This booklet complements the work carried out in your English lessons. Punctuation 6 Lessons

Transcription

1 This booklet complements the work carried out in your English lessons. Punctuation 6 Lessons

2 Unit 2 Punctuation Highlight which GCSE level you think you are for your understanding of punctuation.

3 Apostrophe Revision Notes Apostrophes are used for two reasons. Omission These apostrophes are used to show us that a letter has been removed from a word to form a contraction. Sometimes more than one letter is removed but we still have only one apostrophe. The apostrophe is placed where the letter or letters have been removed. does not becomes doesn t the apostrophe replaces the letter o. I have becomes I ve the apostrophe replaces the letters ha. We never add letters when forming contractions. Forming words like shoulden t / woulden t / coulden t is totally incorrect and should never happen. Possession These apostrophes are used to show when something belongs to a person or object. Jim s pencil was on the desk. The pencil belongs to Jim, so Jim has the apostrophe. The tree s leaves turned brown and fell to the ground. The leaves belong to the tree, so the tree has the apostrophe. The children s party took place at the seaside. The party belongs to all the children, so the word children has the apostrophe. Twenty rabbits hutches needed cleaning. The hutches belong to all the rabbits so the word rabbits has the apostrophe. It would be a mistake to write rabbit s because this would mean something belonging to only one rabbit. Exceptions It s (with an apostrophe) means it is. I think it s warm and cosy in here. Its (no apostrophe) means belongs to it. The dog ate its meat and wagged its tail.

4 Never Never place apostrophes in verbs (doing words) just because you see a letter s or the letters nt. These letters are there to show different forms of the verb. I want to see who jumps the highest. Lucy runs faster than Jan but whoever wins it will be fun. NO apostrophes because the words are verbs. Never use an apostrophe just because you see the letter s. This is often used to show a plural form (more than one) and this does not automatically need an apostrophe. I saw thirty horses, ten donkeys, four dogs, two parrots and three gerbils in the animal cages. NO apostrophes because all these words are plural nouns. Before you place an apostrophe, ensure you are indicating possession or omission be sure it is needed. You must learn these rules carefully. A test will be given to ensure you understand and can use apostrophes. Apostrophe Test 1.Explain what possession apostrophes are used for. 2. Write two sentences that show you can use possession apostrophes. i) ii) 3. Explain what omission apostrophes are used for. 4. Write two sentences that show you can use omission apostrophes. i) ii) 5. Write the contractions for these words. Ensure apostrophes are correctly placed. I am you are he is she is does not could not

5 we are will not should not have not they are must not 6. Write the full version of these contractions. you ve I ll isn t it s wouldn t can t I ve there s that s 7. Add possession apostrophes to each of the following sentences. Jacks mother ate Susans pizza, using Jans knife and fork. The dogs dinner was placed on the mans doorstep. It had biscuits on it. Ten officers shirts needed ironing. The officers staff organised this. The childrens sports day started on the schools race track. The teachers organised it. The tables leg was broken and the shelves were loose. The carpets were dirty. 8. Explain the meaning of its (without an apostrophe). 9. Explain the meaning of it s (with an apostrophe).

6 Possessive Apostrophe Add a possessive apostrophe to the correct place in each sentence. 1. Roberts mother. 2. When I have guests, they always use the visitors bathroom. 3. Thomas red jacket. 4. The Prime Ministers Press Secretary. 5. My mums cousin Emily. 6. Lewis feelings. 7. Lots of children were playing the toddlers playground. 8. A tigers stripes are yellow and black. 9. Mr James History lesson. 10. The babies rattles. 11. Look at that Dalmatians spots. 12. Mrs Charles doctor. 13. My family and I ate our dinner in the residents dining room. 14. The pupils are working hard. 15. The pupils book.

