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Adverbs
What are adverbs?
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Adverbs are words that tell us more about verbs....they add information to
the verb.
(A verb is a 'doing' word or a 'being' word, e.g. 'walk', 'feel')
We use adverbs:
Adverbs are often created from adjectives (describing words that tell you
more about nouns) by adding 'ly' to the end of the adjective.
e.g. slow becomes slowly
'Joe is a slow person. He walks slowly.'
Position of adverbs
There are three places in the sentence where adverbs can come.
The best way to know if the order is right is to say the sentence to yourself.
Does it sound right?
'She often is late.'
'She is often late.' This sounds better.
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Spotting adverbs
Adverbs are quite complicated. You cannot tell by the look of a word that
it is an adverb. You can recognise it as an adverb only by the work it does
in a sentence.
A word may be an adverb in one sentence and a different part of speech in
another sentence.
• The job went well. Here well describes the verb 'went', so it is an
adverb.
• The well was drained by morning. Here well names something, so it
is a noun.
• The well water tasted disgusting. Here well is being used to name a
type of 'water', so it is not describing a verb. It is not an adverb here.
'-ly' on the end of a word is a good clue that it's an adverb. Many adverbs
are made by adding '-ly' to the end of adjectives
E.g. 'careful' (adjective) becomes 'carefully' (adverb)
Sunita is very careful with her money. She spends her money carefully.
Also, look out for adverbs that have the same form as adjectives.
'Hard' and 'early' are both adjectives (used to describe people, places and
things) AND adverbs (used to tell us more about the verb):
Other adverbs with the same form as adjectives are fast, high, low, late
and long.
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Adverbial phrases
Adverbial phrases are small strings of words that do the same job as
single-word adverbs:
'I'll see him on Saturday.'
'She's in the kitchen.'
''The thief ran down the road.'
'The mobile phones rang all at once.'
Adverbs are often used to make the meaning of a verb or other adverb
stronger or weaker. This is known as 'degrees of comparison'.
The 'Adverbs' topic area aims to help learners to recognise and use
adverbs.
• England
RS/L1.1 - Learners need to understand the use of adverbs and
adverbial phrases.
• Wales
As England.
• Northern Ireland
As England.
• Scotland
See www.aloscotland.com for details of the Scottish curriculum.
Adverbs factsheets
There are five factsheets for this module, each on 'print-out-and-keep'
sheets. You'll find curriculum references on the top, right-hand corner of
the factsheets.
Adverbs worksheets
Six printable worksheets give the learner opportunities to identify adverbs,
their purpose, degree of comparison and position in a sentence. They also
give the learner the opportunity to select and use appropriate adverbs.
You'll find curriculum references in the top right-hand corner of the
worksheets. They are printable resources to carry on the work learners
have done online.
Technical help:
If you are new to the web, why not try the BBC WebWise online course,
Becoming WebWise? It's free, you can do it in your own time from any
computer and it will take you through everything you need to know to use
the web successfully in your teaching.
Find out more about WebWise.
You can find out more about the technical requirements for Skillswise in
our Help - Technical Information section.
Taking it further:
With Skillswise
For adverbs practice, don't forget to visit 'Instructions' and 'Types of text'
Apostrophes
Apostrophes factsheet
1. Apostrophes show you that some letters have been taken out of a
word to shorten it.
Do not becomes don't.
I will becomes I'll.
Could have becomes could've.
The apostrophe goes where the letters have been removed.
You use apostrophes this way in informal writing. You should not
shorten words when you are writing formal letters.
NOTE - sometimes words are shortened in an irregular way. The
apostrophe, however, is still used to show where letters are missing.
E.G: Will not becomes won't.
The dogs' bowls - says that the bowls belong to some dogs.
The boys' coats - says that the coats belong to some boys.
The cars' wheels - says that the wheels belong to some cars.
Watch out for plurals that don't end in s. Words like men and
children don't end in s, but they are talking about lots of people.
These words use 's to show possession. E.G:
The men's hats - says that the hats belong to the men.
The women's house - says that the house belongs to the women.
