Challenging Grammar Teaching Pack

Challenging grammar
Contents
Introduction .........................................................................................4
Relative clauses
Teach .........................................................................................7
Practise .......................................................................................14
Apply ..........................................................................................28
Modal verbs and adverbs
Teach .........................................................................................34
Practise .......................................................................................37
Apply...........................................................................................47
Adverbial phrases
Teach .........................................................................................51
Practise .......................................................................................56
Apply ..........................................................................................68
Perfect forms
Teach .........................................................................................72
Practise .......................................................................................76
Apply ..........................................................................................92
© www.teachit.co.uk 2016 25911 Page 2 of 216

Challenging grammar
Parenthesis
Teach ........................................................................................96
Practise .....................................................................................102
Apply ........................................................................................112
Commas
Teach ........................................................................................116
Practise .....................................................................................123
Apply ........................................................................................136
Passive verbs
Teach ........................................................................................141
Practise .....................................................................................147
Apply ........................................................................................162
Subjunctive verb forms
Teach ........................................................................................166
Practise .....................................................................................170
Apply ........................................................................................183
Colons and semi-colons
Teach ........................................................................................186
Practise .....................................................................................190
Apply ........................................................................................199

Challenging grammar
Introduction
This teaching pack is for Key Stage 2 and 3 teachers and their students.
 For Key Stage 2 teachers, it provides a collection of lesson ideas and

associated resources to help deliver the more complex aspects of grammar
from the years 5 and 6 statutory content.
 At Key Stage 3, the curriculum expectation is that these aspects of grammar

are applied consistently by students; this pack will help teachers support
students who have not fully understood these more challenging aspects of
grammar.
The pack is organised into the following topics:
1. Relative clauses
2. Modal verbs and adverbs
3. Adverbials
4. Perfect forms of verbs
5. Parenthesis
6. Commas
7. Passive verbs
8. Subjunctive verb forms
9. Colons and semi-colons
The topics are from the statutory English Appendix 2 to the Key Stage 1 and 2 programmes of
study (p74-79), which is also part of the Key Stage 3 curriculum. This teaching pack focuses
solely on the most challenging grammar to be introduced in years 5 and 6. Please bear in mind
that for each of these grammar topics, year 5 or 6 is not necessarily the first time students will
have encountered each broad topic (for instance, the present perfect tense is in the programme
of study for year 3, but ‘using the perfect form of verbs to mark relationships of time and cause’
is the statutory content for year 5). The curriculum states that the table in Appendix 2 ‘shows
when concepts should be introduced first, not necessarily when they should be completely
understood’.

Challenging grammar
At Key Stage 3, the English curriculum states that students should be taught to ‘consolidate and
build on their knowledge of grammar and vocabulary through: extending and applying the
grammatical knowledge set out in English Appendix 2 to the key stage 1 and 2 programmes of
study to analyse more challenging texts’. This teaching pack provides a number of practical
approaches for consolidating, extending and applying this knowledge in a Key Stage 3 English
classroom. The new vocabulary and grammatical constructions that students are taught in this
pack will allow them to write formally with confidence, in readiness for the demands of GCSE
essay writing.
Within this pack, a variety of lesson ideas is provided to bring grammar to the classroom in an
engaging way. Each grammar topic is organised in three sections:
Teach
In these sections you will find the subject knowledge and the curriculum context for each
grammar topic, included as reference for teachers. PowerPoint presentations accompany each
grammar topic: these are intended as reference material, and include some preparatory student
tasks.
Practise
In these sections you will find several engaging activities and resources to help students practise
the discrete grammar topics; these are pitched to middle ability students. Also included are
some suggestions to support weaker students and extension activities to stretch the more able.
Where relevant, the activities make links with the PowerPoint slides from the Teach section, as
optional prompts for students.
Apply
In these sections, students apply their growing knowledge through a number of extended writing
opportunities and examination questions. The writing tasks include cross-curricular links; the
examination questions are written in the style of the National curriculum test for Key Stage 2:
English grammar, punctuation and spelling test (Paper 1).

Challenging grammar
Accessing the resources in this pack
This teaching pack comprises a single Word document and nine PowerPoint
presentations. The Word document includes internal hyperlinks to help you
find the student resources within each grammar topic. You can return to the
teacher instructions by clicking on the back arrows.
Screenshots of the PowerPoint presentations are included in the Word document alongside each
grammar topic. You can access the PowerPoint presentations on these pages:
(Please sign in to download these.)
Teachit English members:

www.teachit.co.uk/challenging-grammar-powerpoints
Teachit Primary members:

www.teachitprimary.co.uk/challenging-grammar-powerpoints
Our thanks go to writer Peter Burrows. With over 20 years of teaching experience, Peter is an
author who has written on the subject of teaching grammar creatively. He worked for the local
authority as an English adviser for many years, and now works as an associate. He is presently a
Deputy Head in a Surrey school.
We hope you enjoy using this pack. If you have any questions, please get in touch: email
support@teachit.co.uk or call us on 01225 788850. Alternatively, you might like to give some
feedback for other Teachit members – you can do this by adding a comment on the 'Challenging
grammar teaching pack' page on Teachit English or Teachit Primary (please log in to do this).

Relative clauses
Relative clauses
Teach
Relative clauses
A relative clause allows us to add extra information, ideas or detail to a main clause. Like all
clauses, it contains a verb and a subject, but it is a type of subordinate clause, and cannot stand
alone as a sentence in its own right. Without a main clause, the sentence is incomplete.
Relative clauses: PowerPoint slide 2
So – let’s take the example:
The door opened into an ornate ballroom.
In this sentence, we might want to give our reader more information about the door. We can
therefore ‘drop in’ a relative clause to develop the description:
The door, which was glittering with gold leaf, opened into an ornate ballroom.
Note that the relative clause – which was glittering with gold leaf – does not make sense on its
own. It needs the main clause to form a complete sentence.
Subject and object relative clauses
A relative clause can add additional information to either the subject or the object of a
sentence.

Relative clauses
Subject and object relative clauses: PowerPoint slides 3-5
Look at the following sentence:
The coat, which was soaking wet, was hanging on the peg.
The relative clause – which was soaking wet – adds additional detail to the subject of the
sentence: the coat.
The relative clause is usually inserted directly after the subject, as in the example above. If we
attempt to write a sentence where the relative clause is separated from the relevant subject, it
can sound clunky or even nonsensical:
The key was found which had been lost.
The dog was happy who was wagging its tail.
Relative clauses are also used to add information to the object of a sentence:
The coat was hanging on the peg that was nearest the floor.
In this case, we are adding information to the object of the sentence: the peg. Again, the
relative clause follows the object.
Relative pronouns
Relative pronouns help the reader to link the information in a relative clause with the
noun to which the information refers.

Relative clauses
Relative pronouns: PowerPoint slides 6-8
Relative pronoun Use Example

pronoun relating to the The fire-fighters, who had worked all
subject or object noun for a day, were exhausted. (subject)
who person or persons
(sometimes also used for I complained about the doctor who
pets) had prescribed the pills. (object)
The team, whose home ground is
Anfield, will be playing in red.
pronoun indicating
The grey wagtail, whose body is
whose possession for people,
actually yellow, lives by fast streams.
animals and things
The house, whose roof is leaking
badly, will cost you £300,000.
The watch, which was fairly cheap,
pronoun relating to the told the time accurately. (subject)
which subject or object noun for
animals and things Jason hunted the tiger, which was
hiding in the bushes. (object)
pronoun relating to the
subject or object noun for I couldn’t find the key that unlocked
people, animals and things – the chest.
used in defining relative
that
clauses (for more
information on this see the James loved driving the car that had
section below: ‘Which’ belonged to his grandfather.
versus ‘that’)
‘Which’ versus ‘that’
The easiest way to tell whether ‘which’ or ‘that’ should be the relative pronoun is to look at
whether the relative clause is defining or non-defining.
‘Which’ versus ‘that’: PowerPoint slides 9-10
Non-defining relative clauses give us additional information without defining the meaning of the
sentence. For example:
This book, which I have read before, is brilliant.
The additional information – which I have read before – gives us more detail, but is entirely
separate from the main point of the sentence: this book is brilliant. The relative clause is not
essential to our understanding of the main clause, and is therefore a non-defining relative
clause.

Relative clauses
Compare this with:
Books that have gold lettering are very rare.
Here, the sentence is not saying that all books are rare: it is specifically saying that books that
have gold lettering are rare. In this case, the additional information – that have gold lettering –
is essential to the reader’s understanding of the main clause. Without the relative clause, the
sentence would tell us that ‘books are very rare’, which is not true at all. The relative clause is
essential to the meaning of the sentence, and is therefore a defining relative clause.
If the relative clause is non-defining, ‘which’ should always be used for an object. However, if
the relative clause is defining, in UK English, ‘that’ or ‘which’ can be used.
For example:
Sentence Defining or non-defining
The monkey that had stolen my banana was

actually smiling at me. Defining: that/which had stolen my banana is
essential to our understanding of which
Or: The monkey which had stolen my banana monkey is smiling.
was actually smiling at me.
The money that I am saving for my car is in

the bank. Defining: that/which I am saving for my car
is essential to our understanding of which
Or: The money which I am saving for my car money is in the bank.
is in the bank.
Non-defining: which are now a bit worn is

My favourite shoes, which are now a bit additional information and not essential to
worn, were bought for £20 in Skegness. our understanding that the shoes were
bought for £20 in Skegness.
Note how commas are used to delineate the non-defining relative clauses – but are not used
when the relative clause is defining.

Relative clauses
Additionally, when the relative pronoun ‘that’ could be used, it is sometimes omitted from the
sentence altogether. The relative pronoun is merely implied in the sentence. Thus, both of the
following are grammatically correct:
The robber that I saw had a bushy beard.
The robber I saw had a bushy beard.
Note: ‘defining’ and ‘non-defining’ are not statutory terms for the students.
However, you may find this information useful for teaching the students how to differentiate
between the use of ‘which’ and ‘that’ in relative clauses.
‘Who’ versus ‘whom’
‘Whom’ is rapidly dropping out of use among English speakers. Spoken and colloquial English now
seems to accept that ‘who’ can be used for all purposes.
Note: students do not need to know or use the relative pronoun ‘whom’.
Whose (possessive relative pronoun)
Relative clauses introduced by the relative pronoun ‘whose’ indicate possession or ownership.
Whose: PowerPoint slides 11-13
For example:
The cat, whose collar is bright red, lives next door.
The pronoun whose relates the possession of the collar to the cat.

Relative clauses
In addition:
 ‘whose’ can be used whether the noun being extended is singular or plural
The soldier, whose regiment was the Somersets, waited for the whistle to blow.
The soldiers, whose regiment was the Somersets, waited for the whistle to blow.
 ‘whose’ can be used for both defining and non-defining clauses
The girl whose socks are blue was mean to me. (defining)
The girl, whose name I forget, was very intelligent. (non-defining)
 ‘whose’ can be used to add meaning to both subject nouns and object nouns
The giraffe, whose neck was very long, reached up to the tall tree. (subject noun:
‘giraffe’)
The mum cuddled the child, whose toy had been broken. (object noun: ‘child’)
 ‘whose’ can be used for people, animals and things
The blacksmith, whose name was Joe Gargery, lived at the Old Forge. (people)
The lion, whose home is the savannah, is known mistakenly as the King of the Jungle.
(animals)
The house, whose door is painted green, is set for demolition. (things)
Relative adverbs
Note: students do not need to know the term ‘relative adverb’. However, they do need to
know and use the relative adverbs ‘where’ and ‘when’.
Some relative clauses can be introduced by relative adverbs rather than relative pronouns.
‘Where’ and ‘when’: PowerPoint slide 14
Where
The relative adverb ‘where’ is used to refer to a noun that is a place.
For example:
Bristol Temple Meads is the station where Priya will disembark.
The house where I grew up is an awfully long way from here.

Relative clauses
When
The relative adverb ‘when’ is used to refer to a noun that is a time.
For example:
This evening, when Jackie arrives, I’d like to cook something delicious.
I fell off my horse on January the 29th, when the ground was hard and icy.
Often relative adverbs are best used when a place, rather than a person or thing, is being
described.
Why
Note: students are not expected to know or use this relative adverb.
The relative adverb ‘why’ is used to refer to ‘the reason’ or ‘the reasons’.
For example:
The reason why I’m late is that my dog ate my bicycle.
The reasons why I don’t want to do my homework are valid and compelling.
Please note, however, that sometimes the relative adverb ‘why’ is omitted.
For example:
The reason I’m late is that my dog ate my bicycle.
The reasons I don’t want to do my homework are valid and compelling.
Complete the relative clauses: PowerPoint slides 15-16
This slide recaps the uses of relative pronouns and relative adverbs detailed above.

Relative clauses
Practise
Identify and highlight — PowerPoint slide 3
Take a range of openers from texts and encourage students to identify and highlight any relative
clauses that they spot. Challenge them to identify the noun in the sentence that the relative
clause is expanding. Their learning can be captured in a table like the one on the resource, and
can be extended by identifying whether the noun is a subject or object noun. You could refer to
PowerPoint slide 3 for this extension task.
You could use a table such as the one below for capturing students’ learning.
Relative clause Noun that the clause Subject or object

is describing noun?
People, places and things — Resource 1
Students read the sentences on the resource worksheet carefully. They then highlight the
relative clauses in the sentences in yellow, and the nouns they describe in green.
Adding relative clauses to improve description of characters — Resource 2
Give the students a range of simple sentences to improve by the addition of relative clauses.
Ideally, these would be tailored to link to the students’ current topic or theme. The resource
includes space for you to add these; alternatively, students could write out both versions of the
sentences.

Relative clauses
Example:
Simple sentence Improved with relative clause
The House of Tudor, which reigned England

The House of Tudor was a powerful dynasty.
from 1485 until 1603, was a powerful dynasty.
Henry VII, who took the crown at the Battle

Henry VII was the first Tudor King.
of Bosworth Field, was the first Tudor King
His son, who was actually musical and

His son became infamous for having six wives. cultured, became infamous for having six
wives.
Possessive relative clauses — Resource 3
Students underline the relative clauses in the sentences about the birds of prey. They then
choose a combination of the relative clauses to draw their own ultimate bird of prey, with
annotations. Finally, they name their bird and write a sentence about it which includes a
relative clause using the relative pronoun ‘whose’.
This great activity could easily be adapted to other natural lifeforms (other bird families, trees,
plants, minibeasts, big cats) depending on the students’ focus of study.
Relative clauses of time and place (when and where) — Resource 4 / PowerPoint slide 14
Develop the sentences by adding relative clauses of time or place. Students must work out
whether to use ‘when’ or ‘where’. Challenge them to make their answers as inventive and fun as
possible. Suggested answers are within the resource.

Relative clauses
The unusual suspects — Resource 5
This is a good starter game or independent activity to rehearse the structure of relative clauses
using ‘who’ or ‘that’ as relative pronouns. Students take it in turns to be the leader who reads
out a scenario and accompanying clues.
The leader reads out the scenario of each crime (which also helps to rehearse the construction
of the relative clauses). They also read the accompanying set of clues, which must be read in
the correct order to enable the players to guess the guilty party.
The players each have a suspect card, which they cover (perhaps with counters) as the clues are
read, to identify the guilty party.
The unusual suspects — extension
Students could work in pairs to create their own humorous crime scenarios that contain at least
three relative clauses. They could then create their own clues to rehearse the relative pronouns
‘who’ and ‘that’. Students could use the remaining suspects for this extension activity.

Relative clauses
To download this PowerPoint, go to one of the following pages:



Relative clauses

Relative clauses

Relative clauses

Relative clauses
Resource 1
People, places and things
Read each sentence carefully. Highlight the relative clauses in yellow, and the nouns they
describe in green.
1. The house, which had been built in Victorian times, was supposedly haunted.
2. John, who was an undertaker, crashed the hearse.
3. The cat chased the mouse, which hid behind the skirting board.
4. The baker, who was a greedy fellow, ate all the buns himself.
5. The cake that was the tallest won the competition.
6. Alicia, whose father is our headteacher, is my best friend at school.
7. I ate the cherries that you were saving for breakfast.
8. The pirates, whose behaviour had got a bit out of hand, were discovered head-first in a
barrel of rum.
9. The football stadium, where our team had been defeated so catastrophically, stood
empty in the moonlight.
10.Last week we chased some boys who had beaten us at Bulldog.

Relative clauses
Resource 2
Improve by adding a relative clause

Write out the simple sentences again, but insert a
relative clause to add additional information.
Simple sentence Improved with relative clause
The boy was upset.
The house was deserted.
The shadows were

lengthening.
The cat was sitting down.
The bird was nesting in a

tree.
The dragon breathed fire.
The lorry had been waiting

for the lights.
The lion caught the zebra.

Relative clauses
Resource 3
Possessive relative clauses

Task one
Read the descriptions of the birds of prey below.
Underline the relative clauses.
 Red kites, whose tails are forked, have become more common around the M40 motorway.
 Mice and small voles are the main prey of the barn owl, whose wings and upper parts are
brown.
 Peregrines, whose faces are marked with black moustaches, are the fastest flyers in the
world, reaching speeds of over 300km/hr when plunging for prey.
 The golden eagle, whose plumage is a rich copper-brown colour, lives in the higher
grounds of Scotland and North England.
 Look around salt marshes in Southern England for the hen harrier, whose rump is white.
 Kestrels, whose talons are bright yellow, are easily recognisable by their hovering flight.
 Buzzards, whose tails are short and round, fly in circles, reaching amazing heights to spot
their prey.
Task two
Choose any four (or more) of the relative clauses from the sentences above to combine, creating
your own ultimate bird of prey!
Draw your bird of prey on a separate sheet of paper. Annotate the drawing with the features
that you have chosen.
Finally, give your bird an exciting name, and write a sentence about it which includes at least
one relative clause using the relative pronoun ‘whose’.

Relative clauses
Resource 4
Relative clauses of time and place (when and where)

Rewrite the simple sentences below by inserting a relative clause. The relative clause must
begin with either ‘when’ or ‘where’.
Simple sentence Sentence with relative clause
The forest was dark. .................................................................

.................................................................
.................................................................
Last week Charlie fell .................................................................

over.
.................................................................
.................................................................
On 22nd May, the rocket .................................................................

will launch.
.................................................................
.................................................................
The castle glittered in the .................................................................

sunset.
.................................................................
.................................................................
Christmas Day is my .................................................................

favourite day in the whole
.................................................................
year.
.................................................................
London is a big city. .................................................................