7 The Semi-Colon There are only two reasons for using a semi-colon! Rule 1: If you are writing a list where there is more than one thing being listed at the same time. For example: I went to the shops to by some chicken, vegetables, sweets and bread. (This doesn t need semi-colons because single items are being told at a time.) I went to the shops for some: fish and chips; black and white trainers; a bag of marbles; a TV and video; and a brown pair of shoes. (This list has a semi-colon because some of the items have and in the middle of them. Write a list that doesn t require you to use semi-colons. (about 4 items in list) Write another list with 4 items, but this time add things that will require you to use a semi-colon when writing it down. Rule 2: If you are adding two simple sentences (independent clauses) together, and they have something in common. For example: He started running; he was going to be late. Her name was Claire; she was pretty. Both clauses MUST make sense on their own. Both clauses MUST have something in common. Both clauses could probably be added together with and as well.

8 Make 5 sentences using some of the independent clauses below. Join them together with a semicolon. his name was Mark her name was Sarah It was twelve O clock it was a cold day the night was getting dark she yawned loudly he was angry the tyres screeched the rain fell the engine roared the wind blew he closed his eyes his head hurt he hit out it was too much he clenched his fists she heard a cry the fog lifted Remember to alter or add capital letters and full stops where necessary. Write 5 sentences of your own which include a semi-colon.

9 T H E H O B B I T Read through the extract and correct the punctuation remember to proof read the text carefully for mistakes. Bilbo, a Hobbit, has been trapped in the dark with GOLLUM a creature that lives under the ground. To escape Gollum, Bilbo challenges him to a game of riddles. 'very WELL,' SAID bilbo, WHO WANTED TO FIND OUT MORE about the creature, was he was fierce or hungry, and was he a friend of the goblins,,,, you ask first,/ he said, BECAUSE HE had not HAD TIME TO THINK OF A RIDDLE?? so gollum HISSED: what HAS ROOTS THAT NOBODY SEES, is TALLER THAN TREES up, UP IT GOES and YET NEVER GROWS? :easy!' SAID bilbo. mountain, i SUPPOSE.'!dOES IT GUESS EASY? it MUST HAVE A COMPETITION WITH US, MY PRECIOUSS! if PRECIOUS ASKS, AND IT DOESN'T ANSWER, WE EATS HIM MY PRECIOUSS. if IT ASKS US! AND WE DOESN'T ANSWER, THEN WE DOES!!!WHAT IT WANTS, EH? we SHOWS IT THE WAY OUT, YES!'? 'alright!' SAID bilbo; NOT DARING TO DIsagrEE, AND NEARLY BURSTING HIS BRAIN TO THINK OF RIDDLES THAT COULD SAVE HIM from being EATEN. thirty WHITE HORSES ON A RED. HILL, first THEY CHAMP, then THEY STAMP, then THEY STAND STILL.

10 that WAS ALL HE COULD THINK OF TO ASK - THE IDEA OF EATING WAS RATHER ON HIS MIND. IT? WAS RATHER AN OLD ONE, too, and gollum knew? The answer as well as you do. 'chestnuts, chestnuts,.?' he hissed. 'teeth! TEETH! MY PRECIOUSS S; BUT we HAS ONLY six!' then HE ASK?ED HIS SECOND. voiceless IT/ CRIES, wingles s flu?tters, toothle!ss BITES, mouthless MUTTERS. TASKS: Can you guess the answer to the final riddle that Gollum asked? Write some riddles in a similar style take an everyday object and describe it in an unusual way.

11 The Iron Man There are no capital letters, speech marks, full stops or commas in this passage. Can you put these in the right places? Can you also show how you would split this passage into five paragraphs? First, put in the missing punctuation and then decide where the paragraphs should go. the iron man stood up straight slowly he turned till he was looking directly at hogarth we re sorry we trapped you and buried you shouted the little boy we promise we ll not deceive you again follow us and you can have all the metal you want brass too aluminium too and lots of chrome follow us the iron man pushed aside the boughs and came into the lane hogarth joined the farmers slowly they drove back down the lane and slowly with all his cogs humming the iron man stepped after them they led through the villages half the people came out to stare half ran to shut themselves inside bedrooms and kitchens nobody could believe their eyes when they saw the iron man marching behind the farmers at last they came to the town and there was a great scrap-metal yard everything was there old cars by the hundred old trucks old railway engines old stoves old refrigerators old springs bedsteads bicycles girders gates pans - all the scrap iron of the region was piled up there rusting away from The Iron Man, Ted Hughes, Faber, 2001