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The aim of the apostrophes topic area is to help learners revise the use of
apostrophes to show where letters are missing in informal writing and to
demonstrate that one thing belongs to something else.
• England
Rs/L1.2 - Understand that grammatical clues can be used to make
sense of individual words and of complete sentences.
Know and use the term 'apostrophe'. Understand the function of the
omissive apostrophe to indicate contracted word style.
• Wales
As England.
• Northern Ireland
As England.
• Scotland
See www.aloscotland.com for details of the Scottish curriculum.
Apostrophes factsheet
The facts about apostrophes, with examples, on one 'print-out-and-keep'
sheet.
Apostrophes games
There are two games in this section, both of which have a similar structure.
Both games require some level of familiarity with a keyboard, as answers
have to be typed in. If you don't get all the answers right, your friend gets
gunged.
Please also note that students have to click the cursor into the text box
before they can type the answer. Ideally, the cursor would appear
automatically in the text box, but unfortunately this isn't possible in Flash
version 4 (the software that is the spec for further education).
TOP TIP! To see the game completely full screen, press the F11 key on
the keyboard. This takes away the distraction of the top browser bar. To
bring the browser bar back, just press F11 again!
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Apostrophes quiz
The learner can choose their level. Level A is the easiest, level C the
hardest.
Students can print out a certificate if they score 50% or more in the quiz.
This will appear as a link on the results page - click on the link and the
certificate will appear in a new window. Once printed students can write
their name on the certificate.
Apostrophes worksheets
There are two worksheets in this section. They are meant to be printable
resources to carry on the work learners have done online. The two
worksheets are based on sports stories, where students have to decide
where to put the apostrophes.
Technical help:
To get the most out of this topic area you need the following 'plug-ins':
• Flash
The game in this topic section uses Flash. This is free to download
and should only take a few minutes. You can follow the BBC
WebWise instructions to download it to your machine.
Find out more.
If you don't have Flash the same learning points are covered in the quiz
and in the worksheets and factsheets.
If you are new to the web, why not try the BBC WebWise online course,
Becoming WebWise? It's free, you can do it in your own time from any
computer and it will take you through everything you need to know to use
the web successfully in your teaching.
Get WebWise.
You can find out more about the technical requirements for Skillswise in
our Help - Technical Information section.
Taking it further:
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With Skillswise:
Don't forget to check out the Skillswise Lesson plans and Teaching
inspirations areas for more ideas about teaching apostrophes.
On the web:
Here's a few suggestions of other places on the web that you might find
useful resources that you can adapt for teaching apostrophes.
• Live chat
Print out some interviews with celebrities at BBC Live Chat as texts
that you could use to highlight the apostrophes that indicate a letter
(or letters) have been omitted.
• BBC News
Print out a news story from BBC News, then ask learners to rewrite
the story using apostrophes so it reads less formally.
• Home for abused apostrophes
Pictures of real-life examples of cruelly misused apostrophes.
Personal pronouns
Personal pronouns are useful because you don't have to repeat words.
They can be used to talk about something or someone that you have
already talked about.
e.g. Elizabeth put the coat on because Elizabeth was cold.
This would be better written as:
Elizabeth put the coat on because she was cold.
The word she is a personal pronoun and means 'Elizabeth' in this sentence.
This makes the sentence shorter and more interesting, as you don't have to
repeat 'Elizabeth'.
Remember that personal pronouns are small words that you can use to
replace a person or thing, when you have already talked about them.
e.g. Barry loves Nathalie. He (Barry) is always buying her (Nathalie)
presents.
Singular or plural?
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Singular personal pronouns are used to replace singular nouns (one person
or thing).
Plural personal pronouns are used to replace plural nouns (many people or
things).
NOTE - 'You' can be used to replace one person or many people, it is both
singular and plural.
These personal pronouns are often used in the wrong place. Think about
whether the personal pronoun is the subject or the object.
Is it 'I' doing something or 'me' being acted upon?
e.g. John and I are going there.
Please give the money to me.