.................................................................
.................................................................

Relative clauses
Resource 4
Relative clauses of time and place (when and where)

Teacher answer sheet (example answers)
Simple sentence Sentence with relative clause
The forest, where unseen animals prowled

The forest was dark.
restlessly, was dark.
Last week, when we were attempting to break the

Last week Charlie fell over. world record for three-legged racing, Charlie fell
over.
On 22nd May, when the astronauts are fully prepared

On 22nd May, the rocket will
for their journey to Neptune, the rocket will
launch.
launch.
The castle glittered in the The castle, where all the children of the country
sunset. were sent to learn magic, glittered in the sunset.
Christmas morning is my Christmas morning, when I am allowed to eat

favourite morning of the chocolate for breakfast, is my favourite morning of
year. the year.
London, where I first performed in a starring role in

London is a big city.
a musical, is a big city.

Relative clauses
Resource 5
The unusual suspects

Scenarios:
Scenario A - A bank robbery

Police are looking for a man who they suspect is guilty of leading an attempt to steal
£50,000 in used bank notes from Coutholds Bank. The bank, which is next to the Post
Office, was held up at around 10am by a gang who appeared to be armed. The robbery
attempt was foiled when one of the criminals, who was trying to unhook his sleeve from a
door handle, accidentally dropped his weapon. On closer inspection, the ‘weapon’ turned
out to be a banana. Police suspect a local gang of criminals, which is connected to the
greengrocery trade, could be responsible. Witnesses have offered descriptions of the
leader of the gang, who is a notorious criminal.
Clue 1 Clue 2 Clue 3

A suspect that is wearing A suspect who is wearing A suspect who does not
a hat cannot be the bank a gold earring cannot be have sticking out ears is
robber. the bank robber. the bank robber.

A suspect who has black A suspect who does not A suspect who has wrinkles
hair is the bank robber. have long hair is the bank is the bank robber.
robber. Who is he? (Marcus)
Scenario B - A dog snatch

Police have been alerted to a truly despicable crime, which they believe took place on the
evening of September 15th. Mrs Johnson-Crumbleton, who lives at The Old Manor House on
Eggerly Common, has reported the suspicious disappearance of her dog. The animal, who
is called Ponsonby, is a rare and valuable breed called an ‘akita’. This rare dog, which is
valued at over £4000, is believed to have been snatched for illegal dog-breeding. Who
could be responsible for this despicable act?

A suspect that has red A suspect that has long A suspect who has brown
spiky hair cannot be the hair cannot be the dog- eyes cannot be the dog-
dog-snatcher. snatcher. snatcher.
Clue 4 Clue 5 Clue 6. A suspect who has

A suspect that has A suspect who has green blond hair is the dog-
sticking out ears is the eyes is the dog-snatcher. snatcher.
dog-snatcher. Who is he? (Ronnie)

Relative clauses
Resource 5
Scenario C - A graffiti criminal

The headteacher of St Luke’s College, which is the most expensive public school in the
country, is seeking assistance to uncover the culprit who has graffitied the walls of the new
Embroidery Centre. The disrespectful lout, who is believed to be a pupil at the school,
apparently has considerable talent. However, the headteacher reports an interesting
feature of the culprit’s work: an inability to spell. Although actually rather attractive in
terms of colour and design, the tag reads: “This shcool suks”.

A suspect that is wearing A suspect that has a A suspect who has brown
a hat cannot be the hooked nose cannot be the eyes cannot be the graffiti
graffiti criminal. graffiti criminal. criminal.

A suspect who has A suspect who is bald is A suspect who is clean-
sticking out ears is the the graffiti criminal. shaven is the graffiti
graffiti criminal. criminal.
Who is he? (Barney)
Scenario D – The washing line bandit

Local residents, who live in Soapy Lane in Puckington, have been intrigued by an incident
reported to them at the last Parish Council Meeting. An elderly resident, who is
affectionately known as ‘That Gal Molly’, reported the strange theft of an article of
clothing from her washing line on the previous Monday. Apparently, Molly, who is a larger
lady, had left her tent-like underpants on the line to dry while she was watching daytime
TV. On returning to take in the articles towards evening, a rather voluminous pair of lady’s
bloomers were found to be missing.
“I do like a bit of room for movement,” chuckled Molly. “I cannot think what the thief
wanted with them: maybe he fancied a spot of camping!”

A suspect who does not A suspect who has long A suspect who does not
have a beard is the hair cannot be the have a button nose is the
washing line bandit. washing line bandit. washing line bandit.

A suspect who is bald A suspect who has brown The suspect who has spiky
cannot be the washing eyes is the washing line hair is the washing line
line bandit. bandit. bandit.
Who is he? (Steve)

Relative clauses
Resource 5
Suspect card:
Billy Josh Marcus Steve
Ronnie Jordan Martin Barney

Relative clauses
Apply: Text types
Narrative: developing character descriptions and descriptions of setting or location.
Understanding how to develop atmosphere or depth in writing is a crucial skill in intriguing or

entertaining the reader. Relative clauses, used well, can enrich a narrative in this way, by giving
the reader more information about a character or setting.
Creating character description one: physical description.
Nineteenth-century illustrations of Dickens’ characters are a rich source for ideas when
rehearsing how to create effective descriptions of character. Take this example of Pip and Orlick
from Great Expectations.
In the public domain. Kindly shared by British Library on Flickr.
When first using this technique with students, it may be helpful to signpost the particular parts
of the illustration that may help them to develop the description of the character. The students
should annotate the drawing with noun phrases, similes and metaphors, which they can later
build into relative clauses when they write their character description.

Relative clauses
It is important to help students to understand that not all of the ideas they come up with need
to be turned into relative clauses in their character description, as this would clog the writing.
Like anything else, relative clauses should be used sparingly, as part of a range of techniques.
Creating character description two: the internal and the external.
‘Role on the wall’ is a well-known and useful drama technique for exploring not only the physical
features of a character, but also their thoughts, feelings, dreams and fears. Cruickshank’s
illustration of the captured Fagin in Oliver Twist would work well with this activity.
Give each student a blank outline of a figure, or draw a large outline on the wall or the
whiteboard. First, ask the students to consider the external physical description of the
character, and record their ideas around the outside of the figure. Next, ask the students to
consider the description of the character’s internal feelings, and record these inside the figure,
as in the example below.

Relative clauses
lonely as a
lost child
hunched
tattered brown
scrubby full of overcoat
beard dread and
foreboding
sitting on a hard
crouched nervous bench
shivering biting his

nails
Once the students have filled their template with phrases and ideas, they should select which
ones would work best as relative clauses, and which would work best woven into their
composition in other ways.
For example, they might choose to write:
Fagin, who was shivering in his tattered brown overcoat, bit his nails as he
felt a surge of dread and foreboding.
Or:
Fagin, who looked as lonely as a lost a child, shivered in his tattered brown
overcoat.

Relative clauses
Creating setting or scene description
The labelling technique can also be used to encourage students to generate detailed descriptions
of a setting or location.
Again, once the students have labelled the image with phrases and ideas, they should be
encouraged to develop just some of these into relative clauses, while weaving the rest into their
composition using a whole range of writing techniques.

Relative clauses
Apply: Paper 1 style exam questions
1. Circle the sentence that shows the use of a relative clause.
The house stood empty.
The house, which was very old, stood empty.
2. Underline the relative clause in the following sentences.
John, who was still only a teenager, competed in the Olympics.
The sunglasses that I bought on holiday got lost on the aeroplane.
3. Add a relative clause to complete the following sentence.
The elephant, ............................................................................................
.................................................................................. trumpeted loudly.
4. Add a relative pronoun to complete the following sentences.
The police officer, ........................................................................ wanted to

catch the villain, hid behind the bushes.
The police officer, ........................................................................ handcuffs

were in his car, tied up the villain with some rope.
5. Underline the relative pronouns in the following sentences.
The bird that I had been feeding all winter built a nest in my garden.
Mrs Muggins, who was a mean lady, lived at the end of our road.
6. Which two sentences contain relative clauses?
Tick two
I, who have nothing, would give my life for you.
What is your name?
That’s the house where my grandma lives.
At midday, I will eat a sandwich.

Relative clauses
Apply: Paper 1 style exam answers
1. Circle the sentence that shows the use of a relative clause.
The house stood empty.
The house, which was very old, stood empty.
2. Underline the relative clause in the following sentences.
John, who was still only a teenager, competed in the Olympics.
The sunglasses that I bought on holiday got lost on the aeroplane.
3. Add a relative clause to complete the following sentence.
The elephant, who was frightened by the lion, trumpeted loudly.

or The elephant, which was standing by the watering hole, trumpeted loudly
or The elephant that was in pain trumpeted loudly.
(or any other acceptable construction using these relative pronouns).
4. Add a relative pronoun to complete the following sentences.
The police officer, who wanted to catch the villain, hid behind the bushes.
The police officer, whose handcuffs were in his car, tied up the villain with some rope.
5. Underline the relative pronouns in the following sentences.
The bird that I had been feeding all winter built a nest in my garden.
Mrs Muggins, who was a mean lady, lived at the end of our road.
6. Which two sentences contain relative clauses?
Tick two
I, who have nothing, would give my life for you.
What is your name?
That’s the house where my grandma lives.
At midday, I will eat a sandwich.

Teach
Modal verbs and adverbs: PowerPoint slides 2-3
Modality is the expression of how definite we are about things – or the probability that they will
occur. Modal vocabulary expresses the range of these probabilities.
 It can help us to express opinion.

In the following sentences, we are clearly aware of the writer’s judgement on the
certainty of the weather because the writer has used modal verbs:
It will rain tomorrow. It might rain tomorrow. It will not rain tomorrow.
 It can help us to indicate priorities.

In the following sentences, we can see how likely the writer is to do something
through the use of modal verbs:
We must go to the castle. We should go to the castle. We could go to the castle.
 Modality can be strengthened by the use of modal adverbs, which either increase or
decrease the level of certainty.
It will definitely rain tomorrow. It might possibly rain tomorrow. It will certainly
not rain tomorrow.
 Modal nouns and modal adjectives can also be used to articulate degrees of possibility.
Note that modal nouns and modal adjectives are not statutory terms for students to learn.
Word class Examples

will, shall, can, may, must, would, should, could, might
Modal verbs
ought (all the above stems with the addition of ‘not’)
rarely, occasionally, possibly, probably, certainly, definitely,
Modal adverbs
unquestionably, absolutely, perhaps, maybe, undoubtedly
Modal nouns chance, likelihood, possibility, probability, necessity, certainty
Modal
potential, possible, certain, definite, probable, likely, unlikely, sure
adjectives

How certain?: PowerPoint slides 4-5
As stated above, one of the purposes of modality in writing is to express degrees of confidence
or certainty that events may happen, or that advice should be taken.
Students therefore need to be able to rank the modal verbs and adverbs according to their level
of certainty.
Degree of certainty Modal verbs Modal adverbs Construct prompts
You will do …
certainly, undoubtedly,
Strong will, shall, must You must do …
definitely
… is definitely …
I probably will …
should, would, can, probably, generally, Usually in these
Moderate
ought usually instances, …
You should do …
Occasionally I could …
Hesitant might, may, could occasionally, possibly It might be the case
that …
Sentence construction: PowerPoint slides 6-8
Note that the term ‘auxiliary’ is used in the teaching notes, but is not shared with students, as
it is not a statutory term for students.
Modal verbs are placed after the subject in a sentence. They are placed first in a verb phrase
and are followed by the main verb, or an auxiliary verb with a main verb (‘be’, ‘have’).
For example:
The budgie might want some seed.
We can see the modal verb ‘might’ comes after the subject of the sentence, ‘budgie’, and is
followed by the main verb ‘want’.
And in the sentence:
The thief should be taken to prison.

We can see the modal verb should come after the subject ‘the thief’, and is followed by an
auxiliary verb ‘be’ and a main verb ‘taken’.
It is important to note that the modal verb does not change whether the subject is singular or
plural – and whether the tense is past, present or future. The change of tense is marked by the
change in the main verb – or the auxiliary form attached to it.
Modal questions: PowerPoint slide 9
When modal verbs are used in questions, the subject and the verb change places. Usually, the
modal verb is used to start the question. See the table below for some examples.
Statement Question
We should go to the zoo today. Should we go to the zoo today?
It might snow today. Might it snow today?
You could pass me the salt. Could you pass me the salt?
The twins would like fish for tea. Would the twins like fish for tea?
Negative modal verb forms: PowerPoint slide 10
Most of the forms of negation are regular when using modal verbs – but note the irregularities
below (e.g. ‘shan’t’).
Positive Formal Spoken contraction
will will not won’t
must must not mustn’t
shall shall not shan’t
may may not mayn’t (archaic)
should should not shouldn’t
might might not mightn’t
ought ought not oughtn’t
could could not couldn’t
can cannot can’t

Practise
Identifying modal verbs and adverbs: PowerPoint slides 7-8
Regular practice in identifying modal verbs and adverbs can be supported by a range of different
techniques, including:
 underlining modal verbs and modal adverbs
 underlining the part of the sentence that includes the modal and the main verb
 using a table to record examples that students find in a text
 giving the modal verbs which students find a score (1-5) for the strength of the modal
verb (from uncertain to certain)
 analysing the frequency of the modal verbs and what it suggests about the writer’s
intentions
 copying out the modal verbs and adverbs in different colours.
Political speeches work well for this exercise; you could provide extracts from speeches such as
Winston Churchill’s ‘We shall fight on the beaches’ or Martin Luther King’s ‘I have a dream’.
Students could also identify modality in their own choice of text(s).
Adding modal verbs to a sentence: PowerPoint slide 6
Give students sentences to add in relevant modal verbs, depending on their view or probability.
Here are some example sentences you could use.
1. I ____________ go to the moon when I am older.

2. I ___________ clean my teeth twice a day.
3. I ___________ go to Antarctica someday.
4. I ___________ live till I am 100 years old.
5. I __________ play in a rock band.
6. I ___________ become an author of a famous novel.
As an extra challenge, ask students to create their own statements and add modal verbs to
qualify their degrees of certainty.

Strengthening or weakening — Resource 1 / PowerPoint slides 7-8
Develop and practise the use of modal verbs and adverbs to illustrate likelihood in response to
question prompts using the questions on the sheet. To support this exercise, there is a word
bank at the bottom of the sheet. To challenge your students further, ask them to create their
own questions and possible answers, using modal verbs and adverbs.
School rules — Resource 2
Many moral codes use modal verbs and adverbs to communicate rules which need to be followed
(e.g. the Ten Commandments). School rules in Victorian times give a good model for students to
analyse the use of modal verbs (the examples of modal verbs in the text are highlighted in the
resource answer sheet). Ask students to then create their own modern versions (serious or
humorous!). The text on the worksheet is from the Bedfordshire Archives, and is printed with
kind permission.
Be the detective — Resource 3
This resource encourages students to gauge the certainty of a series of statements, based on the
evidence in a crime report. Ask students to analyse the crime report to help the detective
investigate the crime.
Please note that answers are not given for this activity, as the certainty of modal verbs is, to an
extent, subjective. As a plenary activity, ask students to explain their categorisation of the
statements to assess their understanding.
As an extension, students can then write out an extra set of statements based on the evidence,
and give their new table to a partner to complete.





Resource 1
Strengthening and weakening

Complete the table with answers to the questions in the first column, adding modal verbs or
adverbs to make the level of certainty clear. The first one has been done for you.
Answer using more certain Answer using less certain

Question
modal verbs or adverbs modal verbs or adverbs
Will you come to my I will definitely come to your I could perhaps come to your
party? party. party.
Will the sun shine

tomorrow?
Should we go to this
restaurant?
Will I get a pay rise this

year?
Can I have a pet dog?
Is he the criminal?
Was life hard for

Victorian children?
Do we have to go to
school today?
Here are some words you could choose from. Make sure you choose carefully!
Modal verbs:
will, shall, can, may, must, would, should, could, might, ought
Modal adverbs:
rarely, occasionally, possibly, probably, certainly, definitely,

unquestionably, undoubtedly, absolutely, perhaps, maybe

Resource 1
Strengthening and weakening

Teacher answer sheet
Here are some suggested answers; there are additional possibilities to those given.
Answer using more certain Answer using less certain

Question
modal verbs or adverbs modal verbs or adverbs
Will you come to my I will definitely come to I can perhaps come to

party? your party. your party.
Will the sun shine The sun will certainly shine The sun will probably
tomorrow? tomorrow. shine tomorrow.
Should we go to this We should undoubtedly go Maybe we should go to

restaurant? to this restaurant. this restaurant.
Will I get a pay rise You will absolutely get a Perhaps you will get a pay
this year? pay rise this year. rise this year.
You can most certainly You could probably have a

Can I have a pet dog?
have a pet dog. pet dog.
He is definitely the He might possibly be the

Is he the criminal?
criminal. criminal.
Was life hard for Life was unquestionably Life was probably hard for
Victorian children? hard for Victorian children. Victorian children.
Do we have to go to You must go to school You could perhaps go to

school today? today. school today.

Resource 2
School rules
Task one
Read the example of a set of Victorian school rules, and highlight or

underline all the modal verbs in the text.
Northill National School in Bedfordshire was created in 1855.

Logbooks from 1863 included the following school rules:
Northill School Rules
I. The School is open to all Inhabitants of the Parish at the following rates of payment, -
1. Labourers 2d. per week for one child, 1d. for all after.
2. Farmers or tradesmen 6d. per week for one child, 4d. for all after.
N.B. Special agreement may be made with Parents when any peculiar
circumstances seem to require it.
All payments to be made in advance, either on the Monday in each week for that week,
or on the first Monday in each quarter for the quarter.
II. All scholars to be in attendance punctually at nine and two o'clock each day except
Saturday. Notice must be sent to the Master of absence on account of illness, and leave
must be asked in case of unavoidable absence from any other cause.
Prizes will be given at the end of the year for regular attendance and good conduct.
III. A Clothing Club will be provided for the scholars. Any scholar paying a weekly sum into
the club will (before Christmas each year) receive a ticket for clothing to the amount of
such deposit, together with such addition as the funds will allow.
IV. Scholars must purchase copy-books and other articles necessary for home lessons, which
are supplied at the School at a low rate of charge.
Task two
Have a go at writing your own set of real or fictional school or classroom rules, with optional
humour!