12 FULL STOPS Each sentence needs to be followed by a full stop yes, you ve known that since you were in nappies. BUT you need to know exactly where to place your full stops. So here s a chance to practise. INFORMATION A full stop comes at the end of a sentence. A sentence makes sense by itself it is a complete statement. If there is no connective, then there must be a full stop before you go on to make another statement. TASK Copy out the sentences below onto the paper in this booket. Place the full stops (and capital letters!) where they should go. Remember to use the task as a chance to practise your handwriting too. 1. Wolfgang Amadeus Mozart was a great composer he composed some of the most beautiful music ever written 2. Mozart was famous as a child he could play and compose music from a very early age 3. Mozart composed over forty symphonies a symphony uses a large orchestra 4. Mozart s operas were also famous he wrote many a lot of them are still performed 5. Mozart also wrote chamber music chamber music is music written for a small number of players for example, Mozart wrote a number of string quartets these are pieces written for two violins, a viola and a cello 6. You probably would recognise some of Mozart s music it has been used on adverts and in films 7. Mozart died when he was only thirty five years old he was working on a requiem when he died a requiem is piece of music that is played at a funeral 8. Some people have suggested that Mozart was murdered he certainly made enemies in his lifetime he was seen by some people as rude and arrogant others were jealous of his amazing talent 9. It has been suggested that listening to Mozart s music is good for the brain it seems that it makes you think better this might be because the music is so detailed and intricate 10. Why are all these sentences about Mozart well, you might as well find out about something whilst you re copying why not listen to some of Mozart s music you might like it it s good to be open minded and try new things

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14 The MAIN clause in a sentence contains the main idea or action: Lucy went to bed The SUBORDINATE clause in a sentence contains another idea or action: because she was tired We can put these together to make a COMPLEX sentence: Lucy went to bed because she was tired Because she was tired, Lucy went to bed. Highlight the MAIN clause in each of the sentences below: 1. While looking through the window, Sophie saw the BFG. 2. Tom saw the maid when she came through the door. 3. Grandma said I could go out to play if I finished my homework. 4. Although it was late, Sean watched the film. 5. Mr. Smith bought the paper when he was on the train Highlight the SUBORDINATE clause in each of the following sentences: 1. When he had finished washing the dishes, Lee sat down. 2. She felt sad whenever she saw the picture. 3. If you eat all your dinner, you can have an ice cream. 4. Steven was brushing his teeth while his sister was brushing her hair. 5. Ryan got a prize although he was last in the race. REMEMBER a SUBORDINATE clause usually starts with a connective.

15 We use commas: before the coordinating connective in a compound sentence John ran very fast, but it was not fast enough. to separate the subordinate clause from the main clause when the subordinate clause comes first When it rains very hard, the river floods. after a connective that links across or between sentences The sun shone brightly. Nevertheless, the wind made it cold. to separate items in a list The pupils who won prizes were Peter, Julia, Rachel and Thomas. to go round additional information that is embedded in a sentence Rovers, recently promoted from a lower division, were having a great season.

16 We use commas: 1. before a coordinating connective (FANBOYS) in a compound sentence 2. to separate the subordinate clause from the main clause when the subordinate clause comes first 3. after a connective that links across or between sentences 4. to separate items in a list 5. to go round additional information that is embedded in a sentence 1. Mary went to the shop to buy eggs, bacon, sausages and beans. 2. Takbir was worried about his homework. However, the teacher was very pleased with it. 3. The two dogs, both greyhounds, chased the rabbits. 4. Before the film started, there were advertisements and trailers. 5. Sarah and Molly were not really friends, but they still worked well together.

17 After the practise tasks you have carried out in this booklet, where do you think you could now place yourself on the below GCSE grid?