A good trick for working out which one to use is to say the sentence to
yourself with the other person taken out.
e.g. John and I are going to the cinema.
Take out 'John' and what do you get? You get 'I am going to the cinema' -
which is right. If you said 'Me are going to the cinema' you can hear that it
is wrong.
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The aim of the 'personal pronouns' topic area is to revise the rules and the
uses of the personal pronouns I / me / you / it / he / him / she / her / we /
us / they / them.
N.B. This module deals with personal pronouns - not possessive pronouns.
You may feel that some of the work in this module stretches into Level 2.
The majority of work on pronouns does take place at Level 2 of the
curriculum, but Level 1 specifies that learners should 'understand the term
pronoun'.
• England
Rs/L1.1 - 'Use implicit and explicit grammatical knowledge ... to
predict meaning, try out plausible meanings and to read and check
for sense.'
'Understand the term pronoun.'
Ws/L1.2 - 'Use correct grammar - write grammatically correct
sentences...'
• Wales
As England.
• Northern Ireland
As England.
• Scotland
See www.aloscotland.com for details of the Scottish curriculum.
places. Please note, however, that the treasure map and score start afresh
each time the game is closed or a new level is started.
As with all our games, we recommend that you take a look at the 'How to
play' demonstration on the flash game, before introducing your students to
the game. You can find this on the bottom, black bar when you open the
game.
Please let us know what you think about this game.
Technical help:
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To get the most out of this topic area you need the following 'plug-ins':
• Flash
The game in this topic section uses Flash. This is free to download
and should only take a few minutes. You can follow the BBC
WebWise instructions to download it to your machine.
Find out more.
If you don't have Flash the same learning points are covered in the quiz
and in the worksheets and factsheets.
If you are new to the web, why not try the BBC WebWise online course,
Becoming WebWise? It's free, you can do it in your own time from any
computer and it will take you through everything you need to know to use
the web successfully in your teaching.
Get WebWise.
You can find out more about the technical requirements for Skillswise in
our Help - Technical Information section.
Taking it further:
With Skillswise:
Don't forget to check out the Skillswise Lesson plans and Teaching
inspirations areas for more ideas about teaching personal pronouns.
On the web:
Here's a few suggestions of other places on the web that you might find
useful resources that you can adapt for teaching personal pronouns.
The verb must always agree with its subject. Single subject = single verb,
plural subject = plural verb.
singular plural
First person I like bananas. We like bananas.
Second person you like bananas. you like bananas.
Third person he / she / it likes bananas. they like bananas.
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Helpful hint: 's' is added to the third person singular. This is the way
most regular verbs in the present tense work.
1. Irregular verbs
Not all verbs work in a regular way (see factsheet 1). Some of the
most common verbs are irregular.
e.g. be, go, do, have
Verbs and subjects must still agree, but you have to learn and
remember the way the irregular ones work.
Note the correct verb form for the third person singular for these
irregular verbs:
'to do' = I do - he / she / it does (NOT do)
'to have' = I have - he / she / it has (NOT have)
'to go' = I go - he / she / it goes (NOT go)
Sometimes it's difficult to work out the subject, because there are lots
of words between the subject and the verb
e.g.Steve, who has just returned from Australia, does not intend to go
back.
(Singular subject, 'Steve' = singular verb)
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Sometimes the subject (the person or thing doing the action of the verb)
may seem to be plural, because it is a 'collective noun' - a singular (one)
noun that groups together many things or people.
e.g. A swarm of bees = 1 swarm, containing many bees
A pack of cards = 1 pack, containing many cards
This is an area of some debate, but as they are treated as a singular unit,
collective nouns usually take the singular verb form.
e.g. A herd of elephants was charging towards us.
The class is very noisy today.
My football team is doing really well.
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Remember: if you are unsure which verb form to use, look at the
subject carefully. Is the subject singular (one), or plural (many)? A
singular subject requires the singular verb form. A plural subject
requires the plural verb form.
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Students can print out a certificate if they score 50% or more in the quiz. This
will appear as a link on the results page - click on the link and the certificate
will appear in a new window. Once printed students can write their name on the
certificate.
