s2 literacy course

S2 Literacy:Building the

Basics

S2 Literacy:Building the

Basics

Key SkillsKey Skills

ApostrophesApostrophes

ApostrophesApostrophesObjectives:

• Reading: To learn how to recognise the use of the apostrophe to show possession and omission

• Writing: To learn how to use the apostrophe to show possession and omission

What Are Possessive What Are Possessive Apostrophes?Apostrophes?

Apostrophes are used to show that someone or something belongs to another person or thing.

For Example: Ben owns a bike. It is Ben’s bikeBen’s bike.

The dog has a tail. It is the dog’s dog’s tail.tail.The owner always gets the apostrophe plus ‘s’ after its name. However, if the owner is more than one person the ‘s’ is dropped. For example: The boysboys’’ cricket team. The apostrophe goes after ‘boys’ to show that the team belongs to a group of boys not just one and the ‘s’ is dropped.

Possessive Possessive ApostrophesApostrophes

Use the possessive apostrophe to shorten these sentences. The first one has been done for you:

1. The pencil case belongs to Adele.Adele’s pencil case.

2. The photograph taken by Billy.3. The wings of the dove.4. The house where the twins live.5. The behaviour of the pupils.6. The party for dad.7. The essay written by Curtis.8. The diary of Sarah.

Check your Check your understandingunderstanding

Did you get these right?

1.1. Adele’s pencil case.Adele’s pencil case.2.2. Billy’s photograph.Billy’s photograph.3.3. The dove’s wings.The dove’s wings.4.4. The twins’ house.The twins’ house.5.5. The pupils’ behaviour.The pupils’ behaviour.6.6. Dad’s party.Dad’s party.7.7. Curtis’s essay.Curtis’s essay.8.8. Sarah's diary.Sarah's diary.

How are Apostrophes How are Apostrophes used to show omission?used to show omission?

Apostrophes are also used to show that a letter has been missed out.

For Example: ‘I am going home’ becomes ‘I’m going home’. The apostrophe replaces the letter ‘a’.

The omission of letters that are replaced by an apostrophe is used more frequently in informal writing.

You will often use apostrophes to show omission when writing spoken language.

Apostrophes to show Omitted Apostrophes to show Omitted LettersLetters

Use the apostrophe to show missing letters in these sentences:

1. I did not want to go home.2. They can not be serious.3. Have you not finished eating?4. What is the weather like?5. I do not know.6. When is the last bus home?7. She would not let me help.8. I would love to be a millionaire.

Check Your UnderstandingCheck Your Understanding How did you do? Give yourself

one mark for each correct sentence.

1. I didn’t want to go home.2. They can’t be serious.3. Haven’t you finished eating?4. What’s the weather like?5. I don’t know.6. When’s the last bus home?7. She wouldn’t let me help.8. I’d love to be a millionaire.

Comma Splicing

Developing Punctuation Skills

What makes a sentence a sentence?A capital letter at the beginning and a full stop at the end?

Transcript

First we made the.

doby then we made.

the legs then.

We made the.

head then we made.

the tung.

Joe Year 1 Level 1 – example standards file from The National Strategies Primary Framework for literacy and mathematics

A sentence is a group of words that make sense on their own.A sentence usually contains a subject, and must contain a verb.

A set of words that is complete in itself, typically containing a subject and predicate, conveying a statement, question, exclamation, or command, and consisting of a main clause and sometimes one or more subordinate clauses. (Merriam-

Webster Linguistic dictionary)

What is a sentence?

First we made the. Not a sentence

A subject is…a persona thingan abstract

A verb is…a doing worda being worda having word

I barked.I am muddy.I have fleas.A sentence can be a statement:

The dog barked.

A sentence can be a question:

Why is that dog barking?

A sentence can be a wish:

I wish that dog would stop barking.

A sentence can be an exclamation or command:

Stop that noise!

A sentence can be a request:

Please be quiet…or else.

Identifying comma splices and run-ons

I looked outside, I saw an iceberg.

If each part makes sense by itself, then each part is a sentence in its own right which needs linking with either a connective, or with stronger punctuation than a comma, e.g. a full stop, or a semi-colon.

I entered the lifeboat I saw the same woman.

Teachers of children of all ages will inevitably find examples of run-ons and the comma splice in examples of work written by children in their own classes. It is much more meaningful to use these examples as children will ‘home in’ on their own work and identify what is wrong with it.

However, the next few slides of original sentences from a unit of work on the Titanic offer the opportunity to identify which sentences contain a splice or run-on, and which are fine. Can be played as a team game.

After modelling the reasons why a sentence either contains a splice or is fine, children should be encouraged to discuss in pairs or groups, then give a reason for their choice, e.g.

I looked outside, I saw an iceberg.

Each part of this sentence makes sense by itself, so contains a comma splice.

Splice or Fine?

I sprinted out on to the deck, it was nearly full.

A hole appeared in the wall, water was seeping in.

I threw a coffee table at the gate, it made a hole in it.

I was just finishing off my meal with a glass of wine, when the ship gave a small jolt.

The ship was tilted, I was slipping around like crazy.

The comma splice

I was cradled in a man’s arms I was dropped into the darkness.

I plunged into the cold blackness, he had knocked me in.

As I entered the lifeboat, I saw the same woman.

Everyone was rushing to the promenade deck, but I didn’t bother.

The comma splice

They all rushed out, but I didn’t.

They towed the boat, and my heart slowed down like a gentle drumbeat.

The room fell silent, we all tried to see what was going on.

I was serving drinks to the passengers the Captain called me over for a glass of wine, a loud thud echoed round the room.

The comma splice

I saw a solitary lifeboat on the sea, I climbed on it.

I caught one last glimpse of the mighty Titanic, before she plummeted to her watery grave.

It was too late, the boat had snapped in half.

Correcting comma splices and run-ons


Solution Number

1

Use a full stop and make two separate sentences:

I sprinted out on to the deck. It was nearly full.



Solution Number

2

Use a connective:

I sprinted out on to the deck and it was nearly full.

I sprinted out on to the deck but it was nearly full.

I sprinted out on to the deck and saw that it was nearly full.