Resource 2
School rules
Task one
Read the example of a set of Victorian school rules, and highlight or underline all the modal
verbs in the text.
Northill National School in Bedfordshire was created in 1855. Logbooks from 1863 included the
following school rules:
Northill School Rules
I. The School is open to all Inhabitants of the Parish at the following rates of payment, -
1. Labourers 2d. per week for one child, 1d. for all after.
2. Farmers or tradesmen 6d. per week for one child, 4d. for all after.
N.B. Special agreement may be made with Parents when any peculiar
circumstances seem to require it.
All payments to be made in advance, either on the Monday in each week for that week,
or on the first Monday in each quarter for the quarter.
II. All scholars to be in attendance punctually at nine and two o'clock each day except
Saturday. Notice must be sent to the Master of absence on account of illness, and leave
must be asked in case of unavoidable absence from any other cause.
Prizes will be given at the end of the year for regular attendance and good conduct.
III. A Clothing Club will be provided for the scholars. Any scholar paying a weekly sum into
the club will (before Christmas each year) receive a ticket for clothing to the amount of
such deposit, together with such addition as the funds will allow.
IV. Scholars must purchase copy-books and other articles necessary for home lessons,
which are supplied at the School at a low rate of charge.

Resource 3
Be the detective
Task one
Read the crime report below. Put a tick in the table to show how true you think the statements
are, based on the evidence in the report.
Crime Report: 18th January 2016.
The victim was a doctor, born on 04.05.89. The body was discovered in a flat on the High
Street, London SW7, at 15:00 on 17.01.16. The body was on the floor of the kitchen, face
down. Bruising was found around the neck, and a knotted silk scarf was still hanging down
the back. The victim was wearing a gold band on the third finger of the left hand.
One shoe was found in the doorway between the kitchen and the lounge. In the lounge,
the cushions on the sofa were disturbed. There were two wine glasses on the kitchen
table: one empty and one half-filled. On closer investigation, the empty glass had lipstick
around the rim. The TV was still turned on.
In the hallway, a letter was found addressed to Dr Maddison. The contents read simply:
‘I can’t go on like this.’ The letter was postmarked ‘Battersea, SW11’ and dated 11.01.16.
The detectives are looking for a white male, aged between 24 and 35, as their chief
suspect.

Resource 3
Can’t be Might be Must be

Statement
true true true
The crime took place at 37a, The High Street, SW7.
The victim was a man.
It is likely that the victim was married.
The victim was strangled.
The murder weapon was a knotted scarf.
The struggle began in the lounge.
The murderer knew the victim.
The victim was watching television while the crime

was committed.
The murderer was a woman.
Either the murderer or the victim had been wearing

lipstick.
The murderer lived in Battersea.
The victim’s surname was Maddison.
Task two
Now have a go at writing your own table of five more statements based on the information in the
crime report. Swap your table with a partner, and complete each other’s tables.

Apply: Text types

Advice writing
Writing an agony aunt letter to a character in a class reader would be a perfect opportunity to
use modal verbs and adverbs in writing. Alternatively, you could look at a dilemma in a
narrative, or simply some moral dilemmas, and ask students to write their suggested advice.
Report writing
You could look at weather maps with your students and create weather reports – for your local
area or other appropriate geographical locations.
Persuasive writing
When presenting information in an objective way, in persuasive writing for instance, it is useful
to employ modal verbs and adverbs to add formality. You could set your students a persuasive
writing task and set a minimum use of modal verbs or adverbs. Some suggested writing tasks: for
or against longer school days/holidays, for or against school uniform, for or against a local issue.
To support your less able students, you could provide a list of suitable phrases using more
hesitant modal verbs and adverbs such as:
‘It could be argued that …’
‘It would seem likely that …’
‘It could be concluded …’
The skill of presenting a balanced argument is the cornerstone for effective essay writing, and
modal verb forms can be very useful for this purpose.
Please note that you will also find this activity later in the teaching pack when learning how to use
and identify passive verb forms.

Poetry
Students could use modal verb constructs to create emotive poetry, since modal verbs are useful
for expressing and exploring personal feelings. You could use W. B. Yeats’ ‘The Lake Isle of
Innisfree’ or the following poem by Emily Dickinson as a starting point:
Part One: Life
VI IF I can stop one heart from breaking,

I shall not live in vain;
If I can ease one life the aching,
Or cool one pain,
Or help one fainting robin
Unto his nest again,
I shall not live in vain.
Your students might benefit from some suggested topics for their poems: their perfect friend,
their dream house, their dream holiday, their perfect day, or how they would heal the world.
As an alternative, the topic of ‘resolutions’ would work well using ‘If …’ statements to explore
what they would do if they could be rich, taller, smarter, could win the lottery, or rule the
world. You could give your students a writing frame such as the one below.
If I could be (a) ...............................................................................................

I would .........................................................................................................
I should ........................................................................................................
I could ..........................................................................................................
I ought to ......................................................................................................
I might .........................................................................................................
If I only could be (a) .........................................................................................

1. Circle the sentence that shows the use of a modal verb.
The thief was found guilty. The thief might be found guilty.
2. Underline the modal verb in the following sentences.
You should get a haircut.
The book might be a hundred years old.
3. Add a modal verb to complete the following sentences.
The referee ...................................... award a penalty.
Fox hunting .......................................be banned.
4. Tick one box in each row to show how the modal verb affects the meaning of the sentence.
Modal verb Modal verb

Sentence indicates indicates
certainty possibility
It will not snow tomorrow.
I might have finished all of my

homework before the weekend.
Jack can play three musical instruments.
You could wash up after dinner.
5. Rewrite these words to create a modal sentence.
would ice-cream to eat like the I
..............................................................................................................
6. Which two sentences use a modal verb or adverb?
Tick two
I am definitely feeling unwell today.
My present arrives tomorrow.
Who could have hidden the treasure?
It is not up to you.

1. Circle the sentence that shows the use of a modal verb.
The thief was found guilty. The thief might be found guilty.
2. Underline the modal verb in the following sentences.
You should get a haircut.
The book might be a hundred years old.
3. Add a modal verb to complete the following sentences.
The referee ...................................... award a penalty.
Fox hunting .......................................be banned.
4. Tick one box in each row to show how the modal verb affects the meaning of the sentence.
Modal verb Modal verb

Sentence indicates indicates
certainty possibility
It will not snow tomorrow.
I might have finished all of my

homework before the weekend.
Jack can play three musical instruments.
You could wash up after dinner.
5. Rewrite these words to create a modal sentence.
would ice-cream to eat like the I
I would like to eat the ice-cream.
6. Which two sentences use a modal verb or adverb?
Tick two
I am definitely feeling unwell today.
My present arrives tomorrow.
Who could have hidden the treasure?

It is not up to you.

Adverbial phrases
Adverbial phrases
Teach
Adverbs: prior knowledge
Before starting work on adverbials, you will need to ensure that your students are confident with
adverbs. Recap their understanding by colour coding the verb and adverb in a sentence on your
whiteboard, for example:
The boy spoke softly.
Adverbs: PowerPoint slide 2
Looking at slide 2, ask students to use one red and one yellow word to write their own sentence
and then explain what the yellow cards have in common (they are all adverbs and they describe
the verb).
Which questions do the adverbs answer?: PowerPoint slide 3
Introduce the idea that adverbs are single words which answer a question about a verb, an
adjective, another adverb or a whole clause. Which questions do these adverbs answer? (They
answer the questions how, when, where or why the action took place.)
When? How often?

How? Where? Why?
How long?
Manner Place Cause
Time
He went…
The rain fell… yesterday He found it… …the mouse ran.
heavily eventually outside therefore
loudly weekly nearby consequently
softly finally inside
occasionally

Adverbial phrases
Note that the adverbs for ‘where’ can also be described as prepositions.
Take one of the students’ sentences from PowerPoint slide 2, and ask students to experiment
with where the adverb can be placed in the sentence, e.g.
The rain fell heavily.
Heavily, the rain fell.
The rain heavily fell.
The adverb can take three positions. When put at the front of the sentence, we call it a ‘fronted
adverb’. This is sometimes a good place to put an adverb as it helps vary sentence starters and
builds cohesion, but it is not always advisable. Explain to your students how they will need to
consider the meaning of their sentences to decide where the adverb is best placed.
What is an adverbial?: PowerPoint slides 4-5
Let the students come up with their own definition before revealing slide 4. Adverbials are
defined in the Key Stage 2 Glossary for the programmes of study for English:
‘An adverbial is a word or phrase that is used, like an adverb, to modify a verb or clause.
Of course, adverbs can be used as adverbials, but many other types of words and phrases
can be used this way, including preposition phrases and subordinate clauses.’ (DfE 2013)
An adverbial can be made up of more than one word:
In the middle of the night, the wolf pounced. (When?)
Under the full moon, the wolf howled. (Where?)
With great bounds, the wolf ran. (How?)
Due to the wind, the wolf sheltered. (Why?)
Identify the adverbials: PowerPoint slides 6-7
Ask students to identify the adverbials within the sentences, which question each adverbial
answers, and where it is possible to move the adverbial.

Adverbial phrases
Where have the adverbials gone?: PowerPoint slide 8
Let the students investigate the adverbials, then remind your students that when the adverbial
is at the start of the sentence, we say it has been ‘fronted’. A ‘fronted adverbial’ is an adverbial
which has been moved before the verb. When writing fronted adverbials, we follow them with a
comma.
Changing position and punctuation: PowerPoint slide 9
As with adverbs, adverbials can be placed at the start, within, or at the end of the sentence.
Again, remind your students that sometimes a sentence sounds awkward if the adverbial is
placed in the middle or at the front.
The wolf sheltered due to the wind.
The wolf, due to the wind, sheltered.
Due to the wind, the wolf sheltered.
Discuss the use of the comma when writing fronted adverbials, or when including an adverbial
within a sentence.
Adverbials of time: PowerPoint slides 10-12
We use adverbials of time to say:
 When something happened e.g. In the first week of January …
 For how long it happened e.g. For almost a month …
 How often it happened e.g. More often than not …
Ask students to write their own sentences using the adverbials on slide 11, and then to add
fronted adverbials of time to the examples on slide 12. Remind students again of the use of the
comma, if this is not secure.

Adverbial phrases
Adverbials of cause: PowerPoint slides 13-14
Adverbials of cause or reason answer the question ‘why?’:
Because of heavy rain, the tiger sheltered.
As she was late, the boy decided to leave.
Since the scent was lost, the wolf stopped.
Notice how the phrase usually starts with a causal conjunction such as because, as and since.
Encourage your students to use adverbials in this way, because they will begin to use adverbials
as a cohesive device.
Other adverbials: PowerPoint slide 15
In non-fiction texts, students will encounter, and should make use of, conjunctive adverbials for
cohesion. They are used to show: sequence, contrast, cause and effect, and other relationships.
They can be a single word or a phrase, as shown below, and are followed by a comma. They
maintain the cohesion of a text in several ways, including:
Indicating time or listing: first of all, finally, just then, meanwhile, later
Adding information: also, furthermore, moreover
Contrasting: however, nevertheless, on the other hand
Reinforcing: besides, anyway, after all
Explaining: for example, in other words, that is to say
Showing results: therefore, consequently, as a result

Adverbial phrases
Using the infinitive and continuous verb: PowerPoint slides 16-17
As an extension, you might like to introduce your students to the two other ways to start an
adverbial phrase of reason.
Note: these are not explicitly mentioned in the KS2 Programme of Study, although the use of
adverbials as a cohesive device is included in Year 6. KS3 teachers will find this particularly
useful for extending their students’ application of grammar.
1. Use the infinitive, e.g. to win, to pay, to start:
To win her approval, the boy ran.
2. Use the present continuous form of verb. This is a present tense verb ending in
–ing, e.g. running, waiting, laughing:
Hoping for rain, the gardener planted the seeds.
You could ask your students to practise using the continuous form of the verb as a fronted
adverbial using the examples on the slide.

Adverbial phrases
Practise
Identify adverbials — Resource 1 / PowerPoint slide 4
Students are asked to highlight the adverbials in a number of sentences and to add the commas.
An answer sheet is given for self-marking. In the second task, students write out their own
sentences, using adverbials.
Painting a picture — Resource 2
The resource includes a series of images for students to explore by listing verbs, then
experimenting with adverbials to add information about the event. The examples on this
resource include phrases and whole clause adverbials, but you could remind your students that
adverbials can be single words.
Narrative — Resource 3
This activity could work as a speaking and listening task, or as a ‘consequences’ style writing
task. There is a list of fronted adverbials (and partially completed adverbials) on the resource.
For the students to practise using adverbials as a speaking and listening task, you could give out
full sets of the adverbials (or partial adverbials) on cards, to pairs or small groups. Each student
would take turns to select one card at random, to build a coherent oral narrative in their small
group.
You could give them an example to start with:
In the middle of the night, I woke.
Due to a scratching noise, I went downstairs.
Despite my nerves, I turned the door handle.
Alternatively, you could print out the resource as a suggested list of sentence starts for your
students, and ask them to write ‘consequences’ style sentences. On a piece of paper, they
would choose one sentence start, complete it to make a full sentence, and fold it back from
view. The following student would then repeat this, and pass it on to another student. You can
set a timer or a limit on how many sentences you would like students to create for their
(probably incoherent!) narrative.

Adverbial phrases
Varying vocabulary — PowerPoint slide 15
Give your students a list of simple sentences on a relevant topic, and ask them to add adverbials
to the sentences. This would work well for a non-fiction topic, where you could encourage
students to use conjunctive adverbs or adverbials for cohesion: to compare; to indicate a
sequence of points; to add information; to contrast; to reinforce an idea; to explain or to show
results. This would also work well as a redrafting activity for a writing task, or even as a class
debate.
For example, in a persuasive text about the value of homework, you could provide this list of
simple sentences to which the students should add adverbials:
Homework takes up all of my spare time.
Most children find it difficult to concentrate for a long time.
I prefer maths homework to any other.
Homework is a big waste of time.
I benefit more from exercise than homework.
Homework is more beneficial in secondary school.
Modelled sentences
Give students a sentence including an adverbial from a book or a sentence from Resource 1, and
discuss how it is grammatically organised. Then give your students a different character or
setting (or let the students choose their own) and ask them to write a sentence in a similar
style, e.g.
Just before dawn, the boy prepared to leave home.
Discussion: This starts with an adverbial of time, followed by a character leaving home. Change
the adverbial to a different time of day, with someone leaving somewhere else, e.g.
After his performance, the clown decided to leave the circus.
Modelled sentence Discussion Reworked sentence

Despite the noise from the Starts with an adverbial of Despite not learning all the
engine, the man continued to cause, followed by an event. facts, he still gave the exam his
drive. best shot.
During the concert, the Starts with an adverbial of Every week, the boy practised
audience danced. time, followed by an event. football.

Adverbial phrases



Adverbial phrases

Adverbial phrases

Adverbial phrases
Resource 1
Identify adverbials
Task one
Highlight the adverbials in the

following sentences, and add a
comma to each one.
Time
All night long the snow fell.
Just before dawn the eagle soared.
Before the sun came up the tiger hunted.
At the end of the day the crocodile rested.
For nearly a year she waited.
During the game the father cheered.
From next week everyone needs to bring in their PE kit.
After the storm they started to clear up.
Cause
Despite his age the man could still run quickly.
As a result the roof collapsed.
Because he wanted to eat the man entered the restaurant.
Having nowhere to run the wolf turned to fight.
Hoping to win the boy reached for the ball.
For that reason he decided to help.
Due to the weather they cancelled the flight.
So as to stop he slammed on the brakes.

Adverbial phrases
Resource 1
Task two
Write three new sentences of your own, using

adverbials of time or cause. You might find the
word bank helpful for starting your sentences.
Adverbials of time Adverbials of cause
When? Before the sun came up … As a result …

Just before … For that reason …
During … Due to …
From next week … So as …
Early in the morning … Because of …
At the end of the day … As a consequence …
In the middle of the night … Consequently …
When … As she was late …
While … Since he had lost track of time
After … …
In the first week of January … On account of rain …
Yesterday/today/tomorrow … However annoyed he was …
How long? All night long … Wanting to …
For nearly a Having nowhere to …
day/week/month/year … Hoping to …
All day/week/of my life …
Every day/week/month/year …
Since …
How often? From … until …
Almost every
day/week/month/year …
More often than not …
1. ..............................................................................................................
..............................................................................................................
2. ..............................................................................................................
..............................................................................................................
3. ..............................................................................................................
..............................................................................................................

Adverbial phrases
Resource 1
Identify adverbials
Answer sheet
Time
All night long, the snow fell.
Just before dawn, the eagle soared.
Before the sun came up, the tiger hunted.
At the end of the day, the crocodile rested.
For nearly a year, she waited.
During the game, the father cheered.
From next week, everyone needs to bring in their PE kit.
After the storm, they started to clear up.
Cause
Despite his age, the man could still run quickly.
As a result, the roof collapsed.
Because he wanted to eat, the man entered the restaurant.
Having nowhere to run, the wolf turned to fight.
Hoping to win, the boy reached for the ball.
For that reason, he decided to help.
Due to the weather, they cancelled the flight.
So as to stop, he slammed on the brakes.

Adverbial phrases
Resource 2
Painting a picture
Look at the images below. Write possible verbs
to match each image, then write a sentence
using one of your verbs. Finally, write
adverbials to explain when, where, how or
why those things are happening.
Example:
Verbs feed, struggle, shiver, search
Sentence The squirrel searched for food.
Adverbials Early in the morning, the squirrel searched for food. (When)
At the foot of the tree, the squirrel searched for food.
(Where)
Due to the arrival of autumn, the squirrel searched for food.
(Why)
With a sense of urgency, the squirrel searched for food.
(How)
1. 2.
3. 4.

Adverbial phrases
Resource 2

Adverbial phrases
Resource 2
1.
Verbs ................., ................., ................., .................
..............................................................................
Sentence
Adverbials a. ..........................................................................
..........................................................................
b. ..........................................................................
..........................................................................
c. ..........................................................................
..........................................................................
d. ..........................................................................
..........................................................................
2.
Verbs ................., ................., ................., .................
..............................................................................
Sentence
Adverbials a. ..........................................................................
..........................................................................
b. ..........................................................................
..........................................................................
c. ..........................................................................
..........................................................................
d. ..........................................................................

Adverbial phrases
Resource 2
..........................................................................

