it.
Worked example 5: description from a ferry
Prompt. From the ferry, we saw a green ___ beyond the harbour.
Reasoning. The sea-travel context and the visible land identify a small island.
Answer. Write “isle”.
Control check. The adjective “green” modifies the noun; “I’ll” cannot occupy this slot.
Worked example 6: contraction inside dialogue
Prompt. “___ wait beside the entrance,” Mei said.
Reasoning. The quotation reports what Mei will do. “I will wait” is grammatical and retains the intended meaning.
Answer. Write “I’ll”.
Control check. Keep the apostrophe between I and ll; it marks omitted letters.
Worked example 7: aircraft instruction
Prompt. Keep your bag out of the ___ during boarding.
Reasoning. Passengers need the passage between seat rows to remain clear.
Answer. Write “aisle”.
Control check. “Out of the passage” is sensible; an island is not part of the aircraft cabin.
Worked example 8: two forms in one sentence
Prompt. ___ take the ___ seat so Grandmother need not climb over anyone.
Reasoning. The first blank means I will; the second names the seat beside the passage.
Answer. “I’ll take the aisle seat…”
Control check. Expand the first and replace the second: “I will take the passage-side seat.”
Common misconceptions and targeted repairs
Misconception 1: choose by sound
Why it happens. All three forms can be homophones.
Targeted repair. Treat pronunciation as the start of the decision and meaning as the proof.
Micro-test. Which form can be replaced by “I will”?
Misconception 2: isle means a narrow walkway
Why it happens. The spelling resembles aisle and both are nouns.
Targeted repair. Attach isle to island and water; attach aisle to rows and movement.
Micro-test. Would a boat approach an aisle or an isle?
Misconception 3: every future first-person clause needs I’ll
Why it happens. The learner notices I plus a future idea but ignores sentence structure.
Targeted repair. Use I’ll only where the contraction itself supplies the subject and auxiliary.
Micro-test. Does “When I’ll arrive” always fit after “when”, or might “when I arrive” be required?
Misconception 4: the apostrophe is decorative
Why it happens. The forms sound the same with or without visible punctuation.
Targeted repair. Expand contractions during checking and account for the omitted letters.
Micro-test. What two words are represented by I’ll?
Misconception 5: aisle belongs only to shops
Why it happens. A memorable supermarket example becomes an over-narrow definition.
Targeted repair. Generalise the structural idea: a passage between arranged rows or sections.
Micro-test. Can a church, aircraft or examination hall have an aisle?
Misconception 6: isle must be a place name
Why it happens. The word is often encountered in names such as Isle of Wight.
Targeted repair. Recognise it as an ordinary countable noun as well as part of proper names.
Micro-test. Is “a wooded isle” grammatical without a place name?
Misconception 7: a determiner can introduce I’ll
Why it happens. The learner sees the same sound and ignores punctuation and word class.
Targeted repair. Check whether the slot needs a noun or a complete subject-plus-auxiliary unit.
Micro-test. Can “the I’ll” name a passage?
Misconception 8: one successful substitution is enough without rereading
Why it happens. A local replacement may fit while tense or reference elsewhere remains wrong.
Targeted repair. Substitute, then read the full clause and check agreement, tense and meaning.
Micro-test. After expanding I’ll, which verb form should normally follow will?
Graded independent practice
Attempt each item before opening its explanation in your mind. Write the smallest complete answer that proves the required idea. The questions rise from recognition to explanation and transfer; accuracy matters more than rushing.
Practice 1: recognition
Question. Choose the form in “Please keep the ___ clear for the trolley.”
Explained answer. Use “aisle” because the blank names the passage through which the trolley moves.
Practice 2: recognition
Question. Choose the form in “A lighthouse stood on the tiny ___.”
Explained answer. Use “isle” because the lighthouse stands on land surrounded by water.
Practice 3: recognition
Question. Choose the form in “___ explain the change after lunch.”
Explained answer. Use “I’ll”; it expands to “I will explain”.
Practice 4: substitution
Question. Which checking word confirms aisle in “the aircraft aisle”?
Explained answer. “Passage” confirms it: the aircraft passage runs between seat rows.
Practice 5: substitution
Question. Which checking word confirms isle in “a distant isle”?
Explained answer. “Island” confirms it: a distant island is land surrounded by water.