Solution Number

3

Use a semi colon which is stronger than a comma:

I sprinted out on to the deck; it was nearly full.


Improve this example which includes a run-on and a comma splice.

I was serving drinks to the passengers. The Captain called me over for a glass of wine. A loud thud echoed round the room.

Solution

Number1

I was serving drinks to the passengers when the Captain called me over for a glass of wine and a loud thud echoed round the room.

I was serving drinks to the passengers; the Captain called me over for a glass of wine. A loud thud echoed round the room.

Solution

Number2

Solution

Number3


Or it is usually a combination of solutions that will achieve the best result:

I was serving drinks to the passengers when the Captain called me over for a glass of wine. Suddenly, a loud thud echoed round the room.

A sentence is a group of words that make sense on their own.A sentence usually contains a subject, and must contain a verb.


Hyphens and BracketsHyphens and Brackets

Hyphens and Hyphens and BracketsBracketsObjectives:

• To learn how use hyphens to create a compound.

• To learn how to use brackets to enclose extra information within a sentence.

Using HyphensUsing HyphensA hyphen is a dash ( - ) used to join

together two related words. The resulting ‘hyphenated’ word is known as

a compound.

For example: brother-in-lawHigh-voltage

Self-important

Common hyphenated words include those Common hyphenated words include those starting with:starting with:

Co- non- low-head- neo-

Hyphenated WordsHyphenated WordsUse a dictionary to find as many hyphenated words as you can beginning with the following:

Co-Non-High-Head-Neo-

You have two minutes on each word…Go!

Hyphenated WordsHyphenated WordsHow many did you find? Feedback your results back to the rest of the class.

Co-Non-High-Head-Neo-

Maybe the winning person/pair/group could be provided with a small reward!

Using BracketsUsing BracketsBracketsBrackets are used when you wish to add some extra information within a sentence.

For example:For example:Please reply to www.Teacher-of-English.com (address at the foot of the page) by 23rd October.

Brackets are not really used too often, overuse them and your writing will

appear disorganised.

http://www.teacher-of-english.com/

Adding BracketsAdding BracketsRewrite the following sentences

inputting brackets to show the inclusion of additional facts or opinions.

• Paul Bridge Captain was named Man of the Match.

• Charles Dickens 1812 – 1870 was the most well read author of the Victorian era.

• Jane’s eleven year old sister it’s unbelievable I know is doing her GCSE maths exam.

• Amir my best friend has moved to Bristol.

• Last year our school St. Georges was visited by Prince Charles.

Adding BracketsAdding BracketsRewrite the following sentences

inputting brackets to show the inclusion of additional facts or opinions.

• Paul Bridge (Captain) was named Man of the Match.

• Charles Dickens (1812 – 1870) was the most well read author of the Victorian era.

• Jane’s eleven year old sister (it’s unbelievable I know) is doing her GCSE maths exam.

• Amir (my best friend) has moved to Bristol.

• Last year our school (St. Georges) was visited by Prince Charles.


Using Speech MarksUsing Speech Marks

Using Speech Using Speech MarksMarksObjectives:

• ReadingReading: To learn to recognise how authors use speech marks to indicate speech.

• WritingWriting: To learn how to use and punctuate speech marks correctly.

Using Speech MarksUsing Speech MarksWhenever you wish to show that words are being

spoken in a text you must use speech marks.

For example, instead of the rather confusing sentence: When does it start asked Joe. What are you asking me for replied Sarah, how am I supposed to know you said

we would be late I did not you did.

You should You should use speech marksuse speech marks to change it into: to change it into:

“When does it start?” asked Joe.“What are you asking me for?” replied Sarah, “how am I

supposed to know?”“You said we would be late!”“I did not!”“You did!”

The words inside the speech marks are the words spoken. All punctuation goes insideinside the speech marks and a new speaker

always begins on a new line.

Rewrite with speech marks Rewrite with speech marks and insert the correct and insert the correct

punctuationpunctuation1. She said the wait is almost over.2. Where on earth have you been yelled

mum.3. Do as you’re told bawled Ms Green I

won’t tell you again.4. Where are my football boots shouted

Ben.5. Stop running he demanded immediately!6. We will arrive after midnight said Julie on

the Edinburgh train.

Rewrite with speech marks Rewrite with speech marks and punctuation in the and punctuation in the

correct placecorrect place1. She said, “the wait is almost over.”2. “Where on earth have you been?” yelled

mum.3. “Do as you’re told!” bawled Ms Green, “I

won’t tell you again.”4. “Where are my football boots?” shouted Ben.5. “Stop running!” he demanded,

“immediately!”6. “We will arrive after midnight,” said Julie, “on

the Edinburgh train.”

A new speaker means a new A new speaker means a new paragraphparagraph

Rewrite this passage into paragraphs inserting all necessary punctuation.

Let’s go home Fergus remarked why said Dan we’ve been waiting here for ages they’ve got to show up soon but it’s getting dark said Fergus I promised my nan I’d be home by eight and it’s eight thirty now just then the front door of the derelict house slowly opened he’s here whispered Dan what replied Fergus the man he’s coming out of the house I told you there was something going on I’m going home Dan said Fergus No you can’t not now said Dan things are only just starting to get interesting.

Peer AssessmentPeer Assessment

Swap books with another member of your class. Go through their work and check they have punctuated the speech correctly.

When you have checked their work write a comment on the bottom. Suggest a target for

improvement.

Peer Assessment Check Peer Assessment Check UnderstandingUnderstanding

“Let’s go home,” Fergus remarked.

“Why?” said Dan, “we’ve been waiting here for ages, they’ve got to show up soon.”

“But it’s getting dark,” said Fergus, “I promised my nan I’d be home by eight and it’s eight thirty now.” Just then the front door of the derelict house slowly opened.

“He’s here,” whispered Dan.

“What?” replied Fergus.

“The man, he’s coming out of the house. I told you there was something going on.”

“I’m going home, Dan,” said Fergus.

“No, you can’t, not now,” said Dan, “things are only just starting to get interesting.”


Creating Complex Creating Complex SentencesSentences

Complex Complex SentencesSentencesObjectives:

• Reading: To learn how to recognise the main and subordinate clause within complex sentences.