Adverbial phrases
Resource 2
3.
Verbs ................., ................., ................., .................
..............................................................................
Sentence
Adverbials a. ..........................................................................
..........................................................................
b. ..........................................................................
..........................................................................
c. ..........................................................................
..........................................................................
d. ..........................................................................
..........................................................................
4.
Verbs ................., ................., ................., .................
..............................................................................
Sentence
Adverbials a. ..........................................................................
..........................................................................
b. ..........................................................................
..........................................................................
c. ..........................................................................
..........................................................................
d. ..........................................................................

Adverbial phrases
Resource 2
..........................................................................

Adverbial phrases
Resource 3
Narrative
Before the sun came up …
Just before …
During …
Early in the morning …
In the middle of the night …
When …
While …
After …
All night long …
Since …
For almost a day/week/month/year …
More often than not …
Despite …
Due to …
Because of …
As a consequence …
As he/she/it was …
Since he/she/it had …
However annoyed/pleased he was …
Wanting to …
Having nowhere to …
Hoping to …

Adverbial phrases
Apply: Text types

Recount texts using adverbials of time
Students can create a recount using adverbials of time. Use a topical theme, such as a school
visit or an historical event you have been studying. Encourage students to create their own
writing frame using phrases found when reading. To support less able students, use the frame
below or the word bank in Resource 1. Encourage students to vary the order and add their own
phrases.
Adverbials of time
Just before …
At first …
A while later …
After the …
During the …
From then …
In the end …
Narrative texts using adverbials of time
Give students adverbials of time and a theme. Ask them to create their own group narrative.
The writing frame above could be used. This is similar to the narrative activity using Resource 3,
but could be developed into a longer narrative writing task or newspaper report writing task.
Some possible themes to suggest to your students: a dragon lands at school, a lion escapes from
the zoo, someone enters a portal to a magical world. For less able students, you could provide a
set of sentences with jumbled adverbials to match to the clauses.
For example:
Just before dawn, a lion escaped from the zoo.
At first, no one seemed to notice.
A while later, a member of the public was confronted by the lion.
After the news got out, there was general panic.
During the day, the excitement grew and various news teams arrived.
From then on, the lion did not stand a chance.
In the end, it was tranquilised and returned to the zoo.

Adverbial phrases
Report writing using adverbials of cause
Students can create a report using adverbials of cause. Use a theme such as a science
experiment or a geographical debate as a starting point. Encourage students to create their own
writing frame using phrases found when reading. To support less able students, use the frame
below or the word bank in Resource 1. Encourage students to vary the order and add their own
phrases.
Adverbials of cause
Despite …
Having …
Due to …
As a consequence …
Because …
So as …
As a result …
For that reason …

Adverbial phrases
1. Circle the adverbial in the sentence below.
She went on holiday today.
2. Circle the adverbial phrase in the sentence below.
The match was cancelled due to rain.
3. Move the adverbial so that it is fronted, and punctuate the sentence correctly.
He washed his hands before eating.
..............................................................................................................
4. Tick the boxes to show the type of adverbial in the sentence.
Time Cause
After a while, the boy turned for home.
As a consequence, the whole class had to stay back.
For that reason, we have decided to use the red pen.
5. Tick one box after the adverbial in each of the two sentences, to show where a comma
should be placed.
As a result the experiment was a success.
For nearly a month there had been no message.
6. Add an adverbial to the start of the sentence below.
............................................... , the dog barked.

Adverbial phrases
1. Circle the adverbial in the sentence below.
She went on holiday today.
2. Circle the adverbial phrase in the sentence below.
The match was cancelled due to rain.
3. Move the adverbial so that it is fronted, and punctuate the sentence correctly.
He washed his hands before eating.
Before eating, he washed his hands.
4. Tick the boxes to show the type of adverbial in the sentence.
Time Cause
After a while, the boy turned for home.
As a consequence, the whole class had to stay back.
For that reason, we have decided to use the red pen.
5. Tick one box after the adverbial in each of the two sentences, to show where a comma
should be placed.
As a result the experiment was a success.
For nearly a month there had been no message.
6. Add an adverbial to the start of the sentence below.
In the middle of the night, the dog barked.

Perfect forms of verbs
Teach
Verb tenses: prior knowledge
Students need to be sure about verb tenses before beginning to understand the perfect form.
Note that the term ‘auxiliary’ is used in these teaching notes, but is not shared with students,
as it is not in the statutory glossary for students.
Verb tenses: PowerPoint slide 2
Check students’ understanding using the table of verb tenses and discuss how the verb endings
change.
Verb jump talk run
Present tense I jump I talk I run

He jumps He talks He runs
They jump They talk They run
Past tense I jumped I talked I ran
Future tense They will jump They will talk They will run
Progressive verb I am walking I am talking I am running

They were walking They were walking They were running
 Present tense: ending does not change except for the third person singular (he walks).
 Past tense: ends in ‘ed’ or the spelling is changed (run/ran).
 Future tense: formed by adding the auxiliary verb ‘will’.
 Progressive: a progressive (also known as the ‘continuous’) form of a verb can be

formed using ‘ing’, and can be in the present, past or future tense, e.g. He is running.
/ He was running. / He will be running.

The present perfect
At this stage, you are just introducing the present perfect with PowerPoint slides 3-4.
PowerPoint slide 5 explains the past and future perfect as well.
The present perfect indicates a connection between the present and something that happened
in the past.
Auxiliary verbs come before the verb and in the perfect verb form, the verb ‘to have’ is the
auxiliary verb used. The auxiliary verbs are coloured orange in this section.
 Mary has sung her solo.
 Mary had sung her solo recently.
 Mary will have sung her solo by tomorrow.
The present perfect is formed by placing the auxiliary verb ‘have’ or ‘has’ in front of the past
form of the verb, (e.g. I have visited London). It is particularly important to teach this to
students who have English as a second language, as they often miss the auxiliary verb. Again,
the colour orange has been used to indicate the auxiliary verbs.
Biologists have discovered a new species.
auxiliary verb past participle
Note that the term ‘past participle’ has been used in both the teaching notes and the
PowerPoint presentation, as it clearly identifies this component of the present perfect for
students. However, it is not a statutory term for students.
The present perfect: PowerPoint slides 3 and 4
Students identify and discuss the use of the verbs in the examples given on PowerPoint slide 3.
They all describe something that happened recently.
PowerPoint slide 4 asks students to change the sentences so that they are in the present
perfect form. The answers are on PowerPoint slide 5 and here:
 He has walked in the forest before.
 They have swum in the river recently.
 Joe has climbed the mountain.
 Fiona has known the shopkeeper a long time.

Explain that in the present perfect form, a connection is being made between the present and
something that happened in the past.
The past perfect and the future perfect
There are three perfect tenses in the English language: the present perfect, the past perfect and
the future perfect.
Once your students are confident with the present perfect, you can introduce the past perfect
and the future perfect verb form.
The perfect form: PowerPoint slide 6
Explain that the perfect form of a verb can also be shown in the past or future tense. Explain
that it is always connecting an event from the past or the future with another point in time
(PowerPoint slide 6).
Past perfect Present perfect Future perfect
had have / has will have
now
The past perfect: PowerPoint slides 7 and 8
The past perfect describes an event completed in the past, which is connected to another point
in time that has also passed. A past perfect phrase contains the auxiliary verb had and the past
participle of the verb.
e.g. After I had visited London, I went to Brighton.
(The visit to London occurred in the past, and is being connected to the visit to Brighton,
which occurred at a different point in the past.)
Show the students PowerPoint slide 7, and ask them to write the past perfect form of the
sentence for each example.

The answers are as follows, and are shown on slide 8:
 They had eaten in the cafe before walking home.
 She had bought the popcorn before going to the cinema.
 Tom had climbed in the Alps before he even attempted Mount Everest.
 Jack had been a gymnast before he started judo.
The future perfect: PowerPoint slides 9 and 10
The future perfect describes something that will be completed at some time in the future. It
contains the auxiliary verbs will have and the past participle of the verb (e.g. By then, I will
have visited three countries in total).
Show the students PowerPoint slide 9, and ask them to write the future perfect form of the
sentence for each example.
The answers are shown on slide 10:
 Laura will have swum the channel by then.
 Soon, he will have collected all the vouchers he needs.
 They will have played all their matches by the end of the year.
 Joe will have realised he can achieve his goals by then.
‘Of’ or ‘have’?
At this stage it is worth reinforcing the use of Standard English. Many people use the word ‘of’
instead of ‘have’, which is incorrect. ‘Of’ is a preposition, suggesting something belongs to,
relates to, or connects to another thing, e.g. There were three of them. People often mistakenly
use the word ‘of’ when using the future perfect form, e.g. Jon will have finished by then.
The incorrect use of grammar happens because people use contractions in spoken English
(could've, will've) which sound like 'could of', 'would of', but this is not correct.

Practise
Find the perfect verb form — Resource 1 / PowerPoint slide 6
In this resource students highlight the perfect verb forms in each sentence to show the
differences between the past, present and future forms. They then sort out the sentences to
show the change in time.
Perfect verb forms in texts — Resource 2 / PowerPoint slide 6
This resource includes a number of text extracts for students to highlight examples of the
perfect forms of verbs. The extension task asks students to find their own examples from a
reading book of their choice.
Time-travelling verbs — Resource 3 / PowerPoint slide 6
Students practise using the perfect form of a verb in sentences. You will need dice for this
activity, where students change the sentences to use the past, present or future perfect verb
forms. As an extension task you could ask students to complete the bonus challenge, where they
use the verbs given to create their own sentences.
Perfect verb form timeline — Resource 4 / PowerPoint slide 6
Students use the timeline to help them to write sentences using the perfect form of verbs,
practising using the past, present and future forms.
now

Job application — Resource 5
Students look through the application form for examples of the perfect form. A highlighted
version is given to check against.
Classroom routines and plenaries
Throughout a lesson, ask students to use the perfect form of the verb to explain what they are
doing. Use the words before, after, since, e.g.
 Since this morning, I have learnt how to use verbs (present perfect).
 Before we lined up, we had finished our work (past perfect).
 After we have lunch, we will have spent over three hours in school (future perfect).
My day — Resource 6
Students draw pictures and write about their day using the perfect forms of verbs.
As a quick additional or alternative task, you can recap on learning and practise the perfect
forms in your plenary for any lesson:
 We had already learnt how to … so this helped us when we …
 We have learnt how to …
 By the end of the next lesson we will have learnt to …
Perfect form dice — Resource 7
Students throw both dice and then create sentences using the perfect verb form, e.g. if the dice
land on ‘recently’ and ‘have’, the student could write the sentence:
Recently, I have played badminton.
‘Of’ or ‘have’? — Resource 8
Use the resource to reinforce the difference between the preposition ‘of’ with the word ‘have’
used in the perfect form. Students circle or underline the correct word in each sentence.





Resource 1
Find the perfect verb form

Task one
Highlight the present perfect verb form in each sentence.
I have put the dishes away every morning this week.
Scientists have discovered a new planet.
Tom has received the highest score so far.
Highlight the past perfect verb form in each sentence.
The builder had knocked down the wall before breakfast.
Sam had missed the bus after oversleeping, so he was late for school.
Highlight the future perfect verb form in each sentence.
By the end of this lesson, I will have done all the sums.
I will have returned the form by this time next week.
Task two
Cut out the sentences on the next page,

and sort them into the three perfect verb
forms:
1. past perfect
2. present perfect

Resource 1
3. future perfect.

Resource 1
They have stayed in every day this week.
I have sat outside the office on many occasions.
You will have received the letter by Friday.
Before football practice, they had changed into their kit.
By then, we will have swum the equivalent distance from Dover to

Calais.
Soon, the song will have outsold all the others.
Recently, I have saved enough for a new pair of shoes.
I have visited Paris before.
Emma had rushed through her homework, so had another go.
John had completed only one question by break time.

Resource 2
Perfect verb forms in texts

Read the extracts below, and highlight the perfect forms of verbs. Remember to look for the key
words: have, has, had, will have – and the shorter versions (contractions) of these verbs (I’ve,
I’d, he’s, he’d, she’s, she’d, we’ve, we’d, they’ve, they’d).
Black Beauty, Anna Sewell
‘Why, the horse has been down and thrown him! Who would have thought the black horse
would have done that? Nobody thought he could fall. Reuben must have been lying here for
hours! Odd, too, that the horse has not moved from the place.’
Charlie and the Chocolate Factory, Roald Dahl
‘Did you know that he’s invented a way of making chocolate ice cream so that it stays cold
for hours and hours without being in the refrigerator? You can even leave it lying in the sun
all morning on a hot day and it won’t go runny!’
‘But that’s impossible!’ said little Charlie, staring at his grandfather.
‘Of course it’s impossible!’ cried Grandpa Joe. ‘It’s completely absurd! But Mr Willy Wonka
has done it!’
Artemis Fowl, Eoin Colfer
I have put together this report from first-hand interviews with the victims, and as the tale
unfolds you will realise that this was not easy. The story began several years ago at the
dawn of the twenty-first century. Artemis Fowl had devised a plan to restore his family’s
fortune . . .
Private Peaceful, Michael Morpurgo
We went down to the brook, just like we’d done in the old days whenever we’d wanted to
be alone together, where Molly and I had met up so often when I’d been their go-between
postman. Molly didn’t tell us until we were sitting either side of her on the river bank,
until she had taken each of us by the hand.

Resource 2
When you have found the examples on this sheet, see if you can find more examples in your own
reading book.

Resource 3
Time-travelling verbs
1. You are a time-traveller! Roll the dice, and change the verb in brackets into the perfect
form.
If you roll a one or two: change the verb into the past perfect.
If you roll a three or four: change the verb into the present perfect.
If you roll a five or six: change the verb into the future perfect.
2. Keep a note of the sentences you change in the table.
Here is an example to help you:
He (see) the film.
He had seen the film. (past perfect)
He has seen the film. (present perfect)
He will have seen the film. (future perfect)
Jane (arrive) home early. We (know) each other for three

years.
JK Rowling (write) many fantasy books. I (reach) my target.
The footballer (score) ten goals in a

The sock (vanish) into thin air.
season.
The teacher (tell) Sam not to call out. The leaves (turn) a golden yellow.
The visit (be) wonderful. The Romans (assemble) a great

army.
They (play) ten matches. He (try) to do things differently.

Resource 3
Write out your sentences in the table.
I rolled a … Past/present/future? My new sentence
Bonus challenge
1. Choose from the following verbs to create your own sentences in the past, present or
future perfect form. Use the dice again if you like.
add, allow, imagine, vanish, damage, bounce, grumble, admire, hurry, repair, dance,
wave, laugh, taste, wander
Past/present/future? My new sentence
2. Where did you end up? In the past, future, or exactly where you started?
..............................................................................................................

Resource 4
Perfect verb form timeline
now
Using the timeline to help, write two sentences under each of the headings below:
Present perfect
For example:
Since Christmas, I have enjoyed playing with all the games I received.
1. .............................................................
.............................................................
2. .............................................................
.............................................................
Past perfect
For example:
After just one week I had failed to keep my New Year’s resolution.
1. ..............................................................................................................
..............................................................................................................
2. ..............................................................................................................
..............................................................................................................
Future perfect
For example:
By next week, I will have tidied away all my presents.
1. ..............................................................................................................
..............................................................................................................
2. ..............................................................................................................
..............................................................................................................

Resource 5
Job application
Dear Sir/Madam,
I had heard great things about your company before I even saw your advert for a
sports journalist. I wish to apply, because I feel I would be ideally suited.
I have enjoyed current affairs for many years and have liked watching and
discussing the news with friends. I have also enjoyed debating issues at school.
Soon, I will have completed my exams, so the timing is perfect.
I have excellent communication skills and have enjoyed working within a team at
school. Many people have commented on how polite and helpful I am. As a result,
I have led the school council again this year.
I have written many articles for the school newspaper. I have enjoyed looking at
language and the impact it can have. If I were to write a sports article, I’m sure
people would enjoy it. I have always worked well to deadlines and work is
completed on time to a high standard.
In games, I have developed good knowledge of the local football teams. I will have
attended over ten Premier League games by the end of the season.
I’m sure you will have received many applications and I look forward to hearing
from you.
Yours faithfully,
Jack

Resource 5
Job application
Dear Sir/Madam,
I had heard great things about your company before I even saw your advert for a
sports journalist. I wish to apply, because I feel I would be ideally suited.
I have enjoyed current affairs for many years and have liked watching and
discussing the news with friends. I have also enjoyed debating issues at school.
Soon, I will have completed my exams, so the timing is perfect.
I have excellent communication skills and have enjoyed working within a team at
school. Many people have commented on how polite and helpful I am. As a result,
I have led the school council again this year.
I have written many articles for the school newspaper. I have enjoyed looking at
language and the impact it can have. If I were to write a sports article, I’m sure
people would enjoy it. I have always worked well to deadlines and work is
completed on time to a high standard.
In games, I have developed good knowledge of the local football teams. I will have
attended over ten Premier League games by the end of the season.
I’m sure you will have received many applications and I look forward to hearing
from you.
Yours faithfully,
Jack

Resource 6
My day
Think about the events of your day. Fill in the boxes below with images and sentences to describe
what you have done, and will be doing today (using the perfect forms of the verbs).
Here are some example sentences to help you:
 In science we had already learnt how to set up an experiment, which helped us plan our
investigation today.
 We have learnt how to say the days of the week in French.
 By the end of the day I will have played rugby.
By the end of the day I will

have played rugby.

Resource 7
Perfect form dice
have
had has will have
have
has
after
before recently later
already
earlier

Resource 8
Many people wrongly use the word ‘of’ instead of ‘have’. ‘Of’ is a
preposition, suggesting something belongs to, relates to, or connects
to another thing, e.g. There were three of them.
People often mistakenly use the word ‘of’ when using the future
perfect form, e.g. ‘Jon will of finished by then’ instead of ‘Jon will
have finished by then’.
Underline or circle the correct word (‘of’ or ‘have’) in the following

sentences.
I will of / have arrived at his house by next month.
The secret of / have the game is bouncing the ball high.
He will of / have been waiting for more than two hours when the train
finally arrives.
I will not of / have been living here that long.
Dean is one of / have my best friends.
The footballer will of / have been playing for over two months by the
time the match is finished.
By then, I will of / have completed my homework.
I can’t think of / have anything else.
My parents will of/ have been married for 12 years by then.

Resource 8
I will have arrived at his house by next month.
The secret of the game is bouncing the ball high.
He will have been waiting for more than two hours when the train finally arrives.
I will have been living here that long.
Dean is one of my best friends.
The footballer will have been playing for over two months by the time the match is
finished.
By then, I will have completed my homework.
I can’t think of anything else.
My parents will have been married for 12 years by then.