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Verb subject agreement - factsheets
There are 3 factsheets in this section. They all give hints and tips and examples
to help learners learn the rules of verb subject agreement.
The first factsheet looks at the basic rules. The second looks at some common
things that can cause errors and confusion and the last factsheet looks at some
specific problems to do with working out if something is singular or plural.
Technical help:
To get the most out of this topic area you need the following 'plug-ins':
• Flash
The game in this topic section uses Flash. This is free to download and should only
take a few minutes. You can follow the BBC WebWise instructions to download it to
your machine.
Find out more.
If you don't have Flash the same learning points are covered in the quiz and in
the worksheets and factsheets.
If you are new to the web, why not try the BBC WebWise online course,
Becoming WebWise? It's free, you can do it in your own time from any
computer and it will take you through everything you need to know to use the
web successfully in your teaching.
Get WebWise.
You can find out more about the technical requirements for Skillswise in our
Help - Technical Information section.
Taking it further:
Here's a few suggestions of other places on the web that you might find useful
as resources that you can adapt for teaching verb subject agreement.
Adjectives
Remember that adjectives tell you about the noun, they describe the noun. Don't confuse
adjectives with adverbs. Adverbs describe the verb, they tell you more about an action -
eg: 'he laughed loudly'.
There are rules about the order that you should put adjectives in when you use more than
one, but the best way to know is to say the sentence to yourself. Does it sound right?
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TOP TIP! To see the game completely full screen, press the F11 key on the
keyboard. This takes away the distraction of the top browser bar. To bring the
browser bar back, just press F11 again!
Adjectives quiz
The learner can choose their level. Level A asks learners to choose the best
adjective for the job, level B deals with identifying the adjective and level C
asks learners to identify positive and negative adjectives.
We have now put in place a system that will allow the student to print out a
certificate if they score 50% or more in the quiz. This will appear as a link on
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the results page - click on the link and the certificate will appear in a new
window. Students can write their name in once the certificate is printed.
Adjectives factsheet
The facts about adjectives, with examples, on one 'print-out-and-keep' sheet.
Adjectives worksheet
Once a student has tried the game, maybe they'd like to write their own
personal advert? Or each member of the class could write an advert for
someone else - then the students have to work out who everyone is. This
worksheet provides a template, plus some suggested adjectives.
Technical help:
To get the most out of this topic area you need the following 'plug-ins':
• Flash
The game in this topic section uses Flash. This is free to download and should only
take a few minutes. You can follow the BBC WebWise instructions to download it to
your machine.
Find out more.
If you don't have Flash the same learning points are covered in the quiz and in
the worksheets and factsheets.
If you are new to the web, why not try the BBC WebWise online course,
Becoming WebWise? It's free, you can do it in your own time from any
computer and it will take you through everything you need to know to use the
web successfully in your teaching.
Get WebWise.
You can find out more about the technical requirements for Skillswise in our
Help - Technical Information section.
Taking it further:
With Skillswise:
Don't forget to check out the Skillswise Lesson plans and Teaching inspirations
areas for more ideas about teaching adjectives.
On the web:
Here's a few suggestions of other places on the web that you might find useful
resources that you can adapt for teaching adjectives.
Commas
Sometimes these items are things you do, or places you go.
E.g. Yesterday I went to work, played badminton, went to the pub and then went to
bed.
I'm going to spend my holiday walking on the beach, sleeping in the sun and
reading my book.
BEWARE!
Always make sure you use and to separate the last two items in your list.
Make sure that you don't use a comma before the word and at the end of your list.
Don't use commas where you should use a full-stop. If the words could stand alone
as a proper sentence then you need to put a full-stop or a joining word ('and', 'but'
etc) in and not a comma.
'Yesterday I went to work, I walked the dog, I went shopping and I washed the car.'
This doesn't work as these could all stand alone as proper short sentences. If you
want to write them as a list (for example, to show you were in a hurry, or that you
had a lot to do) take out the 'I'.