• Writing: To learn how to use the main and subordinate clause to create complex sentences.

What Are Complex What Are Complex Sentences?Sentences?

Complex sentences Complex sentences are sentences made up of more than one clause. A clause is a group of words which contain a verb or verb phrase.

Every sentence has a main clause. The main clause is the main idea of the sentence and makes sense by itself as a simple sentence. For example: My wife is a doctor. This is a main clause and a simple sentence.

What are complex What are complex sentences?sentences?

Complex sentences are formed by adding a subordinate clause to a main clause.

Subordinate clauses add information to the main clause.For example: My wife, who is younger than me, is a doctor.

who is younger than me is a subordinate clause as it adds more information to the sentence but does not make sense on its own.

To achieve Level 5 Level 5 you must be able to use subordinate clauses in your sentences.

The Main ClauseThe Main Clause

The moon, shining like a light, was directly overhead.

The stolen car sped up the hill, chased by two police cars.

The flowers, that had bloomed in the spring, were fading fast.

Read the following complex sentences. Can you identify the

main clause?

The Main ClauseThe Main ClauseHighlight the main clause in the

following sentences:1. Daniel, who was the bravest of the

group, knocked on the door.2. We found ourselves in a weird room,

the walls covered in strange scribbles.3. As he carried his plate into the kitchen,

Amir tripped over the carpet.4. After a long day at school I had an

appointment with the dentist.5. Before opening the door, I took a deep

breath.6. Sarah, the best netball player in the

school, has been picked to play for England.

Check Your Check Your UnderstandingUnderstanding

1. Daniel, who was the bravest of the group, knocked on the door.

2. We found ourselves in a weird room, the walls covered in strange scribbles.

3. As he carried his plate into the kitchen, Amir tripped over the carpet.

4. After a long day at school I had an appointment with the dentist.

5. Before opening the door, I took a deep breath.

6. Sarah, the best netball player in the school, has been picked to play for England.

The subordinate ClauseThe subordinate Clause

The moon, shining like a light, was directly overhead.

The stolen car sped up the hill, chased by two police cars.

The flowers, that had bloomed in the spring, were fading fast.

Read the following complex sentences. Can you identify the

subordinate clause?

Highlight The Subordinate Highlight The Subordinate ClauseClause

1. Steven, a year younger than me, was not allowed to go.2. The room was filled by a strange noise that echoed

through my head.3. Mum sat on the sofa, while the children played on the

floor.4. The new pupil smiled shyly as she was introduced to the

class.5. The sun, which was now directly overhead, was

incredibly hot.6. The present, wrapped in silver paper, was under the

Christmas tree.7. We looked up in surprise when we heard Aisha’s scream.8. I knew I was nearly home because the car was slowing

down.9. Mr Carol, who teaches English, is our new Deputy Head.

Check Your UnderstandingCheck Your Understanding1. Steven, a year younger than me, was not allowed to go.2. The room was filled by a strange noise that echoed

through my head.3. Mum sat on the sofa, while the children played on the

floor.4. The new pupil smiled shyly as she was introduced to the

class.5. The sun, which was now directly overhead, was

incredibly hot.6. The present, wrapped in silver paper, was under the

tree.7. We looked up in surprise when we heard Aisha’s scream.8. I knew I was nearly home because the car was slowing

down.9. Mr Carol, who teaches English, is our new Deputy Head.

From Simple to Complex From Simple to Complex SentencesSentences

Add a Subordinate Clause1. The wind,_____________________, blew through the

abandoned house.

2. The old man,__________________, slowly opened his front door.

3. I walked home,_______________________.

4. ___________________, the little girl burst into tears.

5. The sun, _________________________, shone into my bedroom window.

6. The car,___________________ , struggled up the hill.

From Simple to Complex From Simple to Complex SentencesSentences

Add a Subordinate Clause1. Chelsea, ____________________________,

scored in the last minute.2. The old man opened his front door,

____________________.3. I ate my tea, ___________________________.4. ________________, the new teacher shouted

at Stephen.5. The moon, _________________________,

illuminated the empty street.6. The train,___________________________ , pulled

into the station.

Key Skills

Sentence Structure:Sentence Structure:Simple, compound + complex Simple, compound + complex

sentencessentences

Simple, compound

and complex

Improving my writing at sentence level

I can use different types of sentences – simple, compound and complex – according to purpose and to create specific effects

I can use different types of punctuation to make meaning clear to my reader.

Avoiding run on sentences

Aim :I can use different types of sentences – simple, compound

and complex – according to purpose and to create specific effects

How confident am I that I can use all three types of sentences in my writing?

very confident not confident

Simple, compound, complex lesson 1

Once a writer knows the difference between the three sentence types (simple, compound and complex) it is possible to write with sentence variety. Sentence variety helps make your writing more interesting and it can help you to

improve your level.

Simple

A simple sentence contains a subject and a verb.

It expresses a single complete thought – it makes sense.

A simple sentence is a single independent clause.

The cat crept through the dark house.

The house stood on a tall hill.

Compound A compound sentence contains two

independent clauses – two simple sentences that make sense on their own.

Conjunctions (for, and, nor, but, or, yet, so) join these independent clauses. (Hint: The conjunctions spell FANBOYS.)

The cat crept through the house so the dog did not hear him.

The house stood on top of a hill and it had stunning views over the valley.

Complex A complex sentence is a sentence made up of two clauses – a main clause and a subordinate clause.

The main clause (a simple sentence) makes sense on its own. The subordinate clause does not make sense on its own.

The house, which was built on a hill, had stunning views of the valley.

Because it was built on a hill, the house had stunning views of the valley

The house had stunning views of the valley because it was built on a hill.

Subordinating Conjunctionsused to add a subordinate clause

after how untilalthough if unlessas in as much as if in order that when as long as at least whenever as much as now that whereas soon wherever as though sincewhile because so thatbefore even if thateven though though

simple, complex or compound?On your worksheet identify each type of sentence and then explain your choice.

simple, compound, complex?