Apply: Text types
School reports
Let students write their own end of year report using the perfect form, e.g.
Charlie has excelled in all subjects this year. He has been a great asset to our class. He
has tried hard in all subjects. I have enjoyed teaching Charlie on the whole. However,
sometimes he has annoyed others with his terrible jokes.
For support, give students key verbs to use, e.g. excel, learn, behave, annoy, squander, praise,
fulfil, achieve, remember, skills.
As an extension task, ask students to create a school report for a modern, fictional or historical
character, e.g. Mo Farah, Professor Snape or Henry VIII.
Timeline
Write historical sentences using the perfect verb form timeline in Resource 4, to reinforce
students’ understanding of a particular period of time. This could apply to literary history as
well.
For example, if the event were the Second World War, students might write:
 Present perfect: Since the Second World War, we have landed on the moon.
 Past perfect: Before the end of the 1950s, we had stopped rationing.
 Future perfect: Soon, we will have advanced so far in medicine that many diseases
that affected people during the Second World War will no longer exist.

Job application
As an extension task (which could follow on from the earlier activity using Resource 5), ask
students to write their own application for a job. Give students a choice of jobs, perhaps related
to an appropriate topic for your class. Here are some examples:
 the manager of the local football team
 a member of the school council
 a teacher in your school
 a wizard
 a pop star
 a superhero
 a lion tamer
 an astronaut
 an environment officer
 leader of the Roman Empire
 a character from a novel or story e.g. the big bad wolf
 a future career of their own choosing.
Encourage students to identify at least three skills they would need for that particular job, and
then ask them to write an appropriate application using the perfect tenses.
Citizenship
Students write sentences or create a poem showing how they have upheld the values of the
school recently:
 We have respected each other by …
 We have aspired to …
 We have persevered …
 We have cared …

1. Underline the correct verb form so that the following sentence is in the present perfect
form.
He (sang) / (has sung) in the school choir.
2. Underline the verb form that is in the present perfect in the passage below.
Joe loves going to music festivals, and he has wanted to meet his favourite band for
years. He was really excited to see that they would be turning on the lights in his town
this year.
3. Change these sentences from the past tense to the present perfect.
They asked a question. .................................................................................
He walked to the park. ................................................................................
I played cricket recently. ..............................................................................
4. Circle the sentence that is in the perfect form.
I will have travelled to many countries.

I played football yesterday.
5. Underline the words that indicate the sentences below are in the perfect form.
Recently, I have started to collect stamps.

Before I went to Portugal, I had visited Spain.
6. Rewrite the following sentences so that they are in the past perfect.
I asked for the book. ...................................................................................
They ate lunch some time ago. ......................................................................
7. Which two sentences are in the perfect form?
Tick two
I have run in two marathons so far.

I visited the museum last week.
They had run out of chocolate.

1. Underline the correct verb form so that the following sentence is in the present perfect
form.
He (sang) / (has sung) in the school choir.
2. Underline the verb form that is in the present perfect in the passage below.
Joe loves going to music festivals, and he has wanted to meet his favourite band for
years. He was really excited to see that they would be turning on the lights in his town
this year.
3. Change these sentences from the past tense to the present perfect.
They asked a question. / They have asked a question.
He walked to the park. / He has walked to the park.
I played cricket recently. / I have played cricket recently.
4. Circle the statement that is in the perfect form.
I will have travelled to many countries.
I played football yesterday.
5. Underline the words that indicate the sentences below are in the perfect form.
Recently, I have started to collect stamps.
Before I went to Portugal, I had visited Spain.
6. Rewrite the following sentences so that they are in the past perfect.
I asked for the book. I had asked for the book.

They ate lunch some time ago. They had eaten lunch some time ago.
7. Which two sentences are in the perfect form?
Tick two
I have run in two marathons so far.
I visited the museum last week.
They had run out of chocolate.

Parenthesis
Parenthesis
Teach
PowerPoint slide 2: Parenthesis
A parenthesis can be a single word, phrase, subordinate clause or even a whole sentence added
into a sentence or passage to give additional information. It can be separated from the rest of
the sentence or passage by brackets, dashes or commas. The information contained in a
parenthesis is additional to the meaning of a sentence, which still makes sense without its
inclusion.
After showing the students slide 2, ask them if they can think of an example of a sentence with
parenthesis. Encourage them to make links with their existing grammatical knowledge – for
example, relative clauses are often examples of parenthesis.
PowerPoint slide 3: Brackets, dashes and commas
Show students the examples of punctuated parenthesis on slide 3, and ask them to identify
which punctuation marks are brackets, which are dashes, and which are commas. Draw out the
difference between a dash and a hyphen – a hyphen is shorter, and joins words together,
whereas a dash is longer, and is used to show a break in the sentence.
It is important to note that there are no hard and fast rules as to when to use brackets, dashes
or commas to indicate parenthesis. Rather, the choice is often one of style, or what the writer
feels is most appropriate to the sentence. However, see the following section for when different
types of parenthesis punctuation might be most likely to be used.

Parenthesis
Types of parenthesis
The following examples show how and where you might encounter parenthesis in a text. They
also suggest whether this type of parenthesis might be more likely to be separated by brackets,
dashes or commas. As mentioned above, though, there are no strict rules for the use of one
punctuation mark over another.
Please note that this information on types of parenthesis only appears in the teaching notes as
helpful contextual knowledge. It is not shared with students, as it is not statutory content.
1. Introductory phrase:
A single word or collection of words that introduces the main clause of a sentence. This would
usually be indicated by a comma.
Examples:
However, I could not stomach it myself.
Once upon a time, a little girl lived alone in the forest.
2. Interjection:
A word or group of words inserted as an exclamation or expression of feelings – particularly

indignation or surprise. As this is an abrupt interruption to the sentence, usually dashes would be
used. If the interjection comes at the beginning of the sentence, a comma may be used instead.
Examples:
I did not – I could not! – believe it.
It was as though – good gracious – he had never heard of etiquette at all.
Wow, what a result!

Parenthesis
3. Aside:
A comment inserted into a text, giving us more insight into the narrator’s or speaker’s view of
an action or conversation. This often may be indicated by dashes or brackets, to distance the
speaker’s opinion from the rest of the sentence.
Examples:
He claimed the wine he served (some old plonk) was a vintage Bordeaux.
She arranged the flowers in a vase – such an ugly vase – as I waited quietly beside
her.
4. Appositive:
This is a word or group of words used next to or near a noun, describing it in a different way.
This is regularly indicated by brackets, dashes or commas.
Examples:
Benji (the spaniel I had loved since he was a pup) was flirting outrageously with
Jemima.
The postman, Pat, has a black and white cat.
Matilda – a little girl with extraordinary powers – is one of Roald Dahl’s best-
loved characters.
5. Absolute phrase:
A group of words that adds information to the whole of a main clause in a sentence; it is
normally constructed with a noun + participle + other modifiers (such adjectives, adverbs,
object noun). This is most often seen indicated by commas.
Examples:
The orator, his eyes flaming with passion, whipped the audience into a frenzy.
Jessica, her confidence badly shaken, got to her feet.

Parenthesis
6. Free modifier:
A phrase or clause that modifies the main clause – or modifies another free modifier. It is an
interruption with additional information. This is most often indicated by commas.
Examples:
Jo, getting to her feet, looked around the room.
The dining table, standing desolate in the corner, was piled with the mouldering
wedding feast.
7. Resumptive modifier:
A modifier that repeats a key word at the end or within a sentence to add further embroidery.
This is regularly indicated by brackets, dashes or commas.
Examples:
He placed the key – that same key he had snatched earlier – into the safe.
She looked at the girl, the girl she hated so passionately.
8. Summative modifier:
A collection of words, a phrase or a clause that is added to the end of a sentence to summarise
its meaning. This is most often seen indicated by a comma.
Examples:
The referee blew the final whistle, signalling the end of an epic battle.

Parenthesis
PowerPoint slides 4-7: Punctuating parenthesis:
 When parenthesis occurs in the middle of a sentence, the punctuation always operates in
pairs:
 Pairs of brackets: The clown (the star of the show) was 85 years old.
 Pairs of dashes: The acrobats – always up for a challenge – built the world’s largest
human pyramid.
 Pairs of commas: The ringmaster, tired after the exertions of the evening, snored
quietly.
Show the students slide 4. Ask them to have a go at writing their own sentences on a circus
theme, with parenthesis correctly punctuated in the middle of the sentence.
 When a parenthetical statement is added to the end of a sentence, only one comma or
dash is needed. However, the brackets still must be in a pair. Note that the full stop goes
outside the closing bracket:
 It was with sadness that we heard of Henry’s passing (so tragic at his age).
 It was with sadness that we heard of Henry’s passing – so tragic at his age.
 It was with sadness that we heard of Henry’s passing, so tragic at his age.
Show the students slide 5. Ask them to have ago at writing their own sentences about a sports
event, with parenthesis correctly punctuated at the end of the sentence. How does the use of
brackets differ from commas and dashes in this instance?
Now show the students slide 6. Ask them to identify the difference between the punctuation of
the brackets in the two examples, and explain why it is different. Answers are provided on slide
7.
More complex punctuation of parenthesis – extension
You could challenge more able students to explore more complex punctuation of parenthesis,
such as in the examples below. Provide them with a range of sentences that include this more
complex punctuation, and ask them to come up with explanations for why they have been
punctuated as they have.
 When a parenthetical statement is a question, but the sentence into which it is inserted
is not, the question mark goes inside the closing bracket, with a full stop on the outside:
 The school was closed for the day (but who really noticed the difference?).

Parenthesis
However, if the whole sentence is a question, and the parenthetical statement is part of that
question, the question mark goes outside the closing bracket:
 Would you lie for me (even if I treated you badly)?
 The above rules also apply to exclamation marks:
 The land had become uninhabitable (except for the flies and dung beetles!).
 We are going to be millionaires (if we can pull this off)!
 When the parenthetical statement is a complete sentence in its own right, the full stop
remains inside the bracket:
 The rain had stopped hours ago. (The cricketers stayed inside nevertheless.)
 Commas to delineate clauses are still needed, even when brackets are part of the clause.
In this instance, the comma comes after the closing bracket:
 After the sun had set (perhaps three hours later), John unpacked his telescope.

Parenthesis
Practise
Using brackets to indicate parenthesis — Resource 1 / PowerPoint slides 4-7
Ask students to read the sentences on the worksheet, and then place pairs of brackets correctly
to show parenthesis. In each case, the parenthesis is an ‘aside’ – a comment you can imagine the
speaker making in a whisper or a lowered voice!
Using commas to indicate parenthesis — Resource 2
Ask students to read the sentences on the worksheet, and then place pairs of commas around
the part of each sentence which is a parenthesis. In each case, the parenthesis gives an
explanation or definition.
Extending simple sentences using parenthesis — Resource 3
Students should fill in the table, extending the simple sentences using parenthesis to give more
information. This is a good opportunity to encourage students to use adventurous vocabulary –
provide thesauruses to inspire interesting word choices.
Nicknames as parenthesis — Resource 4
Writing nicknames can be a fun way to practise parenthesis. Give students copies of the
footballers’ nicknames resource, and ask them to use the footballer’s real name, their
nickname, and the key information provided about them to write a sentence with parenthesis.
There are no answers provided, as all should use the structure of the example given on the
worksheet.
As an extension, ask students to research the nicknames of the kings and queens provided in the
resource, and to write their own parenthetical sentences about them. Alternatively, you could
allow students to research nicknames associated with other sports or professions (e.g. painters
and writers) – and create their own sentences with parenthesis.

Parenthesis



Parenthesis
Resource 1
Using brackets to indicate parenthesis

Task one
Place brackets around the parenthesis in the following sentences.

Hint: the brackets should surround the comical asides made by the narrator.
1. Henry if you can believe this waltzed out of the boxing

ring without a scratch on him.
2. That dumb dog and believe me they do not get much

dumber came back with a plastic duck.
3. The house was built on an impressive hill if by

‘impressive hill’ you mean former landfill site.
4. I’m told the new style of dress is the height of fashion

no doubt to be sold at the height of prices.
5. The steak or leather shoe sole dinner cost a remarkable £30.
6. The footballer graced the pitch like a gazelle one with four left feet.
7. Sita smiled grinned like a maniac, actually when she heard the news.
Task two
Create three of your own sentences using brackets. Underline the parenthesis in each
sentence.
.............................................................................................................
.............................................................................................................
.............................................................................................................
.............................................................................................................
.............................................................................................................
.............................................................................................................

Parenthesis
Resource 1
Using brackets to indicate parenthesis

Teacher answer sheet:
1. Henry (if you can believe this) waltzed out of the boxing ring without a scratch on
him.
2. That dumb dog (and believe me they do not get much dumber) came back with a
plastic duck.
3. The house was built on an impressive hill (if by ‘impressive hill’ you meant former
landfill site).
4. I’m told the new style of dress is the height of fashion (no doubt to be sold at the
height of prices).
5. The steak (or leather shoe sole) dinner cost a remarkable £30.
6. The footballer graced the pitch like a gazelle (one with four left feet).
7. Sita smiled (grinned like a maniac, actually) when she heard the news.

Parenthesis
Resource 2
Using commas to indicate parenthesis

Task one
Place pairs of commas around the parenthesis in the following sentences. The
parenthesis will give an explanation or definition of something scientific.
1. Smelting a process that takes place in a furnace is the

way we extract pure metal from rock.
2. The snail a member of the mollusc family carries a shell

on its back.
3. Germination when a plant begins to grow from a seed

usually occurs in spring.
4. A magnet an object made from a magnetised material

will always have a north and south pole.
5. Gravity the force that keeps us on the ground is

stronger or weaker depending on the size of the planet.
6. A solar eclipse a phenomenon when the moon passes

between the earth and the sun is a rare event.
7. Respiration the process where energy is released from

food is important for all living things.
8. Photosynthesis or the way that plants use energy from

sunlight is essential to life on earth.
Task two
Create your own scientific definitions, and write them in sentences as parenthesis.
Underline the parenthesis, and ensure that you punctuate it correctly with commas.

Parenthesis
Resource 2
Using commas to indicate parenthesis

1. Smelting, a process that takes place in a furnace, is the way we extract pure
metal from rock.
2. The snail, a member of the mollusc family, carries a shell on its back.
3. Germination, when a plant begins to grow from a seed, usually occurs in spring.
4. A magnet, an object made from a magnetised material, will always have a north
and south pole.
5. Gravity, the force that keeps us on the ground, is stronger or weaker depending
on the size of the planet.
6. A solar eclipse, a phenomenon where the moon passes between the earth and the
sun, is a rare event.
7. Respiration, the process by which energy is released from food, is important for
all living things.
8. Photosynthesis, the way that plants use energy from sunlight, is essential to life
on earth.

Parenthesis
Resource 3
Extending simple sentences using parenthesis

Read the simple sentence, then rewrite it using parenthesis to add
extra information and detail. Use the most adventurous vocabulary
you can think of to make the sentence truly impressive!
The first sentence has been written for you as an example.
Simple sentence with parenthesis
Smaug soared over their Smaug, his flared nostrils blazing fire, soared
heads. over their heads.
The Joker was in complete

agony.
The cottage stood exposed

to the elements.
Jane Eyre looked towards

Rochester.
Harry Potter brandished his

wand.
Oliver Twist dared to ask for

more.
Scrooge was shaking from

head to toe.
Narnia was awakening as if

from sleep.

Parenthesis
Resource 4
Nicknames as parenthesis
Create sentences with parenthesis from the information and the nicknames of the football players in the table. Follow the example below.
Footballer’s name Key Information Nickname Sentence with parenthesis

scored a last minute goal to Ole-Gunnar Solskjaer, the ‘baby-faced assassin’, scored a last
the ‘baby faced
Ole-Gunnar Solskjaer help United win the minute goal to help United win the Champions League in
assassin’
Champions League in 1999 1999.
is the only player in history

Lionel Messi to win the Ballon d’Or five the ‘atomic flea’
times
missed the decisive penalty

the ‘divine
Roberto Baggio in the World Cup final of
ponytail’
1994
scored the second goal in

George Best United’s European Cup Final the ‘fifth Beatle’
win in 1968
scored his 500th career goal in

Cristiano Ronaldo the ‘commander’
September 2015
blesses himself before every

Artur Boruc the ‘holy goalie’
game
has played more than 100

Zlatan Ibrahimovic ‘Ibracadabra’
times for Sweden

Parenthesis
Resource 4
Nicknames as parenthesis: extension

Find out the nicknames of these kings and queens of England, and research some information about them. Now write out sentences, remembering
to put the nicknames in parenthesis!
King or Queen Key Information Nickname Sentence with parenthesis
the first Norman king of William the William I, known as ‘William the Conqueror, was the first
William I
England Conqueror Norman king of England.
Richard II
Elizabeth I
Mary I
George IV

Parenthesis
Resource 4
Nicknames as parenthesis: extension

The students’ sentences should all follow the example in the table.
The nicknames of the kings and Queens are as follows:
William I  William the Conqueror
Richard I  Richard the Lionheart
Elizabeth I  The Virgin Queen (or Gloriana)
Mary I  Bloody Mary
George IV  The Prince of Whales

Parenthesis
Apply: Text types

Descriptive writing
As we have seen earlier in this pack (with the use of relative clauses), adding parenthetical
information to a sentence or passage can display confidence as a writer, and help to create an
assured dialogue with a reader. Overuse, however, is not advisable, because it can be distracting
for the reader, and interrupt the rhythm of the writing. Encourage students to look for
opportunities to add parenthesis as part of their redrafting process (this could even be
undertaken as a peer evaluation activity). Encourage them to ‘magpie’ ideas for parenthesis
from their personal reading, and adapt these for use in their own writing.
Poetry
The poetry of E. E. Cummings is particularly useful for exploring parenthesis. In his work,
Cummings uses brackets as the physical representation of reflective thought. Students could
explore and evaluate the effect of Cummings’ use of parenthesis in poems such as ‘i carry your
heart with me (i carry it in’, which can be found here:
www.poetryfoundation.org/poetrymagazine/poem/179622
Students could use a table such as the one below to deconstruct the poem into the two separate
‘voices’. This will allow them to compare the parts of the poem that are in parenthesis with the
parts that are not, and to explore the purpose and effect of the second, parenthetical voice.
Original voice Parenthetical voice
I carry your heart with me (I carry it in my heart)
Students could use this structure as a starting point for their own poems, using
parenthesis to provide a second voice offering a slightly different or deeper perspective.