Practice 6: substitution
Question. Expand “I’ll have completed the model by Friday.”
Explained answer. “I will have completed the model by Friday.” The expansion preserves the future-perfect meaning.
Practice 7: editing
Question. Correct “The passengers queued along the isle.”
Explained answer. Write “aisle” if the sentence refers to the passage inside a vehicle or building: “The passengers queued along the aisle.”
Practice 8: editing
Question. Correct “A family lived on the remote aisle.”
Explained answer. Write “isle”: a remote isle is an island, while an aisle is a passage.
Practice 9: editing
Question. Correct “Ill carry the box.”
Explained answer. Write “I’ll carry the box.” The apostrophe distinguishes the contraction from “ill”, meaning unwell.
Practice 10: contrast
Question. Explain the difference between “an aisle seat” and “an isle settlement”.
Explained answer. The first is a seat beside a passage; the second is a settlement on an island.
Practice 11: grammar
Question. Why can “the narrow aisle” take an adjective but I’ll cannot take the same slot?
Explained answer. Aisle is a noun that “narrow” can modify. I’ll is a pronoun-plus-auxiliary contraction, not a noun.
Practice 12: grammar
Question. What word class usually follows will in I’ll?
Explained answer. A base-form verb begins the following verb phrase, as in “I’ll walk”, “I’ll be” or “I’ll have”.
Practice 13: context
Question. A notice says, “Do not leave shoes in the ___ between the beds.” Choose and justify.
Explained answer. Choose “aisle”. The space is a passage between arranged beds.
Practice 14: context
Question. A story says, “Mist hid the ___ from the sailors.” Choose and justify.
Explained answer. Choose “isle”. Sailors can lose sight of an island in mist.
Practice 15: context
Question. A pupil says, “___ check my units before submitting.” Choose and justify.
Explained answer. Choose “I’ll” because it means “I will check”.
Practice 16: two blanks
Question. Complete: “___ walk down the ___ rather than squeeze past the chairs.”
Explained answer. “I’ll walk down the aisle…” The first is the future contraction; the second is the passage.
Practice 17: two blanks
Question. Complete: “When the ___ comes into view, ___ call you.”
Explained answer. “When the isle comes into view, I’ll call you.” One names an island; the other expands to I will.
Practice 18: proof
Question. Give two independent reasons for choosing aisle in “an aisle near the shelves”.
Explained answer. Its meaning is a passage between rows, and its noun slot after “an” fits aisle. The substitution “passage” also works.
Practice 19: counterexample
Question. Write a sentence where water appears but aisle is still correct.
Explained answer. “Bottled water spilled across the supermarket aisle.” Water alone does not prove isle; the named route between shelves controls the choice.
Practice 20: examination control
Question. State the quickest reliable final check for this set.
Explained answer. Replace the doubtful form with passage, island or I will, then reread the entire sentence for grammar and meaning.
Delayed transfer: use the idea after the surface changes
Do not repeat these transfer tasks immediately after the worked examples. Leave at least one study session between learning and transfer. Delay removes the comfort of short-term imitation and reveals whether the mechanism can be reconstructed from memory.
Transfer 1: oral-to-written transfer
New setting. You hear “I will meet you by the aisle” in a listening passage.
What transfers. Separate the two sound-alike decisions: contraction for I will, noun for the passage.
Answer check. Write “I’ll meet you by the aisle.”
Transfer 2: comprehension inference
New setting. A character chooses an aisle seat before a quick exit.
What transfers. Use the meaning of aisle to infer that the seat is beside the passage.
Answer check. Do not infer that the setting is near an island.
Transfer 3: geography description
New setting. A paragraph describes an isle connected to the mainland at low tide.
What transfers. The water-and-land meaning still controls even when access changes temporarily.
Answer check. The item remains an isle, not a corridor.
Transfer 4: situational writing
New setting. You promise to help arrange chairs for an event.
What transfers. Use I’ll for the promise and aisle for the passage left between chair blocks.
Answer check. Expand the contraction and inspect the layout meaning separately.
Transfer 5: dictionary skill
New setting. A dictionary entry marks aisle and isle as nouns but I’ll as a contraction.
What transfers. Use grammatical labels to confirm the sentence-slot test.
Answer check. Pronunciation does not erase the category difference.
Transfer 6: editing under time pressure
New setting. A draft contains “Ill sit near the isle in the hall.”