'Yesterday I went to work, walked the dog, went shopping and washed the car.'
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2. Commas mark out the less important part of a sentence.
This is a useful way to make your sentences more interesting by adding extra
information.
E.g. The car, which was parked by the light, had a dog in the back seat.
This sentence is about the car and the dog, it's not about where the car was parked.
Tony, his mum's favourite, was given chocolate cake for tea.
This sentence is about Tony eating chocolate cake. We don't need 'his mum's
favourite' for the sentence to make sense, it's extra information.
Commas game
In this Flash game learners are told that it's their first day at work. Through
activities such as getting their colleagues cups of tea, they have to amend
sentences deciding whether a comma or 'and' is more appropriate. They are
also asked to match the right picture to the sentence, demonstrating that the
meaning of a sentence can be changed by a comma.
After feedback from you we have recently updated this game. When the 'and' is
erased the personal pronoun (normally the 'I') is now taken too, so that you are
left with a list and not with separate proper sentences. Many thanks to
everyone who pointed this out to us.
TOP TIP! To see the game completely full screen, press the F11 key on the
keyboard. This takes away the distraction of the top browser bar. To bring the
browser bar back, just press F11 again!
Commas activity
Unfortunately, because of copyright changes, we have had to take down the
BBC Radio 4 programme 'Cutting a dash', which was all about commas. We
apologise for any inconvenience caused.
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Commas quiz
The learner can choose their level. Level A is the easiest, level C the hardest. At
each level the learner has to choose the sentence that has the commas in the
right place.
Students can print out a certificate if they score 50% or more in the quiz. This
will appear as a link on the results page - click on the link and the certificate
will appear in a new window. Once printed students can write their name on the
certificate.
Commas worksheets
There are 3 worksheets in this section (plus each worksheet has a printable
answer sheet). The worksheets are basically texts (a diary and two informative
pieces) which the students have to add commas to.
Technical help:
To get the most out of this topic area you need the following 'plug-ins':
• Flash
The game in this topic section uses Flash. This is free to download and should only
take a few minutes. You can follow the BBC WebWise instructions to download it to
your machine.
Find out more.
If you don't have Flash the same learning points are covered in the quiz and in
the worksheets and factsheets.
If you are new to the web, why not try the BBC WebWise online course,
Becoming WebWise? It's free, you can do it in your own time from any
computer and it will take you through everything you need to know to use the
web successfully in your teaching.
Get WebWise.
You can find out more about the technical requirements for Skillswise in our
Help - Technical Information section.
Taking it further:
Don't forget to visit Lesson plans and Teaching inspirations for more ideas for
teaching commas.
Here's a few suggestions of other places on the web that you might find useful
resources that you can adapt for teaching commas.
• Recipes
At the BBC Food site tickle your tastebuds by browsing through the recipes. You
could print out recipes with a small number of ingredients and ask learners to write
a shopping list using commas.
• Film reviews
Take a look at the latest film reviews on the BBC Films site. You could print out your
favourite film reviews, create a version without the commas and ask the learners to
read and amend them.
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• More online exercises
There's plenty more information about commas on this site AND 5 online exercises
(all with printable versions). The background information is clear, but is aimed at
university students. The exercises should be accessible to L1 / L2 learners. The
whole thing is brought to you by the Owl Online Writing Lab at Purdue University in
the US.
• Interview with Lynne Truss
Lynne Truss's book about all things punctuation (especially the misplaced comma)
'Eats, Shoots and Leaves' was the surprising best seller of 2003. This Guardian
interview could be usefully adapted for the classroom, or try the BBC News article
and punctuation quiz.
Making sentences
Rules and examples to help you make simple
sentences.
To make a sentence you need three things:
1. A sentence is a group of words that makes sense on its own.
2. When you are writing you need to use the right sentence punctuation.
Using punctuation will show the person who is reading your writing where the sentences
begin and end.
BEWARE! Sometimes people confuse the punctuation to use at the end of a sentence.
You can use commas (,), colons (:) or semicolons (;) in your writing, but they should never
be used instead of a full-stop.