Parenthesis
Playscripts and screenplays
Playscripts and screenplays give great examples of the use of parenthesis for the following
purposes:
 For directors of plays and films – to allow some insight into the scene and setting of
the action which cannot be communicated through the dialogue itself.
 For actors – directing their movement on stage.
 For actors – directing how they should deliver their lines.
Activities for exploring parenthesis in playscripts and screenplays
1. Take the opening few pages of the script of Doctor Who, Series 9 Episode 2 (‘The Witch’s
Familiar’):
downloads.bbc.co.uk/writersroom/scripts/DW9-EP2-The-Witchs-Familiar.pdf
Ask the students to read through the script, highlighting examples of parenthesis. The
following activities could be considered:
 How many different reasons can the students find for the use of brackets for
parenthesis in these opening scenes? (For example: to provide a stage
direction for the actor, to indicate a voice over, to confirm that a character is
continuing to speak.)
 Can the students find places where dashes have been used to mark
parenthesis? Again, what are the reasons for the use of parenthesis here? (For
example, on page 2: ‘– the figure flits between the next two columns, this
time much smaller, with long white hair –’. This parenthesis describes what
can be seen on screen, and the description comes in the middle of Missy’s
dialogue, like an interruption or interjection.)
 Challenge the students to rewrite the first page of the script as prose,
incorporating the dialogue as either direct or reported speech. Encourage the
students to notice that the style of scriptwriting is quite different to that of
fiction – some of the stage directions in this example are not even full
sentences, but are more like notes. The students should use the techniques of
parenthesis to include all the information and description in their rewritten
text.
2. Take stories that the students have written themselves, and allow them the opportunity
to translate one scene of their story into a playscript or screenplay, using the techniques
of parenthesis to support the transition between formats.

Parenthesis
1. Circle the sentence that shows the use of parenthesis.
John bought pies, cakes and sweets at the shop.
John, feeling hungry, went to the shop.
2. Underline the information in parentheses in the following sentence.
Paul, the greedy monkey, ate all the doughnuts!
3. Add a dash to this sentence to show the parenthesis.
It is cold so cold that your breath seems to freeze.
4. Underline the sentence which punctuates brackets correctly.
Simon ate the cherries (which I was saving for breakfast).
Simon ate the cherries (which I was saving for breakfast.)
5. Rewrite these words to create a sentence with parenthesis and punctuate it correctly.
the pies Michael baked the head chef
..............................................................................................................
6. Which two sentences show parenthesis?
Tick two
You (you absolute menace) are off my Christmas list.
“I do not owe you a penny,” said John.
The bus, which was built in the 1930s, had broken down.
Wait for the clowns!

Parenthesis
1. Circle the sentence that shows the use of parenthesis.
John bought pies, cakes and sweets at the shop.
John, feeling hungry, went to the shop.
2. Underline the information in parentheses in the following sentence.
Paul, the greedy monkey, ate all the doughnuts!
3. Add a dash to this sentence to show the parenthesis.
It is cold - so cold that your breath seems to freeze.
4. Underline the sentence which punctuates brackets correctly.
Simon ate the cherries (which I was saving for breakfast).
Simon ate the cherries (which I was saving for breakfast.)
5. Rewrite these words to create a sentence with parenthesis and punctuate it correctly.
the pies Michael baked the head chef
Michael, the head chef, baked the pies. (Or: ‘The head chef, Michael, baked the pies.’
Commas, brackets or dashes acceptable.)
6. Which two sentences show parenthesis?
Tick two
You (you absolute menace) are off my Christmas list.
“I do not owe you a penny,” said John.
The bus, which was built in the 1930s, had broken down.
Wait for the clowns!

Commas
Commas
Teach
A comma helps to indicate when to take a short pause when reading. It helps to build the rhythm
and flow of writing and to mark grammatical boundaries. Like many forms of grammar, commas
are often misused when first introduced. Sprinkled liberally through a text, they end up
replacing full stops in the dreaded comma splice (where a comma is used incorrectly, rather
than a full stop).
For commas to be used properly, a good understanding of other parts of grammar is needed,
including the correct use of phrases and clauses.
Investigate and define: PowerPoint slide 2
Ask students to look in a variety of books and come up with a list of when to use a comma.
Below are some possible uses, but don’t see this this list as exhaustive. Students’ own definitions
can be very useful, and should be displayed on your working wall along with examples.
We use commas to:
 separate items in a list
 add extra information
 separate direct speech from reporting clauses
 break up longer sentences, so as to clarify meaning or avoid ambiguity
 break up numbers into thousands.

Commas
Investigating the comma: PowerPoint slides 3-5
Remind students of some of the common uses of commas (to introduce speech, to separate
items in a list, to separate items in an address, and to separate clauses or phrases within
sentences). Give students the examples, and let them investigate how the comma is being used.
Speech: A comma is used for speech within a sentence where a question or exclamation mark is
not needed, e.g.
“I will,” she replied.
In a list: The comma is used to separate items within a list. Remember the last item is joined
with ‘and’; no comma is used.
They saw tigers, lions, giraffes and a huge elephant.
However, note that the ‘Oxford comma’ (also known as the serial comma) before and or in a list
of three or more items in a list can help resolve ambiguity. For example:
They served all kinds of cakes: Victoria sandwich, lemon, banana and walnut, and
toffee.
If the Oxford comma had been omitted or the sentence rewritten, then the meaning would be
ambiguous:
They served all kinds of cakes: Victoria sandwich, lemon, banana and walnut and
toffee. (Oxford comma omitted: it is unclear as to whether the flavour
combination is banana and walnut, with a separate toffee flavour, or banana and
walnut and toffee all in one cake.)
They served all kinds of cakes: Victoria sandwich, banana and walnut, lemon and
toffee. (Sentence rewritten: this risks the reader thinking that ‘lemon and
toffee’ is a flavour combination.)
In an address: When written as run-on prose (but not when written on separate lines) e.g. Her
Majesty the Queen, Buckingham Palace, London, SW1A 1AA.

Commas
Adding extra information: When you give more information within a sentence, e.g.
Mrs Coggins, who was a short lady with a large smile, had made a decision.
Note: for more information on this, please see the ‘Relative clauses’ section of the pack.
What’s wrong?: PowerPoint slides 6-7
Give students a number of sentences where adding a comma creates more appropriate and likely
meaning. These are the sentences featured on the slides, with punctuation. If you would like to
embed students’ understanding further, you could ask them to draw quick cartoon pictures of
the more humorous versions of the sentences!
“Let’s eat Grandma.” / “Let’s eat, Grandma.”
Tom walked on his dog following a short way behind. / Tom walked on, his dog
following a short way behind.
Polly said her mother was immature.
This, of course, does make sense, unless it was meant to say: “Polly,” said her
mother, “was immature.”
Ambiguity means to be inexact, and can result in sentences being interpreted in more than one
way, as demonstrated with the sentences above. Commas aid clarity, prevent ambiguity and
indicate where you need to pause. They also help to separate a phrase or subordinate clause to
make meanings clearer.
Clause or phrase?: PowerPoint slides 8-9
It is important that students know the difference between a phrase and a clause, as this will
help students decide where a comma should be placed. Phrases are introduced in the year 2
programme of study, and clauses in year 3. Commas to indicate parenthesis are introduced in
year 5, so revisiting students’ understanding of clauses and phrases is useful at this point. KS3
teachers will also find it useful to revisit phrases and clauses in years 7 and 8, to ensure that
understanding is thoroughly embedded.
Clause

Commas
A clause contains a verb and a subject. A main clause can form a simple sentence in its own
right or can be combined with other clauses or phrases to form compound and complex
sentences.

Commas
A subordinate clause is used to add additional information to a sentence. Although it also

contains a verb and a subject, it can’t be a complete sentence in its own right because it
wouldn’t make sense standing alone. If a subordinate clause starts a sentence, it needs a comma
to separate it from the main clause. A subordinating conjunction such as ‘although’, ‘as’, ‘since’
or ‘when’ is often used, e.g. Since he had missed breakfast, he stopped at the café. In this case,
‘he had missed breakfast’ could be a main clause, but because the subordinating conjunction
‘since’ has been added to it, it cannot make sense without the addition of a main clause, ‘he
stopped at the café’.
Please note that clauses (including subordinate clauses) are in the year 3 programme of study.
Non-finite verbs ending in ‘–ed’ or ‘–ing’ can also be used to start a subordinate clause, e.g.
Seeing that no one was there, Tom turned to go.
Phrase
A phrase is a group of words that can be replaced by a single part of speech, such as a noun or
adverb. It will not make sense on its own and will not contain a verb. A comma is needed for
clarity, e.g. At the ticket booth, he bought his ticket.
Please note that noun phrases are in the year 2 programme of study and fronted adverbials
are in the year 3 programme of study (as is the use of commas following these).
Ask students to identify whether the following are phrases or clauses (slide 5):
In the middle of the night, (adverbial phrase: describes where)
The moonlight shone through the cascading water, (main clause: could be a
complete sentence)
Although they both understood, (subordinate clause: contains a verb)
A little further ahead, (adverbial phrase: describes where)
The most beautiful waterfall in the area, (noun phrase)
After Kyle had eaten, (subordinate clause: could not be a complete sentence)
Through the scratching branches, (adverbial phrase: describes where)

Commas
You could then put students’ phrases or clauses onto strips of card and add to your display under
the following headings, ensuring the comma is used correctly.
Phrase Clause
Adverbia
Adverbial Adverbial
l Noun Main Subordinate
(Where) (How)
(When)
Ask students to add more to the wall in later lessons to reinforce this learning.
The comma is used to help the reader make meaning clear and avoid ambiguity. To introduce
the comma’s function in separating clauses and phrases, the ‘rules’ that follow can be applied.
Commas in compound sentences: PowerPoint slide 10
Commas are used to separate main clauses joined by any of the seven coordinating conjunctions:
For, And, Nor, But, Or, Yet, So (FANBOYS)
The dog barked loudly, yet the cat stood its ground.
The grammatically incorrect comma splice happens frequently in students’ writing, when
coordinating conjunctions are lost, but the comma is kept:
The dog barked loudly, the cat stood its ground.
Point out to students that this is incorrect, because two main clauses should be separated using
a coordinating conjunction or with a semi-colon, or as more than one separate sentence (as
shown above).
Please note that the term ‘conjunction’ is in the programme of study for KS2 (and therefore
also KS3), but the term ‘coordinating conjunction’ is not a statutory term for students.

Commas
Commas in complex sentences: PowerPoint slide 11
Commas are used to separate a subordinate clause (at the start or end of a sentence) from a
main clause. Alternatively, they can be used to embed the subordinate clause within the main
clause, e.g.
Even though he was tired, the dog ran up the hill.
The dog, even though he was tired, ran up the hill.
It would be helpful to revisit the variety of subordinating conjunctions. Give the students a list
and let them come up with an acrostic of their own, e.g. for the six on the slide the acrostic is
SOAPJAW.
Please note that the term ‘subordinating conjunction’ is not a statutory term that students
need to know. However, subordination is introduced from year 2, as is co-ordination, and the
use of commas to indicate parenthesis (a statutory term) is statutory content in year 5. KS3
teachers may find this term particularly useful when extending their students’ understanding
and application of grammar.
Relative clauses and noun phrases: PowerPoint slide 12
Commas for parenthesis are used to add extra information within a sentence. For example they
may be used to add a relative clause or noun phrase. Remind students of the definition of a noun
phrase (from year 2), and ensure that they understand relative clauses (from year 5). Also see
the section ‘Relative clauses’ within this pack for further work on this.
Relative clauses start with a pronoun such as who or which. They can be added to the end, or be
embedded within sentences.
If the relative clause could be removed from the sentence without affecting the meaning of the
whole sentence (a non-defining relative clause), then it needs to be enclosed within commas. If
the relative clause is essential for the meaning of the sentence (a defining relative clause) then
commas are not used.
Note that the terms ‘defining’ and ‘non-defining’ relative clauses are not statutory terms for
students.
He lives in London, which is the capital city. (non-defining relative clause)
The boy, who was always late, was on time today. (non-defining relative clause)
Plants that have red leaves are rare. (defining relative clause)
Please use the envelopes that I have left on your desk. (defining relative clause)

Commas
Fronted adverbials: PowerPoint slide 13
Commas are used to separate a fronted adverbial or prepositional phrase from a main clause.
Adverbials are used to describe how, when, where, or why something happens, e.g.
How: With great energy, the squirrel collected acorns.
When: Last week, the squirrel collected acorns.
Where: In the forest, the squirrel collected acorns.
Why: To prepare for winter, the squirrel collected acorns.
Let students add adverbial phrases to the sentences on the slide, then come up with their own
ideas. See the section ‘Adverbials’ within this pack for further work on this.
More adverbials: PowerPoint slide 14
Conjunctive adverbials are used to connect sentences and paragraphs. They are also used to
show sequence, contrast, cause and effect, and other relationships. Conjunctive adverbs and
phrases that introduce a sentence are followed by a comma, e.g.
However, he decided to give it a go.
Please note that the term ‘conjunctive adverbial’ is not a statutory term, but in year 6,
cohesive devices to link ideas across paragraphs, including adverbials, are introduced. KS3
teachers may find this term useful in extending their students’ understanding of grammar.
Conjunctive adverbials maintain the cohesion of a text in several basic ways, including:
Indicating time or listing: first of all, finally, just then, meanwhile, later
Adding information: also, furthermore, moreover
Contrasting: however, nevertheless, on the other hand
Reinforcing: besides, anyway, after all
Explaining: for example, in other words, that is to say
Showing results: therefore, consequently, as a result
Students often struggle to conclude their writing. Ask them to look back through their work,
particularly endings, and see where they could add a conjunctive adverbial to summarise,
compare or order ideas.
Commas
Practise
The Oxford comma — Resource 1 / PowerPoint slide 5
This resource includes a number of sentences where ambiguity is created by either using or not
using the Oxford comma. Bear in mind that the use of the Oxford comma is a style choice. It is
usually included to create clarity, so if the meaning is left unclear by using it, it is probably best
to rewrite the sentence!
Finding commas
Give your students a variety of non-fiction books. Ask them to look through these to find:
1. Three different ways the comma is being used.
2. Three complex sentences (write these out).
3. Examples of main clauses and subordinate clauses (taken from the complex
sentences).
4. Subordinating conjunctions (list examples).
5. Three fronted adverbials.
6. Three relative clauses.
Add the comma — Resource 2
Use this resource to revise compound sentences, subordination and the use of commas in a list.
Complex sentences — PowerPoint slide 11
Write a complex sentence on the board, e.g.
As the boy walked through the forest the tiger prepared to pounce.

Commas
Organise students into teams of four and give them a dice per team. Students take turns to
throw a dice and follow the instructions below, so that the sentence still makes sense.
1. Identify and change the verb.
2. Identify and change the subordinate clause.
3. Add a comma.
4. Change the conjunction.
5. Change the main clause.
6. Change the subject in the main clause.
You could give the students a set amount of time, and then repeat the exercise with some of the
sentences from Resource 1. Revise the terminology and compare students’ sentences.
Stolen punctuation
Give students a section of text with the punctuation missing, e.g.
Perching against the back of the sofa his mum looked out of the window Kyle had
certainly got his eyes from his mother but hers were wilder somehow when you
looked at them they seemed to raise questions.
To support students, give the punctuation that is missing in the correct order.
, . , . , .
Here’s a corrected version of this example:
Perching against the back of the sofa, his mum looked out of the window. Kyle
had certainly got his eyes from his mother, but hers were wilder somehow. When
you looked at them, they seemed to raise questions.
or (with an extra comma)
Perching against the back of the sofa, his mum looked out of the window. Kyle
had certainly got his eyes from his mother, but hers were wilder. Somehow,
when you looked at them, they seemed to raise questions.

Commas
Combining sentences — Resource 3 / PowerPoint slides 10-14
Combining sentences is a great activity to revise many grammatical features. It is quite simple.
Give students a number of sentences which are very repetitive and ask them to combine them,
for example:
 The boy was not tall.
 The boy was not fast.
 The boy could jump great distances.
Through cutting out unnecessary repetition and adding appropriate conjunctions, we can
combine these three short sentences into a single, more coherent one, e.g. The boy was neither
tall, nor fast, but could jump great distances.
You could do this as a speaking and listening activity, where the students work in pairs or threes
and select one card at a time, read it aloud, then all students have a go at rewriting the
sentence.
Encourage discussion between the students once the sentences have been combined. Ask them
to look for the use of adverbial phrases, subordination and the use of commas. Does their
sentence still make sense or is it ambiguous?
Ambiguous meaning — Resource 4
Give the students sentences where the meaning is not clear. It would be good to add some
examples from the students’ work, or from work that you have done through activities such as
combining sentences.
Students can check their answers and then come up with their own examples for a partner to
solve. Using the resource, students write out three sentences from their own work without
punctuation. A partner then rewrites the sentence to look quite different by adding adverbial
phrases, subordinate clauses and commas.

Commas



Commas

Commas
Resource 1
The Oxford comma

Punctuate each of the following sentences in two ways and
then explain the difference in meaning.
1. Luke turned and faced Izzy his sister and a police officer.
................................................................................................
2. Luke turned and faced Izzy his sister and a police officer.
................................................................................................
1. Oliver bought three different shirts: red with white stripes blue and white and
yellow.
................................................................................................
2. Oliver bought three different shirts: red with white stripes blue and white and
yellow.
................................................................................................
1. The three dogs were quite different: menacingly large grey with a wagging tail
and small and yappy.
................................................................................................
2. The three dogs were quite different: menacingly large grey with a wagging tail
................................................................................................
1. Noah found himself in the cinema with his friend a parent and a teacher.
................................................................................................
2. Noah found himself in the cinema with his friend a parent and a teacher.
................................................................................................
1. I love my parents Pinocchio and Cinderella.

................................................................................................
2. I love my parents Pinocchio and Cinderella.
................................................................................................

Commas
Resource 1
The Oxford comma

Luke turned and faced Izzy, his sister, and a police officer.
Luke turned and faced Izzy, his sister and a police officer.
In the first example there are two possible meanings: it could mean that Luke is
with three people, or that he is with two people, one of whom is his sister Izzy.
In the second he is with his sister who is also a police officer.
Oliver bought three different shirts: red with white stripes, blue and white, and
yellow.
Oliver bought three different shirts: red with white stripes, blue, and white and
yellow.
In the first example the third shirt is yellow.

