Explore the 11+ in more detail
English: question types and approaches
English questions reward close reading. Some ask for information that is directly stated; others ask children to interpret a clue or notice how a sentence works.
Choose a topic below. Each worked example is deliberately small so the method is easy to follow; exam questions may combine more features or steps. These are original teaching examples, not copied test questions.
Question type 1
Retrieval
Skill and approach: Locate a stated detail accurately.
Try the idea: “The coach left at eight, but Maya arrived at the station at seven.” When did Maya arrive?
See the worked explanation
Seven. The sentence contains two times, so match the time to the person and action named in the question.
Watch for: Do not select the first number or name you notice.
Question type 2
Inference
Skill and approach: Use textual clues to reach a supported conclusion.
Try the idea: “Leo checked the clock again and drummed his fingers on the table.” Which feeling is best supported: impatience, delight or relief?
See the worked explanation
Impatience. Repeated clock-checking and finger-drumming suggest he is finding the wait difficult. No clue supports delight or relief.
Watch for: Choose what the evidence supports, not an invented backstory.
Question type 3
Vocabulary in context
Skill and approach: Choose the meaning that fits this sentence.
Try the idea: “The path was narrow, so they walked in single file.” Does narrow mean steep, not wide or muddy?
See the worked explanation
Not wide. Walking one behind another fits a path with little width. The sentence gives no information about mud or steepness.
Watch for: A familiar word can have more than one meaning.
Question type 4
Writer’s language and effect
Skill and approach: Explain the impression created by a word or comparison.
Try the idea: “The wind clawed at the shutters.” What does “clawed” suggest?
See the worked explanation
A forceful, almost animal-like action. It makes the wind seem threatening rather than gentle. Naming personification alone would not explain its effect.
Watch for: Link your explanation to the particular word.
Question type 5
Grammar, punctuation and spelling
Skill and approach: Use sentence structure and spelling knowledge to judge accuracy.
Try the idea: Choose the correct form: “The children was / were waiting.”
See the worked explanation
Were. “Children” is plural, so it needs the plural verb form here. Reading the complete sentence helps check agreement.
Watch for: For punctuation, identify the sentence’s meaning before adding marks.
Question type 6
Writing, where the test includes it
Skill and approach: Plan a relevant response and organise ideas clearly.
Try the idea: Prompt: describe a place just before a storm. What might a brief plan include?
See the worked explanation
A setting, two precise sensory details, and a change as the storm approaches. For example: an empty playground, a swinging gate, then the first heavy drops.
Watch for: Check the target school: a writing task is not part of every 11+ test.
Helping at home
After an answer, ask “Which words helped you decide?”. For multiple choice, compare every option with the passage. When written responses are required, make a point and support it with a relevant detail.
Which types should we practise?
Use the target school’s current admissions guidance and familiarisation material to choose the relevant formats. This guide describes common question families, not a syllabus for every school. Check the test instructions about timing and whether children may return to earlier questions.
Further reading: Exam Papers Plus — English guidance and GL Assessment’s official familiarisation guidance. These links offer additional background; our explanations and worked examples are independently written.
A clearer next step for your child
Our 11+ tuition gives children time to explore unfamiliar questions and explain their thinking. Mock exams provide an opportunity to practise working through a paper in an exam setting.
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