1 Steven walked to the train station.

2 The doctor, who had only just arrived at the hospital, was called Mr Smith.

3 The weather was fantastic so they decided to eat in the garden.

4 Maria had forgotten to pick up her school bag.

5 Maria had forgotten to pick up her school bag so she had no lunch.

6 Because she had forgotten her school bag, Maria had no lunch.

7 The bus was nearly forty minutes late picking up the group.

8 The bus, which had been stuck in traffic, was forty minutes late picking up the group.

What are run-on sentences?

• Run-on sentences occur when a sentence goes on for too long.

• They happen because the writer doesn’t use a variety of sentence structures and punctuation.

Example of a run-on sentence

P.E is my favourite subject because the things we do are fun and challenging and I really enjoy being active and in the lessons we do a warm up then we do individual skills and then we do a team game and then we work on our fitness.

In your books re-write this paragraph adding in punctuation

where necessary.

One way to do it

P.E is my favourite subject. because The things we do are fun and challenging and I really enjoy being active. and In the lessons we do a warm up, then we do individual skills, and then we do a team game and then finally we work on our fitness.

What type of sentences have been created?

The Rules

• Each sentence should have one, two or three ideas only.

• Avoid using too many connectives such as ‘and’ and ‘then’ in a sentence.

• Simple, clear writing will get you higher levels than complicated, confusing sentences.

Your turn

Write a paragraph about your favourite:

Subject at school Football teamPop group T.V. Programme

(select one topic to write about)

Make sure you use all three sentence structures

Avoiding run on sentences

How confident am I that I can use all three types of sentences in my writing.

very confident not confident

Has your confidence improved? If so, well done, you have made progress!

Write down two things you did not know at the start of the lesson

Ask me a question to clarify your understanding

Learning About Learning About LanguageLanguage

Using a DictionaryUsing a Dictionary

Using A DictionaryUsing A Dictionary

Objectives:

• ReadingReading: To understand how a dictionary can help you develop your understanding of words.

• WritingWriting: To learn how to use a dictionary to improve your spelling and expand your vocabulary.

Using a DictionaryUsing a Dictionary

Dictionaries can make a big

difference to our spelling but they offer much

more…Such as what..?

They tell us the meaning of a

word, what kind of word it is and where the word originates from.

Root WordsRoot WordsOften a word is listed in a dictionary under its root word. For example, kept is found under keep and taught is found under teach.

TaskTask!!Work out the root words of the following:

sangsang builtbuilt caught caught highway highway bought bought

To gain a level 5 or above you need to be able to spell almost all complex words correctly. This

requires you to develop your spelling and language skills, one way of doing this is to use a

dictionarydictionary.

One of the great uses of a dictionary is to find out the definition of a word which you don’t understand.

Here are a few uncommon words. How many can you define in five minutes!

DefinitionsDefinitions

a) cranium b) tabard c) franchise

d) canker e) laudable f) soliloquy

If you are using a word processing software package with a computer there will probably be an in built dictionary that you can use.

Different types of Different types of dictionariesdictionaries

Firstly, place the cursor over the word you want to look up and right click.

Secondly, click on ‘Look up’ and you will be referred to the Encarta Dictionary definitions of the word and a phonetic version to help your pronunciation.

Finally, you will see options to search for the word in a thesaurus or to translate it.

Microsoft Word has a dictionary to help you check the meaning of the words you are using.

AbbreviationsAbbreviations

These abbreviations are frequently used in dictionaries but do you know what they

mean?

Abbreviations

prep.

conj.

pl. n.vb.

adv.

adj.

pron.

AbbreviationsAbbreviations

How many did you know?

Abbreviations

preposition

conjunction

plural nounverb

adverb

adjectivepronoun

Some dictionaries give the country of origin of words. Can you work out what these stand

for?

Origins of WordsOrigins of Words

Hind.

Gk.

U.S.

F.

L.

Think of other countries, other cultures and ancient languages.

How did you do?

Origins of WordsOrigins of Words

Hind. - Hindi

Gk. - Greek

U.S. – United States

F. - French

L. - Latin

Many words which we think of as English are actually from foreign

languages.

See if your dictionary tells you what kind of word (adjective, plural etc) and where that word originates from for the following:

Dictionary CompetitionDictionary Competition

a)café

b)drama

c)safaris

d)shampoo

e)sherbet

You have fivefive

minutes!

Check your results…Check your results…

Dictionary CompetitionDictionary Competition

a)café noun - French

b)drama noun - Greek

c)safaris plural - Swahili

d)Shampoo verb - Hindi

e)sherbet noun - Turkish


Easily Confused Words:Easily Confused Words:

Of and offOf and off

Easily Confused Easily Confused WordsWordsObjectives:

•To learn how to use the words of and off in the correct context

Easily confused wordsEasily confused wordsOf and off are not homophones, so the way they are spoken should help you to them apart.

Although of and off are not homophones they sound very similar and are often confused, so don’t switch off!

Of means belonging to or made from.

E.G ‘My birthday is on the first day of October’ or ‘the ring was made of gold’.

12th March

Of and Off

Of course I know the difference between of and off…

Of and OffOf and Off

Off means ‘away from’ or ‘separation’.

E.G ‘We got off the train at Euston’ or ‘Daisy went off with Sophie’.

Complete the sentencesComplete the sentences

1.The boy got ___ the bus opposite the park.

2.“Take your hands ___ me!” she yelled.3.The necklace was made ___ silver.4.Tom was sent ___ for arguing with the

referee.5.It was one ___ the best days __ my life.6.I turned the tap ___.7.I felt on top ___ the world.8.Jack, one ___ my friends, fell

___ the swing.


Swap books with another member of your class. Using the next slide, go through their work and check they have used the correct word.When you have checked their

work you could give them a score out of ten, write a comment on

the bottom or suggest a target for improvement.


1.The boy got off the bus opposite the park.

2.“Take your hands off me!” she yelled.3.The necklace was made of silver.4.Tom was sent off for arguing with the

referee.5.It was one of the best days of my life.6.I turned the tap off.7.I felt on top of the world.8.Jack, one of my friends, fell

off the swing.

How many did you get out of 10?

Which ones, if any, did you get wrong? Why do you think you got those wrong?

When using of or off remember...

PlenaryPlenary

Of means belonging to or made from.