Here are some examples of sentences that show you the verbs and the subjects:
Last week Peggy redecorated the pub.
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Are you hungry yet?
Martin, be quiet.
Tuesday was very rainy and cold.
It's important to remember that you don't always need to write in sentences. For example,
a shopping list doesn't need sentences, but a job application does.
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Once learners are confident making simple sentences, they can progress to the
'commas' module and / or the putting sentences together' module that
practises using conjunctions to put sentences together.
Technical help:
To get the most out of this topic area you need the following 'plug-ins':
• Flash
The game in this topic section uses Flash. This is free to download and should only
take a few minutes. You can follow the BBC WebWise instructions to download it to
your machine.
Find out more.
If you don't have Flash the same learning points are covered in the quiz and in
the worksheets and factsheets.
If you are new to the web, why not try the BBC WebWise online course,
Becoming WebWise? It's free, you can do it in your own time from any
computer and it will take you through everything you need to know to use the
web successfully in your teaching.
Get WebWise.
You can find out more about the technical requirements for Skillswise in our
Help - Technical Information section.
Taking it further:
With Skillswise:
Don't forget to check out the Skillswise Lesson plans and Teaching inspirations
areas for more ideas about teaching sentences.
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On the web:
Here's a few suggestions of other places on the web that you might find useful
resources that you can adapt for teaching the basics of making sentences.
When you have two or more short, independent, simple sentences which are of equal
weight you can join them together using special words called conjunctions.
e.g. 'I hate curry.' is a simple sentence.
'I like Thai food.' is also a simple sentence.
You can put these together to make one, longer and more interesting compound sentence
using a conjunction -
'I hate curry' + but + 'I like Thai food' = 'I hate curry, but I like Thai food.'
• Junctions join two or more roads together, so we use conjunctions to join two or
more short sentences together
• Commas are not conjunctions and they should never be used to join short
sentences together (commas aren't sticky, so you can't use them to stick
information together!).
• These are the most common conjunctions:
• Try to avoid using the same conjunction over and over again. It is much better to
'mix and match'.
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BEWARE!
The conjunction that you use may change the meaning of your sentence!
Conjunctions don't just stick sentences together, they show the relationship between the
pieces of information.
The final sentence, using or doesn't really make sense. You can't use every conjunction
everywhere - so choose wisely!
Complex sentences
Constant use of short sentences can be a bit strange to read.
To make your writing more interesting, you can use two other sorts of longer sentences.
Factsheet 1 looked at 'compound' sentences. This factsheet looks at 'complex' sentence.
When you make a compound sentence (see factsheet 1) you are joining two or more
simple sentences together with a conjunction. If you took the conjunction away, the
sentences would be complete and they would still make sense.
e.g. 'I hate curry, but I like Thai food.'= 'I hate curry' + but + 'I like Thai food'
This isn't the same for complex sentences. Complex sentences don't just divide into neat,
complete, simple sentences if you take out the conjunctions. In complex sentences the
conjunction is used to join together clauses. A clause is a group of words that contains a
subject and a verb. Some of these clauses might be complete short sentences, but in a
complex sentence at least one of them will depend on the conjunction for its meaning.
In other words, if you take the conjunction away, the sentence won't divide into complete
units that make sense by themselves.
e.g. 'The dinner was burned because she had forgotten it.'
= 'The dinner was burned' + 'because' + 'she had forgotten it.'
This is a complex sentence:
BEWARE!
As for compound sentences, commas are not conjunctions and they should never be used
to join short sentences or clauses together (commas aren't sticky, so you can't use them to
stick information together!).
e.g. 'The dinner was burned, she had forgotten it.' = incorrect
'The dinner was burned because she had forgotten it.' = correct
There are a number of other important conjunctions that you can use.
These can be put into categories of time, place, or agreement.
e.g.
We all went home before a fight broke out.
She went to bed after she put the cat out.
There will be no peace until somebody says that they are sorry.
It has not been the same around here since our friends moved away.
They put the television off when the programme had finished.
He washes his new car whenever it gets mucky.