What transfers. Check each sound separately rather than applying one correction to both.
Answer check. If the intended meaning is future plus passage, write “I’ll sit near the aisle in the hall.”
Build a proof-quality answer
A correct thought can still produce an incomplete written answer. To make your reasoning visible, build the response from three parts: a claim that answers the exact question, evidence drawn from the given sentence, quantities, observation or condition, and a bridge explaining why that evidence supports the claim. The bridge is often the missing part. Learners commonly copy a relevant fact and expect the examiner to infer the connection. Instead, write the relationship explicitly. In a short-response item, each part may be only a phrase; in an explanation item, it may take a complete sentence.
The claim should be no broader than the evidence. If the information proves only what happens in one stated case, do not turn it into a universal rule. If a comparison identifies which value is greater, do not invent the size of the difference. If a word modifies an adjective in one sentence, do not claim that it must have the same job in every sentence. Precision is not timid writing. It is the discipline of matching the strength of the conclusion to the strength of the support.
The evidence should be selected rather than copied wholesale. Ask, “Which detail changes the answer?” A complete prompt may contain setting, names, decorative numbers and contextual sentences that make the question readable but do not justify the conclusion. Circle the smallest decisive detail. Then test it by removal: if deleting the detail would make your answer unsupported or change it, the detail is probably doing real evidential work. If deleting it changes nothing, it may be background rather than proof.
The bridge names the mechanism. Useful bridge language includes “because this means…”, “therefore the two values must…”, “this modifies… rather than…”, “so the rate changes while the starting amount remains…”, and “this fact is relevant but does not establish…”. Do not copy these stems mechanically. Use the one that expresses the actual relationship. A bridge earns its place when it would help a careful classmate see why the evidence, and not some other fact, leads to the claim.
The boundary sentence
After drafting the answer, add a silent boundary sentence in your mind: “This does not yet prove that…” Complete it with the most tempting overstatement. The boundary sentence exposes hidden leaps. For example, an observation over a fixed time does not necessarily prove what happens until completion; a parity condition does not by itself identify two numbers; a familiar suffix does not settle word class; and a relevant detail does not guarantee that all required information is present. You do not always write the boundary sentence in the final response, but thinking it protects the sentence that you do write.
The opposite-case test
Try to imagine a case in which the given evidence remains true but your proposed conclusion becomes false. If such a case is possible under the question’s conditions, the conclusion is too strong or something is missing. This is a powerful test because it turns vague doubt into a concrete counterexample. Keep the counterexample small. Change one feature only, preserve the stated information and see whether the answer survives. When it fails, repair the conclusion or name the additional information that would be needed.
The language-strength ladder
Notice the strength of common answer words. “May” expresses possibility. “Is likely to” expresses a supported tendency, not certainty. “Will” states a definite outcome. “Always” and “never” claim no exceptions within the stated domain. “More than” gives an order; “twice as much” gives a multiplicative comparison; an exact value gives still more information. Choose the lowest rung that fully answers the question and is fully supported. Moving higher without evidence creates error; staying lower when the evidence is decisive creates an incomplete answer.
A diagnostic laboratory for independent learners
Use the following laboratory with four questions from your own schoolwork. Choose one that you answered correctly with confidence, one that you answered correctly by guessing, one that you answered incorrectly, and one that you left incomplete. This mixture matters. Studying only wrong answers can hide fragile success, while studying only correct answers can hide the point at which the method breaks down. Place the four responses on separate pages or separate sections so that you can annotate them without rewriting history.
Pass 1: reconstruct the first decision
Cover the marking and solution. For each item, write the first meaningful decision you made after reading: the word you classified, the relationship you selected, the variable you treated as fixed, or the detail you believed was sufficient. Do not write “I started solving”. Name the decision precisely. Many later errors are consequences of an early classification. Finding that point is more useful than circling the final wrong word because the early decision is what must change next time.
Pass 2: separate knowledge from control
Ask whether the error came from missing knowledge or from failing to control knowledge you already possessed. A knowledge gap means you could not state or reconstruct the needed concept even without time pressure. A control gap means you knew the concept but selected it too quickly, ignored a condition, overgeneralised it or failed to check the conclusion. The repairs differ. Knowledge needs explanation, examples and retrieval. Control needs contrasting cases, decision routines and deliberate checking. Calling both problems “carelessness” prevents either from being repaired.