E.G ‘My birthday is on the first day of October’ or ‘the ring was made of gold’.

12th March

Of and Off

Of course I know the difference between of and off…

Of and OffOf and Off

Off means ‘away from’ or ‘separation’

E.G ‘We got off the train at Euston’ or ‘Daisy went off with Sophie’.



There, their and they’reThere, their and they’re


•To learn how to use the words there, their and they’re in the correct context

Easily confused wordsEasily confused wordsIt is easy to confuse words which sound or look the same. Words which sound the same are known as homophones.

Homophones are often little words that we use all the time, so it’s important to know how to use them correctly.

In this lesson we will be looking at the often confused homophones there, their and they’re.

There refers to a place.

E.G ‘There are freckles on Sarah’s nose’ or ‘I went there last night’.

12th March 10

There, their and they’re

Their house is over there, next to the field where they’re playing football with their friends…


Their means belonging to them.

E.G ‘Their hands were frozen’ or ‘The children do their exams tomorrow’.

They’re is short for ‘they are’.

E.G ‘They’re going to Florida tomorrow’ or ‘They’re going to be late again.’


1.I went ______ yesterday.2.The twins have to catch a bus on _____ journey

to school.3._____ house is up for sale.4.The teacher yelled, “_____ is too much noise in

here!”5.“It’s _____ fault, _____ the ones responsible,”

cried Amy.6.Look at Jordan and Nathan, _____ going to get in

trouble if they get caught.7._____ going to New Zealand to visit _____

relatives.8._____ confident of winning the final.


Swap books with another member of your class. Using the next slide go through their work and check they have used the correct homophone.

When you have checked their work you could give them a score

out of ten, write a comment on the bottom or suggest a target for

improvement.


1.I went there yesterday.2.The twins have to catch a bus on their journey

to school.3. Their house is up for sale.4.The teacher yelled, “there is too much noise in

here!”5.“It’s their fault, they’re the ones responsible,”

cried Amy.6.Look at Jordan and Nathan, they’re going to get

in trouble if they get caught.7. They’re going to New Zealand to visit their

relatives.8. They’re confident of winning the final.

Swap your books back :


Which ones, if any did you get wrong? Why do you think you got those wrong?

When using there, their or they’re remember...

PlenaryPlenary

There refers to a place.

E.G ‘There are freckles on Sarah’s nose’ or ‘I went there last night’.

12th March 10

There, their and they’re

Their house is over there, next to the field where they’re playing football with their friends…


Their means belonging to them.

E.G ‘Their hands were frozen’ or ‘The children do their exams tomorrow’.

They’re is short for ‘they are’.

E.G ‘They’re going to Florida tomorrow’ or ‘They’re going to be late again.’

There, their and they’re There, their and they’re gamegame

Click below to play the ‘There, their and they’re tank attack game’.

http://www.what2learn.com/games/play/3387/



Two, too and toTwo, too and to


•To learn how to use the words two, too and to in the correct context.



In this lesson we will be looking at the often confused homophones two, to and too.

Two refers to a number.

E.G ‘Two people were playing in the park’ or ‘there are two clouds in the sky’.

12th September

Two, too and to

Two children were playing in the park next to the swimming pool. I too wanted to play…


Too means ‘a lot’ or ‘also’.

E.G ‘I ate too much’ or ‘I too visited the party’.

To is used either with a verb or for direction.

E.G ‘I am going to watch football’ or ‘the swimming pool is next to the grocers’.


1.I went ______ see my grandma.2.I did _____ hours of gardening yesterday.3.Sophie had _____ much cake.4.Ellie asked, “Are there _____ birds in that tree?”5.“Would the ______ of you like _____ come ____ my

party?” enquired Alex to Max and James.6.The coach journey took _____ long for Dan’s

liking.7.“How far is it _____ Manchester?” Sarah asked.8.“I need _____ go _____ the toilet,” said Tahir.





improvement.

AnswersAnswers

1.I went to see my grandma.2.I did two hours of gardening yesterday.3. Sophie had too much cake.4.Ellie asked, “ Are there two birds in that tree?”5.“Would the two of you like to come to my

party?” enquired Alex to Max and James.6.The coach took too long for Dan’s liking.7. “How far is it to Manchester?” Sarah asked.8. “I need to go to the toilet,” said Tahir.


Which ones, if any, did you get wrong? Why do you think you got those wrong?

When using two, too or to remember...

PlenaryPlenary

Two refers to a number.

E.G ‘Two people were playing in the park’ or ‘there are two clouds in the sky’.

12th September

Two, too and to

Two children were playing in the park next to the swimming pool. I too wanted to play…


Too means ‘a lot’ or ‘also’.

E.G ‘I ate too much’ or ‘I too visited the party’.

To is used either with a verb or for direction.

E.G ‘I am going to watch football’ or ‘the swimming pool is next to the grocers’.



Were, we’re and whereWere, we’re and where


•To learn how to use the words were, we’re and where in the correct context.



In this lesson we will be looking at the often confused homophones were, we’re and where.

Were is the past tense of are.

E.G ‘We were going for a walk’ or ‘Were you asleep?’

12th March 10

Were, we’re and where

There were two girls walking through a wood. ‘It’s dark and we’re lost,’ one said to the other, ‘do you know where we are?’…


We’re is a shortened version of “we are”.

E.G ‘We’re going to a restaurant for tea’ or ‘That is what we’re going to do ’.

Where relates to place and can be used when asking a question about direction.

E.G ‘ Where are we going?’ or ‘Where are you?’

AnswersAnswers

1. ‘______ is my coat?’ asked Tim.2. ‘_____ going out for a while,’ said Steve.3. ‘ You _____ asleep in my lesson! To the Head’s

Office!’ exclaimed the teacher.4. ‘______ _______ you last night?’ asked Olivia.5.‘ ______ playing football outside, shout if you

need me,’ yelled Bruce to Susan.6.‘When and _____ is your party?’ said Phillip.7.‘_____ you in the police force? I’ve always

wanted to be a policeman,” said Bill to his Granddad.





improvement.