The children go to the crèche while Mum goes to work.
PLACE = where
e.g.
Remember that restaurant where you ate a huge steak.
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e.g.
He could play the violin though he was only five years old.
I would invite you to come in although the place is a mess.
It was a great show whether you wanted to join in or just watch.
Remember!
• Try to avoid using the same conjunction over and over again. It is much better to
'mix and match'.
• The conjunction you use can change the meaning of the sentence. You can't use
every conjunction everywhere - so choose wisely!
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Technical help:
To get the most out of this topic area you need the following 'plug-ins':
• Flash
The game in this topic section uses Flash. This is free to download and should only
take a few minutes. You can follow the BBC WebWise instructions to download it to
your machine.
Find out more.
If you don't have Flash the same learning points are covered in the quiz and in
the worksheets and factsheets.
If you are new to the web, why not try the BBC WebWise online course,
Becoming WebWise? It's free, you can do it in your own time from any
computer and it will take you through everything you need to know to use the
web successfully in your teaching.
Get WebWise.
You can find out more about the technical requirements for Skillswise in our
Help - Technical Information section.
Taking it further:
With Skillswise:
Don't forget to check out the Skillswise Lesson plans and Teaching inspirations
areas for more ideas about teaching sentences.
On the web:
Here's a few suggestions of other places on the web that you might find useful
resources that you can adapt for teaching compound sentences.
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• BBC Bitesize - Key Stage 3
Exercise designed for Key Stage 3 school pupils, but the context is adult enough to
use with adult students if you print out the page and remove references to 'Key
Stage 3'.
There is another printable worksheet on this Key Stage 3 site which may also be
helpful, covering both compound and complex sentences. Learners have to fill the
gaps in a story from a selection of given conjunctions.
• Conjunctions quiz
This is a French based site designed for EFL students, but it is written entirely in
English and has a large selection of free activities to choose from.
The conjunctions quiz is multiple-choice, with immediate feedback. Learners have
to choose the most appropriate way of linking the sentences / clauses given.
• Another quiz!
Another ESL site, this time created by the Internet TESL journal. Loads of free
activities. The conjunctions quiz practises a lot of the conjunctions covered in this
module, but it might be better used as a printed resource as it isn't actually
interactive!
• Hunt the conjunction
A bizarre little tool that allows you to search for examples of conjunctions in places
like the Bible, Agatha Christie stories and some newspaper and business
publications.
Type a conjunction into the text box that says 'search string', then choose your
'corpus' (e.g. Agatha Christie), then hit the 'search for concordances' button.
1. Present simple
NOTE! When it is 'he', 'she' or 'it' doing the action, remember to add 's', 'es' or change
the 'y' to 'ies'.
e.g.
2. Present continuous
• The action isn't a single action, it is an action that carries on. It is good for
describing what people are doing at a particular moment.
e.g. I am kicking the ball.
He is walking the dog.
The present continuous is made by having am, is or are + the verb + 'ing'.
I am working hard
you are working hard
we
they
he is working hard
she
it
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NOTE! Sometimes you can use the present continuous to talk about the future.
e.g. I am going on holiday on Friday.
This is explained in factsheet 5.
1. Simple past
Use the simple past form of a verb when you are talking about an action that took place at
a specific point in the past and that is now finished.
e.g. I kicked the ball and scored a goal.
I walked the dog yesterday.
I went to Florida last year.
NOTE! The simple past is formed in different ways for regular and irregular verbs. For
regular verbs there is a rule, but irregular verbs just have to be learned!
e.g. 'I live in London now, but I lived in France for five years' = regular simple past tense
'I normally go to work by bus, but yesterday I went in the car' = irregular simple past tense
2. Past continuous
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Use the past continuous form of a verb when you want to talk about a long action that
carried on in the past. The continuous past is often used to describe what people were
doing when something else happened.
e.g. I was kicking the ball when Dave broke his arm.
He was walking the dog when I saw George.
The past continuous is made by having was, or were + the verb + 'ing'.
1. Future tense
This is made by 'will' or 'shall' + the verb, as in the example above 'I will work late
tomorrow.'