Pass 3: mark the evidence chain
Use three simple labels beside the response: C for claim, E for evidence and B for bridge. If a label is missing, add the missing part in a different colour. If the response contains two claims, check each one separately; evidence for the first claim may not support the second. If a sentence contains several facts, underline only the decisive one. This annotation makes completeness visible and teaches you to produce an answer whose logic can be checked line by line.
Pass 4: write a minimal repair rule
Finish each analysis with a repair rule of no more than twelve words. It must describe an action you can perform, not a feeling you hope to have. “Be more careful” is not usable. “Name the modifier’s target before naming its class”, “check same parity before halving”, “separate rate from starting amount”, and “list what is still missing” are usable because they tell the brain what to do. Reuse the rule on a new question within two days, then revise it if it does not trigger the right behaviour.
Create your own contrast set
Deep understanding grows when you can create neighbouring cases that require different answers. Start with one correct example from this guide. Make Version A by changing a surface detail that should not change the reasoning. Make Version B by changing one decisive condition that should change the answer. Make Version C by removing a necessary detail so that the answer can no longer be determined or justified. Write the answer and the reason for all three versions before asking anyone to check them.
A useful Version A tests whether you are distracted by appearance. You might change names, rearrange a sentence without changing the modifier’s target, use different whole numbers with the same structural relationship, replace one material with another while keeping the relevant variables controlled, or put a needed clue in a different paragraph. If your method changes merely because the surface changed, you were remembering a picture of the example rather than its mechanism.
A useful Version B changes exactly one controlling feature. The discipline of changing one feature prevents a muddled comparison. After making the change, complete the sentence, “The answer changes because…”. If you cannot name the causal or logical difference, the pair is not yet teaching you anything. Revise it until the difference is visible. This activity is especially valuable for rules with boundaries, because it shows both where the rule works and where another idea must take over.
A useful Version C teaches sufficiency. Remove a value, condition, referent, observation or comparison that the answer requires, but keep enough context for the question to look tempting. Then state exactly what can still be concluded and exactly what cannot. If additional information would make the question answerable, name it. The goal is not to refuse every difficult question. The goal is to distinguish a demanding inference from an impossible one.
Accuracy before speed, then speed with evidence
Do not time the first stage of repair. Work slowly enough to carry out the full routine and produce proof-quality answers. Record which step feels effortful. After three accurate sessions, begin timing small mixed sets, but preserve a separate checking interval. This order matters: speed is repeated decision-making, so practising fast guesses makes the wrong decision more automatic. Practising accurate decisions first gives speed a reliable path to follow.
Track two measures rather than one. The first is answer accuracy. The second is decision accuracy: did you identify the correct target, relationship, controlled variable, evidence gap or boundary even if a later calculation or spelling slip occurred? A learner whose decision accuracy is improving is building a durable method. A learner who gets occasional answers right while decision accuracy remains low is still depending on recognition and luck. Use the two measures to choose the next practice task.
During a timed paper, use a two-pass system. On the first pass, solve questions whose task and evidence chain are clear. Mark uncertain items with a small symbol and move on before one question consumes disproportionate time. On the second pass, diagnose the uncertainty: missing knowledge, missing information, competing interpretations, or an unchecked calculation. Give each type a specific response. This is more efficient than rereading the whole question repeatedly without knowing what you are looking for.
End every practice set with one retrieval prompt: write the central rule from memory, one example where it works, one near-miss where it does not, and one checking question you will ask next time. This four-part exit record takes only a few minutes, yet it converts completed work into a reusable mental tool. On the following day, reconstruct the record before looking at it. The delay shows whether the idea has become available independently or remains tied to the page.
Examination control
1. Mark the slot. Notice whether the blank needs a noun or a subject-plus-auxiliary contraction.
2. Use decisive context. Rows and movement support aisle; water and land support isle; a future action supports I’ll.
3. Expand apostrophes. Read I’ll as I will and reject it if the expanded clause is ungrammatical.
4. Ignore sound as proof. Homophones require a meaning or grammar test because pronunciation cannot distinguish them.
5. Check both blanks separately. A sentence may legitimately contain I’ll and aisle or isle, so do not copy one spelling across.