1.‘Where is my coat?’ asked Tim.2. ‘We’re going out for a while,’ said Steve 3.‘You were asleep, in my lesson! To the Head’s

office!’ exclaimed the teacher.4. ‘Where were you last night?’ asked Olivia.5.‘We’re playing football outside, shout if you

need us yelled Bruce to Susan.6.‘When and where is your party?’ said Phillip7. ‘Were you in the police force? I’ve always

wanted to be a policeman’ said Bill to his Granddad.




When using were, we’re or where remember...

PlenaryPlenary

Were is the past tense of a are.

E.G ‘We were going for a walk’ or ‘Were you asleep? ’.

12th March 10

Were, we’re and where

There were two girls walking through a wood. ‘It’s dark and we’re lost,’ one said to the other, ‘do you know where we are?’…


We’re is a shortened version of “we are”.

E.G ‘We’re going to a restaurant for tea’ or ‘That is what we’re going to do ’.

Where relates to place and can be used when asking a question about direction.

E.G ‘ Where are we going?’ or ‘Where are you?’



Its and it’sIts and it’s


•To learn how to use the words its it’s in the correct context



In this lesson we will be looking at the often confused homophones its and it’s.

Its means belonging to it.

E.G ‘the cat licked its paw’ or ‘the school has improved its results’.

12th March 10

Its and it’s

It’s easy to confuse its and it’s …


It’s is short for ‘it is’.

E.G ‘It’s time to go home’ or ‘It’s a long way to Australia’.


1.The dog wagged ___ tail.2.___ half past ten already.3.The government has changed ___

education policy.4.The elephant lifted ___ trunk.5.“__ all your fault!” cried Jessica.6.___ going to snow again tomorrow.7.The train went through Bolton on ___

way to Manchester.8.___ penetrating eyes watched every

move I made.


Swap books with another member of your class. Using the next slide go through their work and check they have used the correct homophone.When you have checked their

work you could give them a score out of eight, write a comment on

the bottom or suggest a target for improvement.


1.The dog wagged its tail.2.It’s half past ten already.3.The government has changed its

education policy.4.The elephant lifted its trunk.5.“It’s all your fault!” cried Jessica.6. It’s going to snow again tomorrow.7.The train went through Bolton on its

way to Manchester.8. Its penetrating eyes watched every

move I made.




When using its or it’s remember...

PlenaryPlenary

Its means belonging to it.

E.G ‘the cat licked its paw’ or ‘the school has improved its results’.

12th March 10

Its and it’s

It’s easy to confuse its and it’s …


It’s is short for ‘it is’.

E.G ‘It’s time to go home’ or ‘It’s a long way to Australia’.


Improving Improving VocabularyVocabulary

Improving Improving VocabularyVocabularyObjectives:

• ReadingReading: To learn to recognise how authors select language carefully for effect.

• WritingWriting: To learn how to use a wider vocabulary for emphasis and effect.

Improving Your Improving Your VocabularyVocabulary

Written work can be let down by not using a wide enough range of vocabulary.

We can rely on words like ‘nice’ to describe things when more often thannot there are many better alternatives.

Can you improve the paragraph on Can you improve the paragraph on the following slide?the following slide?

Improving LanguageImproving Language

I was walking down the road and saw a nice house with a nice garden. The house was very big and had a long drive with big gates. Two small girls were in the front garden. It looked like a good place to live.

Improving LanguageImproving Language I was sauntering along the road

and saw a beautiful house with a perfectly manicured garden. The house was enormous and had a winding gravel drive and a pair of immense iron gates.

Two petite girls wereplaying on the huge green lawn. It looked like a delightful placeto live.

Can you think of a better Can you think of a better alternative for each of these alternative for each of these

words?words?

Big Small Nice Hot Great

Can you think of a better Can you think of a better alternative for each of these alternative for each of these

words?words?

Big Small Nice Hot Great

Immense Minute Pleasant Burning Huge

Huge Miniature Kind Scorching Immense

Gigantic Diminutive Polite Blistering Enormous

Colossal petite Beautiful Sizzling Vast

Tasty Searing

Warm


Show not TellShow not Tell

Show not TellShow not Tell

Objectives:

•To learn how to present To learn how to present characters and places in a characters and places in a narrative using ‘Show not narrative using ‘Show not tell’ techniques.tell’ techniques.

What is Show Not Tell?What is Show Not Tell?Show not tell is a way of presenting images to the reader in a piece of writing and allowing the reader to work out the connotations of the image themselves without being told what to think by the author.

For example: Mr Spader was a rich man with an expensive car and a large house.

could become, Mr Spader’s gleaming black Bently swung through the imposing iron gates of Spader Manor and raced up the long gravel driveway. The first sentence tellstells the reader what

to think while the second showsshows an image of Mr Spader and the reader

draws their own conclusions.

Show SentencesShow SentencesShow Sentences are used to convey to the reader some quality about whatever is being described.

For example:‘Joshua’s stomach churned like a washing machine on a slow spin.’

instead of ‘Joshua was scared.’

or‘Michael’s face burned red and his hands clenched into two powerful fists.’

instead of‘Michael was angry’

Why show not tell?Why show not tell?

Telling the audience absolutely everything leaves little room for the reader’s imagination. Readers like to infer and deduce, it allows them to engage more with the story. Therefore using show sentences lets the reader make up their own mind and adds imaginative detail and

vivid description.

Change these tell to show Change these tell to show sentencessentences

1. Jane was nervous.2. The dog was excited.3. The house was derelict.4. Mrs White was very rich.5. The school was in a poor

neighbourhood.

Formal and Formal and InformalInformal

ObjectivesObjectives:

To learn the differences between formal and informal English

Where would you find language like this?

Is this formal or informal language? Explain your answer.

Would you use this type of language if you were applying for a job? Why/why not?

When using language there are certain rules of formality we must consider

before we begin to write.

FormalityFormalityWhat does the word formality mean? What

is the difference between formal and informal?

HOW R U M8? WER U BIN? C HOW R U M8? WER U BIN? C U L8R!U L8R!

Formal or Informal?Formal or Informal? Decide whether the following are

informal or formal.