In the second the third shirt is white and yellow.
The three dogs were quite different: menacingly large, grey with a wagging tail,
The three dogs were quite different: menacingly large, grey with a wagging tail
and small, and yappy.
In the first example the third dog is small and yappy.

In the second the third dog is just yappy.
Noah found himself in the cinema with his friend, a parent, and a teacher.
Noah found himself in the cinema with his friend, a parent and a teacher.
In the first example Noah seems to be with three different people.

In the second he is with one friend who is also a parent and teacher.
I love my parents, Pinocchio and Cinderella.

I love my parents, Pinocchio, and Cinderella.
In the first example it sounds like the speaker’s parents are Pinocchio and
Cinderella. In the second the speaker loves all three.

Commas
Resource 2
Add the comma

Add a comma to the following sentences so that the meaning is clearer.
Compound sentences
An elephant is a huge animal yet the blue whale is even bigger.
The largest mammal is the blue whale and the smallest is the bumblebee
bat.
All mammals have hair or fur at some time in their life but for some
mammals it is present only before birth.
Subordinate clauses in complex sentences
After forgetting to buy the milk Sam was told off.
Although he didn’t like rats he still managed to get to sleep.
Once she had visited her friends she would return home.
Mammals have several different kinds of teeth which allows for more
efficient processing of food.
Despite her fear of spiders Jane managed to make her way through the
cave.
The chef who was famous for his cooking baked a delicious pie.
In a list
The most abundant mammals are small nocturnal and feed on insects.
Humans are mammals and so are dogs whales elephants and horses.

Commas
Resource 2
Add the comma

Compound sentences
An elephant is a huge animal, yet the blue whale is even bigger.
The largest mammal is the blue whale, and the smallest is the bumblebee bat.
All mammals have hair or fur at some time in their life, but for some mammals it
is present only before birth.
(Note that the use of comma here is optional, but does help to clarify meaning
with longer clauses).
Subordinate clauses in complex sentences
After forgetting to buy the milk, Sam was told off.
Although he didn’t like rats, he still managed to get to sleep.
Once she had visited her friends, she would return home.
Mammals have several different kinds of teeth, which allows for more efficient
processing of food.
Despite her fear of spiders, Jane managed to make her way through the cave.
The chef, who was famous for his cooking, baked a delicious pie.
In a list
The most abundant mammals are small, nocturnal and feed on insects.
Humans are mammals and so are dogs, whales, elephants and horses.

Commas
Resource 3
Combining sentences
Combine the following sentences, so that they make sense. Add commas to clarify
meaning.
Mary felt anxious.

Mary was fidgeting.
Mary didn't know where her brother was.
My parents were away.

I helped myself to fizzy drink.
I watched a lot of TV.
Joe complained.
Joe did not finish his homework.
He had to go to bed early.
Joe fell out of the tree.

Joe was wearing his best shirt.
Joe wished he had stayed at home.
The football team is very popular.

The football team has not won any games recently.
The fans are hoping the manager will leave.
The boy was not tall.

The boy was not fast.
The boy could jump great distances.
Joe stuck to his argument.

Joe knew full well he was right.
Joe knew no one would challenge him.

Commas
Resource 3
Combining sentences
These are just some of many possible answers. You might use them as suggestions for
students who need support.
As she didn't know where her brother was, Mary felt anxious and was fidgeting.
While my parents were away, I helped myself to a fizzy drink and a pizza from the
fridge.
As Joe complained and did not finish his homework, he had to go to bed early.
After falling out of the tree, Joe, who was wearing his best shirt, wished he had
stayed at home.
Although the football team is very popular, they have not won any games
recently, so the fans are hoping the manager will leave.
The boy was neither tall, nor fast, but could jump a great distance.
Joe stuck to his argument, knowing full well he was right and that no one would
challenge him.

Commas
Resource 4
Ambiguous meaning
These sentences have gone wrong with some humorous results.
What do you think the writer was trying to say? Rewrite the
sentences so that they are less ambiguous. You might need to
change words, or add words, commas or other punctuation.
a. After breaks staff should empty the tea pot and stand upside down on the draining
board.
.........................................................................................................
.........................................................................................................
b. We exchange books puzzles and bicycles why not bring your family along and get a
wonderful bargain.
.........................................................................................................
.........................................................................................................
c. Safari park notice elephants please stay in your car.

.........................................................................................................
d. On Saturday Tom and Mary went down to the park after kicking up all the leaves they
went to the shops they realised there was nothing they could buy but they had an
idea running quickly they went to see Grandma and had tea and cakes.
.........................................................................................................
.........................................................................................................
.........................................................................................................
Look through your own work. Write out three of your own sentences without any
punctuation.
1. .....................................................................................................
2. .....................................................................................................
3. .....................................................................................................
Give your sentences to a partner, and ask them to rewrite them by adding: adverbial
phrases, noun phrases, subordinate clauses and punctuation.
1. .....................................................................................................
2. .....................................................................................................
3. .....................................................................................................

Commas
Resource 4
Ambiguous meaning
Here are some suggested answers. There are alternatives that could be equally correct.
 After breaks, staff should empty the tea pot, and stand it upside down on the
draining board.
 We exchange books, puzzles and bicycles. Why not bring your family along? You
might get a wonderful bargain.
 Safari Park Notice: Elephants! Please stay in your car.
 On Saturday, Tom and Mary went down to the park. After kicking up all the
leaves, they went to the shops. They realised there was nothing they could buy,
but they had an idea. Running quickly, they went to see Grandma, and had tea
and cakes.

Commas
Apply: Text types

Non-chronological reports
Use a non-fiction book on an appropriate topic, and ask students to identify the use of commas.
Use the questions from the activity ‘Finding commas’ to explore the use of clauses, phrases and
commas, and collect examples, e.g.
So, turn the page to creep through the AMAZON’S hot, humid rainforests, then
dive down to discover the GREAT BARRIER REEF’S teeming shoals of fish.
(The Wonder Garden by Jenny Broom, 2015)
This introduction alone has a lot of grammar to explore. Commas are used:
 after the opening coordinating conjunction, ‘So’
 to separate adjectives (‘The Amazon’s hot, humid rainforests’)
 for subordination (before the conjunction ‘then’).
Students could then use this as a model to create a text about a different habitat, such as the
Arctic.
Recounts
Set the students a narrative writing task based on a relevant topic, and give them a list of
criteria to meet, then use it as a checklist following the task. For example:
 Start a sentence with a subordinate clause.
 Include a list.
 Write at least one compound sentence (using a coordinating conjunction).
 Write a complex sentence which includes a fronted adverbial.
 Write a complex sentence which includes a noun phrase.
 Write a complex sentence which includes a relative clause.
 Include some direct speech.
Look at the use of commas and let students collect phrases they can use by sharing their work
with other students.

Commas
Subordinating conjunctions
Give students a list of conjunctions and let them create their own stories or non-fiction texts,
e.g.
Since the dawn of time, the king had ruled.
Although he was young, he was very wise.
As winter approached, the rivers froze.
Once the rivers froze, the people starved.
Just in case the thaw did not come, the king sent for help.
Research and fronted adverbials
Ask students to research a historical period of time, and write sentences that start with an
adverbial phrase (when, where, how and why) e.g.
When: In the summer of 1939, the order to evacuate was given.
Where: On the railway platforms, the evacuees said goodbye to their parents.
How: By train and road, children left for the country.
Why: Due to the threat of bombing, over 2000 children were moved.

Commas
1. Tick one box to show where the comma should go for each of the sentences below.
Although elephants are large they aren’t normally dangerous.
However they have been known to charge.
2. Use commas within this sentence to show the relative clause.
The door which is made of wood is now black with age.
3. Rewrite the sentence below by adding a subordinate clause. Remember to punctuate your
answer correctly.
The swimmers lined up by the side of the pool.
..............................................................................................................
4. Explain how the use of commas changes the meaning in the two sentences.
Orangutans, which are from Sumatra, are endangered.
Orangutans which are from Sumatra are endangered.
..............................................................................................................
..............................................................................................................

Commas
5. Write a sentence that lists all the information given in the box below. Remember to
punctuate your answer correctly.
Milkshake ingredients:
Bananas semi-skimmed milk honey marshmallows (for decoration)
.....................................................................................................
.....................................................................................................
6. Add a comma to the following sentence.
Although he was late he didn’t want to rush.
7. Why is the comma used in the sentence below?
Her mum said that the cats were cute, fluffy and very small.
Tick one
to introduce speech
to separate the clauses in the sentence
to separate items in a list

Commas

1. Tick one box to show where the comma should go for each of the sentences below.
Although elephants are large, they aren’t normally dangerous.
However, they have been known to charge.
2. Use commas within this sentence to show the relative clause.
The door, which is made of wood, is now black with age.
3. Rewrite the sentence below by adding a subordinate clause. Remember to punctuate your
answer correctly.
Accept any answer where a subordinating conjunction has been used and a comma placed
after the subordinate clause, e.g. Even though the swimmers lined up by the side of the
pool, the lifeguard wasn’t ready.
4. Explain how the use of commas changes the meaning in the two sentences.
Accept an answer which explains that the first sentence suggests that all orangutans are
endangered (and all are from Sumatra). The second sentence suggests that only
orangutans from Sumatra are endangered.
5. Write a sentence that lists all the information given in the box below. Remember to
punctuate your answer correctly.
Allow any grammatically correct response that uses correct punctuation and lists all the
information given, e.g. The milkshake ingredients are: bananas, semi-skimmed milk,
honey and marshmallows (for decoration).
6. Add a comma to the following sentence.
Although he was late, he didn’t want to rush.
7. Why is the comma used in the sentence below?
Her mum said that the cats were cute, fluffy and very small.
Tick one
to introduce speech
to separate the clauses in the sentence

Commas
to separate items in a list

Passive verbs
Passive verbs
Teach
The active and passive voice
Verbs can be active or passive. We say that a sentence with an active verb form has been
written in the active voice. Conversely, a sentence with a passive verb form has been written in
the passive voice.
An example of a sentence in the active voice might be:
The dog ate the bone.
Here, the subject of the sentence is the dog, who is the performer (or agent) of the action. The
object of the sentence is the bone, which is the receiver of the action.
If we wish to alter this sentence to the passive voice, the receiver of the action – the bone –
must become the subject of the sentence:
The bone was eaten by the dog.
Meanwhile, the performer of the action – the dog – has become the object of the sentence.
Notice that the point of view of the sentence has changed. Previously, in the active voice, the
focus of the sentence was the dog, whereas now, in the passive voice, the focus of the sentence
is the bone.
We could even leave out the object of the sentence altogether:
The bone was eaten.

Passive verbs
In this passive version of the sentence, it is not important to know who ate the bone. The focus
is on the fact that it was eaten!
Please note that only the terms ‘passive’ and ‘passive verbs’ are used in the statutory
curriculum materials, but that ‘passive voice’ has been also been used in the government test
materials. We therefore suggest that you introduce all three terms to your students during
teaching. KS3 students will benefit from revisiting these terms to consolidate their
understanding.
Also note that the terms ‘performer’ and ‘receiver’ have been used in both the teaching notes
and the PowerPoint presentation, as they provide a useful and clear way of explaining the
passive voice to the students. However, these are not statutory terms for students.
Purpose of the passive voice
The passive voice is useful in composition in the following ways:
 It can emphasise the importance of the action in a sentence, e.g.:

The suspect was handcuffed.
Here, the emphasis is placed on what has happened to the suspect; it may not be
important to know who performed the action.
 It can mask the performer of the action to avoid blame, or to create suspense, e.g.:
The window has been broken.
Here, we know what has happened to the window – but not who was responsible
for the action.
 It can change the relative importance of the nouns in a sentence e.g.:

John Wilkes Booth killed President Lincoln.
Here, the use of the active voice emphasises the importance of John Wilkes
Booth.
However, if we were to rewrite the sentence in the passive voice –
President Lincoln was killed by John Wilkes Booth.
– then it is President Lincoln who assumes the greater emphasis and importance.
 It is often used to indicate greater formality.

For instance, compare the formality of the active and passive sentences in the
following examples:
Mr and Mrs Jones invite you to their silver wedding celebrations. (active)
You are invited to the silver wedding celebrations of Mr and Mrs Jones. (passive)

Passive verbs
Converting active to passive, and vice versa: PowerPoint slides 2-5
To convert active sentences to passive, and vice versa, the following learning steps are
necessary:
 Students should firstly identify the verb within the sentence.
 They should then identify the subject and the object of the sentence.
 Finally, they need to reverse the order of subject and object to create the active or
passive sentence.
Active sentence Subject Verb Object Passive sentence
Fish are eaten by

Bears eat fish. bears eat fish
bears.
The greedy children the All the lemonade was

the
drank all the greedy drank drunk by the greedy
lemonade
lemonade. children children.
The police caught the The thief was caught

the police caught the thief
thief. by the police.
Use PowerPoint slides 2-3 to demonstrate the simple conversion of the active to the passive
form and introduce the students to the terms subject and object as points of focus in the
sentence.
Use the examples on PowerPoint slides 4-5 to secure the students’ understanding of how the
position of the performer and receiver in a sentence determines whether that sentence is active
or passive. (It may be helpful to use the term ‘doer’ rather than ‘performer’ to aid students’
understanding.)
Passive verb forms: PowerPoint slides 6-9
When we convert sentences in the active voice to the passive voice, the verb form changes.
In the passive voice, the different tenses of the verb ‘to be’ combine with the past participle of
the main verb to create the passive verb:
[Receiver of the action] + [to be] + [past participle of verb] + [by] + [performer of the action]
passive verb

Passive verbs
For example, take the sentence:
Fish are eaten by bears.
[Fish] + [are] + [eaten] + [by] + [bears].
passive verb
Here, ‘are’ is the simple present form of the verb ‘to be’, and ‘eaten’ is the past participle of
the verb ‘to eat’. Together, ‘are eaten’ forms the passive verb.
The tense of a passive sentence is therefore determined by the tense of the verb ‘to be’ – not by
the tense of the main verb.
Note that the term ‘past participle’ has been used in both the teaching notes and the
PowerPoint presentation, as it clearly identifies this component of the passive verb form for
students. However, it is not a statutory term for students.
Use PowerPoint slide 6 to introduce the term passive verb and to demonstrate how this is
constructed in the simple past tense. Initially, keep a focus on passive sentences created in the
simple past tense to build familiarity. Discuss other examples such as the sentences below:
 She was listened to by the audience.
 They were amused by the clever joke.
 We were blessed with fine weather.
 The house was haunted.
 I was embarrassed by their behaviour.
Extend the students’ understanding of the variety of passive sentence tenses by using the
sentences on PowerPoint slide 7. Draw out with the students that it is only the tense of the
verb ‘to be’ that changes – the main verb is always the past participle.
Use PowerPoint slides 8-9 to further practise this identification. You may wish to print out
copies of slide 8 for the students to work on.
Note the addition of the progressive and perfect forms of the verb ‘to be’.

Passive verbs
Examples of the various tenses of passive sentences are illustrated below:
Form of the Past participle

Tense Passive sentence
verb ‘to be’ of main verb
surrounded (to
Simple I am surrounded by flies. am
surround)
It is being explained by explained (to

Progressive is being
the teacher. explain)
Present We have been sent to
Perfect have been sent (to send)
hospital.
That house has been

repaired (to
Perfect Progressive being repaired for two has been being
repair)
years.
You were annoyed with annoyed (to

Simple were
me. annoy)
He was being shaved at shaved (to

Progressive was being
the barbers. shave)
Past
We had been forbidden to forbidden (to
Perfect had been
enter. forbid)
I had been being considered (to

Perfect Progressive had been being
considered for the job. consider)
They will be kept in the

Simple will be kept (to keep)
dark.
The hall will be being

Progressive will be being used (to use)
used next week.
Future The record will have been broken (to
Perfect will have been
broken twice this year. break)
The theatre will have

will have been restored (to
Perfect Progressive been being restored for
being restore)
the last five years.
I have to be entered for entered (to

Simple present (have) to be
the competition! enter)
He hoped to be married
Infinitive married (to
Simple past by the time he was (hoped) to be
example marry)
twenty.
s
They will need to be
(will need) to employed (to
Simple future employed until they are
be employ)
seventy.

Passive verbs
Masking responsibility with the passive voice: PowerPoint slide 10
Using the passive voice can be a useful device in hiding or masking who is responsible for an
action.
For instance, in the active sentence, ‘Jeff broke the window’, it is clear that Jeff is responsible
for breaking the window. We could rewrite this as a passive sentence: ‘The window was broken
by Jeff’. Again, the responsibility for the action is clear. However, we could also choose to use
the passive voice to hide Jeff’s identity – and also his responsibility – by rewriting the sentence
as: ‘The window was broken’. See this same pattern in the examples below.
Active Passive Passive (masked)
A mistake was made by us

We made a mistake when he A mistake was made when he
when he was elected as
was elected as President. was elected as President.
President.
The Normans killed four Four thousand Saxons were Four thousand Saxons were
thousand Saxons at the Battle killed by the Normans at the killed at the Battle of
of Hastings. Battle of Hastings. Hastings.
Over £2.6 million was stolen

A gang led by Bruce Reynolds Over £2.6 million was stolen
by a gang led by Bruce
stole over £2.6 million in The in the Great Train Robbery of
Reynolds in the Great Train
Great Train Robbery of 1963. 1963.
Robbery of 1963.
The referee should have sent The player should have been The player should have been
the player off. sent off by the referee. sent off.
Use PowerPoint slide 10 to demonstrate the two different forms of the passive sentences – and
discuss with the students the advantages or disadvantages of the use of either form. Ask them to
consider where they may have read or heard of the ‘masked’ form of the passive voice. What
was the context? Why might it have been used?

Passive verbs
Practise
Rainbow writing — Resource 1 / PowerPoint slides 2-5
To develop their ability to identify the verb, subject and object in sentences, students rewrite
or underline these words in different colours (e.g. verb in red, subject in blue, object in green).
It may be helpful to consolidate the vocabulary of performer or ‘doer’ and receiver before
beginning this exercise, although these terms are not statutory for students.
If the students’ learning is secure, you could dictate sentences related to the class topic or
theme. However, depending on the confidence of your students, it may be helpful to present
this as a worksheet activity (Resource 1).
To develop deeper learning, students could retrieve the sentences from their own reading of
fiction and non-fiction texts and ‘rainbow write’ them. They could then identify whether the
sentences are in the active or passive form and then convert them from one to the other.
Conversion — Resource 2 / PowerPoint slides 2-3
Give students sentences to convert from the active voice to the passive voice and vice versa.
Food chains — Resource 3
Students look at the food chains and write the respective active and passive sentences to explain
who eats who (active), and who is eaten by whom (passive).
Note that in Science, food chains always show the arrows pointing in the direction of the flow
of energy – from the animal that is eaten to the animal that is doing the eating. For the
purposes of clearly illustrating the difference between the active and passive form, in this
resource the food chain is also shown with the arrows pointing in the opposite direction.
As an extension task, students could research other food chains, and then create their own
active and passive sentences for these.