6. Reread the whole sentence. Confirm that the chosen form preserves the intended meaning, tense and syntax.
A strong examination routine is deliberately modest. It does not ask you to become brilliant in the final minute. It asks you to expose one hidden assumption, one missing unit, one unsupported word or one untested condition before it costs a mark. When time is short, check the exact sentence that carries the conclusion.
A seven-day repair cycle
Day 1 — Diagnose
Complete five short items and mark the exact point at which your reasoning became too broad. Do not merely write “careless”. Name the missing distinction.
Day 2 — Contrast
Place a correct and an almost-correct answer side by side. Underline the word, number or condition that separates them.
Day 3 — Explain
Teach the central rule to an imaginary younger pupil without using the worked example. If you need the original wording, the rule is not yet portable.
Day 4 — Mix
Combine this topic with two unrelated question types. Mixed practice trains recognition because no heading tells you which method to use.
Day 5 — Delay
Return to three earlier items without notes. Reconstruct the routine and record which step was forgotten.
Day 6 — Time
Complete a short set under a calm time limit, then spend a separate minute on conclusion checks. Keep solving time and checking time distinct.
Day 7 — Transfer
Create one new example, one counterexample and one explanation. A learner who can generate all three usually understands the boundary of the rule.
A deeper homophone control laboratory
Map the semantic anchors
Create three columns headed passage, island and I will. Add five context clues to each column, then explain why no single clue should replace reading the complete sentence.
Build sentence frames
Write noun frames such as “the narrow ___” and clause frames such as “___ return”. Test all three forms in each frame and explain every rejection.
Study determiner evidence
Collect examples with an, the, this and a possessive before aisle or isle. Contrast them with I’ll and state what the determiners reveal about word class.
Study expansion evidence
Write six I’ll sentences using simple, continuous, perfect and passive verb phrases. Expand each one while preserving the tense relationship.
Create misleading contexts
Write an aisle sentence containing water and an isle sentence containing rows of trees. Show why the exact noun relationship is stronger than a loose keyword.
Control punctuation
Compare I’ll, ill and ILL. Explain how apostrophe, capitalisation and meaning distinguish a contraction, an adjective and an abbreviation.
Use a corpus-style check
Find the noun modified by centre, side or narrow in several sentences. Decide whether the surrounding arrangement supports aisle or isle.
Explain to a younger learner
Teach the set without saying “just remember the spelling”. Use one meaning test, one grammar test and one substitution test.
Diagnose a wrong answer
For each error, label it sound-only choice, noun-meaning confusion, contraction failure or punctuation failure. Match a specific repair to the label.
Delay the decision
Return after two days to a mixed list of twelve sentences. State the proof beside each choice before checking a dictionary.
Write a mini-passage
Write a coherent paragraph containing all three forms at least once. Make every occurrence recoverable from context without relying on a picture.
Audit final accuracy
Underline every apostrophe and circle every homophone in your paragraph. Expand contractions and substitute noun meanings one final time.
For parents and tutors
Ask the learner to explain the sentence slot before revealing the spelling. A short explanation such as “noun meaning passage” shows more durable control than repeated copying.
Mix the three forms with ill so that the apostrophe carries a real meaning difference. Require expansion of every contraction during correction.
Use examples from halls, aircraft, supermarkets and islands so that aisle is not tied to one memorised setting and isle is not tied only to place names.
After accuracy is stable, time a short mixed set but retain verbal proof for any item the learner changes.
Frequently asked questions
Are aisle, isle and I’ll always pronounced alike?
They are commonly pronounced alike in standard English, which is why meaning and grammar are needed for spelling.
Can aisle refer to a passage without seats?
Yes. It can run between shelves, beds, display sections or other arranged rows.
Is isle exactly the same as island?
It usually refers to a small island and can function as a literary or naming alternative, but context and established names still matter.
Does I’ll always mean I will?
It normally means I will and can represent I shall in contexts where shall is used with the first person.
What if a sentence contains both I’ll and aisle?
Test each position separately. One can supply the subject and future auxiliary while the other names a passage.
Next routes
Return to the complete volume directory to choose another precise learner problem, or revisit the original PSLE Learning Guide for the earlier foundation. For subject-specific support, continue through the verified PSLE English route on eduKateSG. These routes are for extending the mechanism, not for replacing your school’s instructions or the official examination document for your year.
Final reminder: Do not let one sound choose three spellings; prove the sentence slot, meaning and substitution.