Formal Informal

Job application

Note to milkman

Letter to the newspaper

Holiday postcard

Request for information about a hotel

Complaint letter

When writing a formal letter we have to use the correct layout and write in a formal style.

Formal lettersFormal letters

You can hand write or word process a formal letter but you must present your letter neatly,

laid out formally with no mistakes.

What do you mean by ‘formal’?

Formal writing uses Standard

English.

Why is it important that you have no mistakes in a formal letter?

16 Wishacre LaneBowltonBT2 7MG

Mr A WrongunBowlton Motors8 Smith StreetBowlton BT1 9RV

Monday 23rd October 2008Dear Mr Wrongun

On 17th October I purchased an 06 Vauxhall Astra from Bowlton Motors and have had a number of problems with my vehicle since. Although the car showed no problems initially, on Thursday 19th October, only two days after the purchase, the car began to blow blue smoke out of the exhaust pipe. It became difficult to start in the morning and was over heating very quickly and using up twice as much petrol as it should. I brought the car back to your company but the gates were locked and there was no sign of anybody to speak to. I hope you will respond quickly to my letter and be able to resolve the problem.

Yours sincerely

Joseph Nixon

Joseph Nixon

The Layout of a Formal The Layout of a Formal LetterLetter

16 Wishacre LaneBowltonBT2 7MG

Mr A WrongunBowlton Motors8 Smith StreetBowlton BT1 9RV

Monday 23rd October 2008Dear Mr Wrongun

On 17th October I purchased an 06 Vauxhall Astra from Bowlton Motors and have had a number of problems with my vehicle since. Although the car showed no problems initially, on Thursday 19th October, only two days after the purchase, the car began to blow blue smoke out of the exhaust pipe. It became difficult to start in the morning and was over heating very quickly and using up twice as much petrol as it should. I brought the car back to your company but the gates were locked and there was no sign of anybody to speak to. I hope you will respond quickly to my letter and be able to resolve the problem.

Yours sincerely

Joseph Nixon

Joseph Nixon

Formal Letter LayoutFormal Letter LayoutAddress of the person / company

Addressee & date

Neat layout and Standard English

Correct spelling, punctuation and grammar

Yours sincerely when the writer knows the name of the recipient

Name signed and printed

That car you sold me is a piece of junk. I can’t believe I gave you a grand for it an its busted already! Therez smoke pouring out back, its costin me a fortune to run and it don’t bloomin’ start arf the time. U ripped me off. I wont me money back and if I don’t get it ill send our tony round. Alright? Get it sorted.

Jimi

Find all the things that are wrong with this Find all the things that are wrong with this letter.letter.

How Not to Write a Formal How Not to Write a Formal LetterLetter


Abstract Abstract Nouns Nouns

Objectives:

• Reading: To be able to identify abstract and concrete nouns

• Writing: To understand how to use abstract nouns

Abstract Nouns

What Are Abstract What Are Abstract Nouns?Nouns?

Nouns can be Abstract or Concrete.

We cannot see, hear, smell, taste or feel Abstract nouns because they are ideas, qualities and feelings:

bravery kindness happiness

Concrete nouns can be seen, heard, smelt, touched or tasted:

door book water

Spot the Abstract Spot the Abstract NounNoun Underline, circle or highlight the abstract

nouns in the following sentences:

1.The sight of her friend filled Sara with happiness.

2.The London Olympics were a great success.3.Ben thought of a brilliant idea for his story.4.The blue team were filled with hope as more

pupils won their races.

5.Lucy found the courage to admit that she was responsible for the broken window.

Check Your UnderstandingCheck Your Understanding How did you do? Give yourself one mark

for each correctly identified abstract noun.

1. The sight of her friend filled Sara with happiness.

2. The London Olympics were a great success.3. Ben thought of a brilliant idea for his story.4. The blue team were filled with hope as

more pupils won their races.5. Lucy found the courage to admit that she

was responsible for the broken window.

Abstract Noun GameTwo teams (each containing a pair) play against each other.

On the team to go first, one person thinks of an abstract noun (a feeling, idea or quality).

That person acts it out by using mime (props may be used) and their partner has 5 chances to guess the abstract noun that they are miming. The other team cannot guess.

If it is guessed within the 5 chances, that team gets 2 points.

If it is not guessed, it is passed to the other team who get 2 guesses and if it is correct, they score 1 point.

Speaking and ListeningSpeaking and Listening

Feedback : Discuss in your set of teams which abstract nouns were the most difficult to mime.

Were any concrete nouns used by mistake

by either the person acting or those guessing?

Agree on a way that the difference between concrete nouns and abstract nouns can be remembered and share it with the class.

Abstract Ping Pong

Play this game in groups and split into two teams.

For 1 minute, each team takes it in turns to say an abstract noun. One person notes down the nouns.

After the minute check whether there are any repeats – these do not count. Each team gets a point for each different noun.

For 2 minutes, each team creates sentences containing abstract nouns. 1 point is awarded for each sentence plus 1 point for each abstract noun used correctly.

Teacher-of-Teacher-of-English.comEnglish.com

Pathetic FallacyPathetic Fallacy

Developing Reading SkillsDeveloping Reading Skills

Pathetic Pathetic FallacyFallacy

Objectives:

To develop understanding of how and why writers use pathetic fallacy

Morning, dismal and wet, at length dawned, and discovered to my sleepless and aching eyes the church of Ingolstadt clock, which indicated the sixth hour. The porter opened the gates and I issued into the streets, pacing them with quick steps, drenched by the rain which poured from a black and comfortless sky.

Read this extract from Mary Shelley’s ‘Frankenstein’.

What is the weather like? How is the narrator feeling?

FrankensteinFrankenstein

Pathetic FallacyPathetic FallacyWhat is pathetic fallacy?

Pathetic fallacy is a form of personification where natural or inanimate objects are given human characteristics.

It is used in many art forms: painters, writers and film makers all use pathetic fallacy to create mood, express themes or build tension.

For example, in a film the weather may reflect the character’s emotions. This is pathetic fallacy.

Some examples are shown on the following slide…

Pathetic FallacyClick on the images below to watch five movie clips. Explain

how the film makers use pathetic fallacy in each scene.