Note that 'will' and 'shall' are often shortened.
e.g.
Autumn will soon be here.
It'll break if you drop it.
What will you do? I don't know what I'll do
2. Present continuous
You can use the present continuous when you are making plans. It's useful to talk about
definite arrangements in the near future, as in the example above 'I am working late
tomorrow.'
e.g.
What time are you leaving tomorrow? I'm leaving at 8 O'clock.
I'm going out tomorrow.
I'm getting a new car next week.
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3. Going to
'Going to' + the verb is also useful to talk about plans. It suggests that something is
decided.
e.g.
What are you going to do this evening?
I'm going to watch a film on TV.
I think it's going to rain.
He's going to play football.
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If there is anything about this game you really like or dislike, please do let us
know! Contact us via our feedback page.
Technical help:
To get the most out of this topic area you need the following 'plug-ins':
• Flash
The game in this topic section uses Flash. This is free to download and should only
take a few minutes. You can follow the BBC WebWise instructions to download it to
your machine.
Find out more.
If you don't have Flash the same learning points are covered in the quiz and in
the worksheets and factsheets.
If you are new to the web, why not try the BBC WebWise online course,
Becoming WebWise? It's free, you can do it in your own time from any
computer and it will take you through everything you need to know to use the
web successfully in your teaching.
Get WebWise.
You can find out more about the technical requirements for Skillswise in our
Help - Technical Information section.
Taking it further:
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Here's a few suggestions of other places on the web that you might find useful
resources that you can adapt for teaching tenses.
Double negatives
What are double negatives?
A double negative happens when you put two negative words together in the same
sentence.
If the two negative words are talking about the same thing, they cancel each other out - so
the message becomes positive. This is confusing and it is a major mistake if you are in a
formal situation (for example, writing a letter or at a job interview).
Examples of negatives:
If you combine any two of the above words in the same idea, your sentence will be
positive (the opposite to what you intended).
Negative + negative = positive. So only use one negative word in a sentence when
you want to say that something is negative.
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Technical help:
To get the most out of this topic area you need the following 'plug-ins':
• Flash
The game in this topic section uses Flash. This is free to download and should only
take a few minutes. You can follow the BBC WebWise instructions to download it to
your machine.
Find out more.
If you don't have Flash the same learning points are covered in the quiz and in
the worksheets and factsheets.
If you are new to the web, why not try the BBC WebWise online course,
Becoming WebWise? It's free, you can do it in your own time from any
computer and it will take you through everything you need to know to use the
web successfully in your teaching.
Get WebWise.
You can find out more about the technical requirements for Skillswise in our
Help - Technical Information section.
Taking it further:
With Skillswise:
Don't forget to check out the Skillswise Lesson plans and Teaching inspirations
areas for more ideas about teaching double negatives.
On the web:
Here's a few suggestions of other places on the web that you might find useful
resources that you can adapt for teaching double negatives.
• Worksheets
Again these are primary resources, but once you have printed the two worksheets
out you wouldn't really know that. The two sheets are available as web pages or as
PDF documents.
(If you want to access them as PDF files you will need to have the free Adobe
Acrobat software on your machine.)
Instructions
Following and writing instructions (grammar)
When you see instructions on signs, or in recipes or DIY manuals they are usually written
using the imperative.
The imperative is formed by using the verb [the action word] without 'to' or any noun or
pronoun in front of it.
E.G: 'You need to turn left at the Post office' becomes 'Turn left at the post office.'
You must fix this with glue = Fix this with glue
This type of instruction isn't written as a full sentence. Imperative instructions are often
written as a list, you start at the top and you work down. The list may be numbered, or may
have bullet points.
Imperative instructions should never be used when you are writing formally, for example in
a letter to the bank.
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If you see the imperative (E.G: 'Cook for 5 minutes') then you know you are looking at a
set of instructions. You can find imperative instructions all over the place, they may be on a
microwave meal, on a jar of medicine, or on a tin of paint. Look out for them especially on
signs and notices.
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