Click

Lord of the

Rings – The

finale

Lord of the Rings – Rohirrim Battle Titanic

The Hitcher

Pathetic FallacyPathetic Fallacy Complete the table below.

Movie clip Weather Effect created

Click Heavy rain Creates an appropriately poignant and sombre mood as the main character dies.

Lord of the Rings battle scene

Lord of the Rings ending

The Hitcher

Titanic

Pathetic FallacyPathetic Fallacy Do you agree?

Movie clip Weather Effect created

Click Heavy rain Creates an appropriately poignant and sombre mood as the main character dies.

Lord of the Rings battle scene

Dark storm clouds

Adds a dark tone and a sense of foreboding.

Lord of the Rings ending

Bright, golden sunset

Sunlight suggests hope and optimism at the end of a movie filled with dark scenes.

The Hitcher Thunder, lightening, heavy rain

Builds suspense and helps to establish a tense, nerve-jangling atmosphere.

Titanic Beautiful sunset

Creates a romantic backdrop, fitting for two characters falling in love.

Pathetic Fallacy in Prose

What is the weather like in key scenes in the book you are reading?

Does it add to the mood and atmosphere?

Does it emphasise the character’s emotions?

Does it provide hints about the plot?

Pathetic FallacyWrite a paragraph explaining how the writer uses pathetic fallacy in your chosen text.

Volunteers read out their paragraph to the class. The rest of the class will provide constructive criticism based around the following questions:

What is good about it?

How could it be improved?

PlenaryPlenary

Punctuation Proof Reading Punctuation Proof Reading and Opinion Writingand Opinion Writing

Key Literacy SkillsKey Literacy Skills

Punctuation, grammar & opinion writing tasks

Investigation into Top Gear accident

Proof-read an article, checking for missing capital

letters, full stops and acronyms/abbreviations.

Highlight all errors and omissions.

Correct the article.

Discuss the article with peers or as a group.

Take notes from the discussion.

Write a short opinion piece (1 or 2 paragraphs) about

the article’s contents, from your point of view.

Aims & objectives :

What happened?What happened?Click on the image below to watch an extract from the

Top Gear episode with Richard Hammond talking about the accident.

on the 20th september 2006, the bbc were at

elvington airfield filming richard hammond driving

what is described as a “jet car” for the top gear

programme. the car was provided by primetime

landspeed engineering (ple). richard hammond

undertook three runs in the vehicle without deploying

its afterburners. following a lunch break, richard

hammond then undertook three runs with the

afterburners in use. on the fourth run after lunch,

approximately 14 seconds into the session, the vehicle

veered sharply to its right, rolled, before coming to a

halt upside down on the grass margin of the track

investigation into top gear accident

on evidence available, the immediate

cause of the incident was the

catastrophic disintegration of the front

off-side tyre attached to the vehicle

following the penetration of the side wall

of the tyre by an object such as a nail

which was probably picked up during the

day’s events. the underlying cause

appears to have been the inability to

spot the damage to the tyre. the top

gear team did not have anyone present

with sufficient knowledge to assess the

adequacy of the checks made by ple on

the day of the shoot. without evidence of

written record sheets or third party

verification that such inspections were

being done the evidence is inconclusive

whether the safety checks, especially

tyre checks, were being conducted to an

appropriate standard which may have

identified the damage to the front off

side tyre prior to the final run

where the bbc relies on ‘experts’

[people with specific

knowledge/skills] with prime

responsibility for safety issues for

high risk activities there is a need to

ensure the bbc has selected

competent persons and that it

provides an appropriate level of

assurance that these responsibilities

are being discharged adequatelyText and photographs taken from the official BBC people Occupational Risk Management report - Investigation into the Elvington Airfield Incident – written in May 2007, revised in June 2007.

Text and photographs taken from the official BBC people Occupational Risk Management report - Investigation into the Elvington Airfield Incident – written in May 2007, revised in June 2007.

Tasks:Tasks:1.Read the article about Richard

Hammond’s near-death accident.2.On the printed article go through,

highlight and clearly edit the text inserting CAPITAL LETTERS wherever they are needed (including acronyms/abbreviations).

3.Also on the printed article add in any missing punctuation – e.g. full stops.

4.On lined paper, re-write the article.5.Add one paragraph to the article

giving YOUR OPINION about this story.

*Can you say how many changes need to

be made in total?

*Count them up as you go along and

compare your total with your peers’.

*Do you remember seeing it on the television ?

*What did you think of the stunt – was it a good idea to

test out this “jet car” ?

*Do you think it was unnecessary and careless ?

Investigation into Top Gear Accident

On the 20th September 2006,

the BBC were at Elvington Airfield

filming Richard Hammond driving what

is described as a “jet car” for the Top

Gear programme. The car was provided

by Primetime Landspeed Engineering

(PLE). Richard Hammond undertook

three runs in the vehicle without

deploying its afterburners. Following a

lunch break, Richard Hammond then

undertook three runs with the

afterburners in use. On the fourth run

after lunch, approximately 14 seconds

into the session, the vehicle veered

sharply to its right, rolled, before coming

to a halt upside down on the grass

margin of the track.

On evidence available, the immediate cause of the incident was the catastrophic disintegration of the front off-side tyre attached to the vehicle following the penetration of the side wall of the tyre by an object such as a

* ANSWER SHEET *

nail which was probably picked up

during the day’s events. The underlying

cause appears to have been the inability

to spot the damage to the tyre. The Top

Gear team did not have anyone present

with sufficient knowledge to assess the

adequacy of the checks made by PLE on

the day of the shoot. Without evidence of

written record sheets or third party

verification that such inspections were

being done the evidence is inconclusive

whether the safety checks, especially

tyre checks, were being conducted to an

appropriate standard which may have

identified the damage to the front off

side tyre prior to the final run.

Where the BBC relies on ‘experts’

[people with specific knowledge/skills]

with prime responsibility for safety

issues for high risk activities there is a

need to ensure the BBC has selected

competent persons and that it provides

an appropriate level of assurance that

these responsibilities are being

discharged adequately.

s2 literacy course

Education

correct sentence

possessive apostrophes

apostrophes objectives

bus home

omission of letters

omission writing

comma splices

examples of work