Passive verbs
Quick spot
Once students are secure in the construction of sentences in the active and passive voice,
provide them with an extract from a text related to your class topic or theme, and ask them to
highlight the passive and active verb forms in different colours.
As an extension opportunity, students could identify the verb forms in the texts that they are
reading themselves. Students could attempt to convert the verb forms from active to passive
and vice versa. This can be used as the starting point for discussion on the effectiveness of the
different forms. What sort of effect is generated by changing the voice from active to passive?
What is the intention of the author in choosing one form over the other?
Don’t blame me! Game — Resource 4
This game can be played using any ‘Snakes and Ladders’ board, but there is a simplified version
of the board provided in the resource.
The game follows the rules of Snakes and Ladders, with players rolling a dice in order to advance
along the board, with the winner being the first to reach the final square.
The difference to the traditional game is that when the player has the opportunity to advance
up a ladder – or risks sliding down a snake – their opponent must draw a blame card from the
pile. The opponent then reads out the active sentence at the top, which blames the player for
an action. The player must then respond, converting the sentence from active to passive, and
masking that they are to ‘blame’ for the action.
For example, the opponent reads: You broke my phone.
The player answers: Your phone was broken.
Note that the person to blame for the action – the performer – is missing from the sentence. If it
was not missing, the sentence would read: Your phone was broken by me.
If the player gives a successful answer, they may advance up the ladder, or avoid sliding
down the snake.
If the player’s answer is unsuccessful, they may not advance up the ladder, or they must
slide down the snake.

Passive verbs
Match reports
Match reports often provide a rich source of passive sentences. Give students a newspaper
recount of a recent match, and ask them to identify sentences which are written in the active
and the passive voice, highlighting these in different colours. Which sentences do they prefer?
Which parts of the report do they find the most effective, and why?
As an extension task, you could ask students to create their own recount of a match or event.
Ask them to explicitly reflect on their choice of active or passive forms for effect. If your
students need support, you could prompt them with a list of relevant passive verb forms, for
example:
 was conceded
 will be suspended
 had been substituted
 is being relegated.

Passive verbs



Passive verbs

Passive verbs

Passive verbs
Resource 1
Rainbow writing
There are a number of sentences below. For each question part a):
 Underline the subject in blue.

 Underline the object in green.
 Underline the verb(s) in red.
For each question part b):
 Convert the sentences from active voice to passive voice.
1. a. David Copperfield visited his Aunt Betsey Trotwood.
b. .................................................................................................
.....................................................................................................
2. a. Little Nell lived in The Old Curiosity Shop.
b. .................................................................................................
.....................................................................................................
3. a. Magwitch had stored up a fortune.
b. .................................................................................................
.....................................................................................................
4. a. The Artful Dodger approached Oliver.
b. .................................................................................................
.....................................................................................................
5. a. Scrooge wept over the gravestone.
b. .................................................................................................
.....................................................................................................

Passive verbs
Resource 1
Rainbow writing
1. a. David Copperfield visited his Aunt Betsey Trotwood.
b. Aunt Betsey Trotwood was visited by David Copperfield.
2. a. Little Nell lived in The Old Curiosity Shop.
b. The Old Curiosity Shop was lived in by Little Nell.
3. a. Magwitch had stored up a fortune.
b. A fortune had been stored up by Magwitch.
4. a. The Artful Dodger approached Oliver.
b. Oliver was approached by the Artful Dodger.
5. a. Scrooge wept over the gravestone.
b. The gravestone was wept over by Scrooge.

Passive verbs
Resource 2
Conversion
Fill in the table, rewriting active sentences in the passive
voice, and vice versa.
You may find it helpful to underline the subject, object and

the verb of each sentence before you attempt rewriting.
Create your own example sentences in the bottom boxes.
Active Passive
.......................................................
The referee allowed the player to return. .......................................................
.......................................................
.......................................................
....................................................... You will be invited to the ball by the Prince.
.......................................................
.......................................................
Why did the teacher take my book? .......................................................
.......................................................
.......................................................
The atomic bomb was dropped on
....................................................... Hiroshima by the allies.
.......................................................
.......................................................
I am delivering the parcel. .......................................................
.......................................................
.......................................................
The athlete was being cheered on by
....................................................... the crowd.
.......................................................
.......................................................
The student took a photograph of the bus. .......................................................
.......................................................
....................................................... .......................................................
....................................................... .......................................................
....................................................... .......................................................

Passive verbs
Resource 2
Conversion
Active Passive
The referee allowed the player to The player was allowed to return by
return. the referee.
You will be invited to the ball by the

The Prince will invite you to the ball.
Prince.
Why was my book taken by the

Why did the teacher take my book?
teacher?
The allies dropped the atomic bomb The atomic bomb was dropped on
on Hiroshima. Hiroshima by the allies.
I am delivering the parcel. The parcel is being delivered by me.
The athlete was cheered on by the

The crowd cheered on the athlete.
crowd.
The student took a photograph of the A photograph of the bus was taken by
bus. the student.

Passive verbs
Resource 3
Food chains
Look at the food chains and write active and passive sentences to explain who eats who (active),
and who is eaten by whom (passive). The first sentences have been written for you.
Note that in Science, food chains always show the arrows pointing in the direction of the
flow of energy – from the animal that is eaten to the animal that is doing the eating. On
this worksheet, the food chain is also shown with the arrows pointing in the opposite
direction to help you write out sentences in both the active and passive voice.
SPARROWHAWK SPARROWHAWK
SONG THRUSH SONG THRUSH
SNAIL SNAIL
THISTLE THISTLE
Complete the passive voice food Complete the active voice food
chain: chain:
1. The thistle is eaten by the snail. 1. The sparrowhawk eats the song
thrush.
2. ......................................... 2. .........................................
......................................... .........................................
3. ......................................... 3. .........................................
......................................... .........................................

Passive verbs
Resource 3
HAWKS HAWKS
SNAKES SNAKES
FROGS FROGS
GRASSHOPPERS GRASSHOPPERS
WHEAT WHEAT
chain: chain:
1. ......................................... 1. .........................................
......................................... .........................................
2. ......................................... 2. .........................................
......................................... .........................................
3. ......................................... 3. .........................................
......................................... .........................................
4. ......................................... 4. .........................................
......................................... .........................................

Passive verbs
Resource 3
ORCA ORCA
SEALS SEALS
COD COD
SAND EELS SAND EELS
ZOOPLANKTON ZOOPLANKTON
(Tiny sea animals) (Tiny sea animals)
PHYTOPLANKTON PHYTOPLANKTON
chain: chain:
1. ......................................... 1. .........................................
......................................... .........................................
2. ......................................... 2. .........................................
......................................... .........................................
3. ......................................... 3. .........................................
......................................... .........................................
4. ......................................... 4. .........................................
......................................... .........................................
5. ......................................... 5. .........................................
......................................... .........................................

Passive verbs
Resource 4
Snakes and ladders
30 31 32 33
Finish!
29 28 27 26 25
20 21 22 23 24
19 18 17 16 15
10 11 12 13 14
9 8 7 6 5
1 2 3 4
Start!

Passive verbs
Resource 4
Don’t blame me!
Blame card Blame card Blame card
Opponent says: Opponent says: Opponent says:

You ate all the cakes. You burnt the pizza. You crashed into the car.
Answer: Answer: Answer:

All the cakes were eaten. The pizza was burnt. The car was crashed into.

You didn’t do the washing You played on my Xbox. You snapped my pencil.
up.
Answer: Answer:
Answer: Your Xbox was Your pencil was snapped.
The washing up played on.
wasn’t done.

You haven’t tidied your You have not taken the dog You taught the little boy a
bedroom. for a walk. naughty word.

The bedroom hasn’t been The dog was not A naughty word was
tidied. taken for a walk. taught to the little boy.

Passive verbs
Resource 4

You made mistakes in the You broke the speed limit. You did not pay for the
spelling test. ticket.
Answer:
Answer: The speed limit was Answer:
Mistakes were made in the broken. The ticket was not paid
spelling test. for.

You sat on the hat. You did not mow the grass. You did not tell the truth.

The hat was sat on. The grass was not The truth was not told.
mown.

You stole the sweets. You put too much sugar in You did not pick me up
the tea. from school on time.
Answer:
The sweets were Answer: Answer:
stolen. Too much sugar was You were not
put in the tea. picked up from
school on time.

Passive verbs
Apply: Text types
Narrative
Often, students will use the passive voice in their writing to create description without this even
being a conscious choice. For example:
The wall was covered in ivy.
Good teaching involves giving students feedback on their intuitive use of the passive form – and
identifying the effect of this on the reader – so that they can begin to make more explicit
choices between the active and passive at the point of composition.
Students could also look through their peers’ work for use of the passive voice, and make
comments on the effect of this.
Cross-curricular report writing
Report writing in other areas of the curriculum can be an excellent way for students to apply
their knowledge of the difference between the active and passive voice.
Historical report writing, for example, allows the writer to use active or passive voice to
indicate the relative importance of the subject or object – or at times to mask who is responsible
for the action.
Recounts of scientific experiments usually employ the passive voice for formality and objectivity
– and for simplicity. For example, the sentence below is in the active voice:
A technician boiled the mixture to a temperature of 100°c.
The fact that it was the technician who boiled the mixture is unnecessary for the report.
The focus should be on the fact that the mixture was boiled, as in the masked passive version of
the sentence below:
The mixture was boiled to a temperature of 100°c.

Passive verbs
Persuasive writing
Please note that you will also find this activity earlier in the teaching pack when learning how to
use and identify modal verbs and adverbs.
The use of the passive voice in persuasive writing adds a sense of formality and objectivity to
the presentation of points of view.
You could set your students a persuasive writing task and set a minimum number of sentences
using the passive voice. Some suggested writing tasks: for or against longer school days/holidays,
for or against school uniform, and for or against a local issue.
To support your less able students, you could provide a list of suitable phrases using the passive
voice, such as:
 It has been said that . . .
 It was argued that . . .
 It will be concluded . . .

Passive verbs
1. Circle the question that is in the passive voice.
Did the government raise taxes? Were taxes raised by the government?
2. Underline the verb form that indicates the sentences below are in the passive voice.
Crickets are eaten by pet lizards.
The book has been written over many years.
3. Add the verb to complete the following sentence so that it is in the passive voice.
The match was ..................................by over a million viewers.
4. Create a sentence in the passive voice using these words.

Remember to punctuate your answer correctly.
kicked the football by the boy was
5. Rewrite the following sentence so that it is in the passive voice.
Simon ate all the cakes.

.....................................................................................................
6. Which two sentences are in the passive voice?
Tick two
Some caterpillars are eaten by blue tits.
I stole the lady’s diamond necklace.
The penalty was awarded by the referee.
John wrote a letter of complaint.

Passive verbs
1. Circle the question that is in the passive voice.
Did the government raise taxes? Were taxes raised by the government?
2. Underline the verb form that indicates the sentences below are in the passive voice.
Crickets are eaten by pet lizards.
The book has been written over many years.
3. Add the verb to complete the following sentence so that it is in the passive voice.
The match was (watched/seen/observed) by over a million viewers.
4. Create a sentence in the passive voice using these words.

Remember to punctuate your answer correctly.
kicked the football by the boy was

The football was kicked by the boy.
5. Rewrite the following sentence so that it is in the passive voice.
Simon ate all the cakes.

All the cakes were eaten by Simon.
6. Which two sentences are in the passive voice?
Tick two
Some caterpillars are eaten by blue tits.
I stole the lady’s diamond necklace.
The penalty was awarded by the referee.
John wrote a letter of complaint.

Teach
Identifying the subjunctive
The subjunctive verb is often used to refer to something that is not true, or something that is a
wish. As with all grammar, it is important that students understand its purpose and the effect it
creates. The phrase ‘If you were the winter, I know I'd be the snow,’ is a good example. This is
from the song ‘All I Want is You’ by Barry Louis Polisar. The singer knows his true love will never
be the winter, but he uses this to describe their relationship.
The subjunctive: PowerPoint slide 2
Listen to the song with your students:
www.youtube.com/watch?v=hHXau3zAe7E
Discuss the effect created. The subjunctive is used to express something which is a wish, or
which is contrary to fact: for example, in the line ‘If you were a river’ the woman being
addressed in the song is not, and never can be, a river!
Notice that the lyrics start with ‘If I was a flower’ in this version (from the film Juno), which is
not using the subjunctive form. This has been amended in the version on Polisar’s website.
Investigate: You could include other songs or poems that use the subjunctive form, or ask your
students to find examples e.g.
 Beyonce, ‘If I Were a Boy’ (2008) (Note that the video for this song may be
inappropriate for your class)
 Sheldon Harnick and Jerry Bock, ‘If I Were a Rich Man,’ Fiddler on the Roof (1964
musical).

‘Was’ versus ‘were’: PowerPoint slide 3
A common question is: ‘Should I use was or were?’ The answer, as with most grammar, is that it
depends on the context!
If you are saying something that is untrue, or a wish, you should use ‘were’. Sometimes this may
be indicated by the word ‘if’. Take the example below from Christina Rossetti’s ‘In the Bleak
Midwinter’ (1872):
If I were a shepherd, I would bring a lamb;
If I were a Wise Man, I would do my part;
Yet what I can I give Him: give my heart.
Read the stanza from Rossetti’s poem with your students using the PowerPoint slide. The writer
is neither a shepherd nor wise man, so ‘were’ is correct.
However, it is not the word ‘if’ that decides whether the verb should be ‘was’ or ‘were’. ‘If’ can
also be used in sentences that are expressing something which is likely to happen. In this case,
‘was’ should be used. For example: ‘Mum’s got a meeting in London this afternoon. If Dad was to
leave work early, he could pick me up’. In this case, although both the word ‘if’ has been used,
it is likely that Leo is going to leave work early, so ‘was’ is the correct choice.
In summary: If something is unlikely or impossible, use ‘were’; if something is likely or

possible, use ‘was’.
Identifying words that show the subjunctive form: PowerPoint slides 4-5
Discuss why the sentences on the slide are in the subjunctive form. Identify key words and ask
students to create similar sentences. Note that in the answers, colour coding shows the words
that lead to the use of the subjunctive (in green) and the infinitive form of the verb (in red):
If I were an animal I would be a dolphin.
If I were you I would make friends with her.
If I were to win the lottery I would buy a car.
I wish I were taller so I could reach the jar.
You may wish to stop here and use the activities in the Practise section before moving on to the
next use of the subjunctive form.

The subjunctive as a request or command
The subjunctive is not only used for situations that are not true. It can also indicate a request or
command. The subjunctive is popular with politicians, and speeches are a good place to look for
it. It is often used in formal situations: another reason for its popularity with politicians.
There are two main parts to the subjunctive:
 The infinitive: the subjunctive involves using the verb in its basic form without ‘to’.
This is a verb in its present tense with no inflected ending (such as –s, -ing or ed).
Examples of infinitives include: see, sing, fly and play.
 There is usually a word or phrase that leads to the use of the infinitive. ‘If’ is the most
common and most likely to be relevant to students in Key Stages 2 and 3. However, a
number of other words can be used. These indicate a request or suggestion, and
include words such as: advise, ask, urge, propose, insist and command. However,
adjectives that suggest importance can also be used, such as: vital, best and crucial.
The word is often followed by the word ‘that’ e.g. ‘I suggest that …’
The subjunctive as a request or command: PowerPoint slide 6
Demonstrate how a request and the infinitive can be used to form the subjunctive. In the
suggestion shown, the verb is in red and the command in green.
Changing verbs to the subjunctive form: PowerPoint slides 7-8
Ask students to change the sentences given into the subjunctive form. This should be simple: all
the students need to do is remove the ‘s’ from the verb. Note: you may wish to print copies of
the PowerPoint slide for the students to work on.
Ask students to help you highlight the command that sets up the use of the infinitive and the
subjunctive verb.
Non-subjunctive verb form Subjunctive verb form
I suggest that he sleeps. I suggest that he sleep.
I ask that he takes the advice given. I ask that he take the advice given.
I demand Mr Brown pays his bill at I demand Mr Brown pay his bill at
once. once.
The Prince formally requests that The Prince formally requests that
Cinderella attends the ball. Cinderella attend the ball.

Discuss students’ answers and what difference the use of the subjunctive verb makes. In these
examples the subjunctive makes the writing more commanding and formal e.g. ‘I suggest that he
sleep’ is a phrase a doctor might use. Ask students to come up with their own examples.
To be: PowerPoint slides 9-10
However, the subjunctive can be used in the plural through the use of the ‘be’ verb:
 It is important we be quiet in the library.
‘Be’ is used instead of ‘are’, because it is more forceful and direct. It is giving us a command.
Answers:
 I suggest we be strong at this time.

 I recommend that all students be allowed to use the new library.
 The Queen demands that all her subjects be loyal.

Practise
Pass it on — PowerPoint slides 4-5
This is a circle time activity, where a conch or object is passed round. When you are holding the
object it is your turn to speak. Then you pass the object on to the next person.
Students sit in a circle and take it in turns to complete the phrase:
If I were an animal I would be a …
For example you might start with ‘If I were an animal I would be a dolphin because they are very
playful’. You would then pass an object on, which indicates the next student’s turn to complete
the phrase.
Don’t worry if you do not have room to sit in a circle. This can be done sitting at tables or in
smaller groups. Once students have got the hang of this, try using other phrases that they can
complete in groups or pairs, using PowerPoint slide 4 as a prompt for alternative sentences, or
for more able students:
 If I were Prime Minister I would …
 If I were a colour I would be …
Identify the infinitive — Resource 1 / PowerPoint slide 6
Revise the infinitive (the base form of a verb that you can put ‘to’ in front of) using PowerPoint
slide 6 if you wish.
Students underline the infinitive in red and the words that lead to its use in green. As an
extension, students investigate what the underlined green words have in common. The answer is
that they are all verbs that suggest a request or importance and can be followed by the word
‘that’. Other such verbs include ‘command’, ‘insist’ and ‘request’.
Extension: Students could create their own examples for others to solve.

Subjunctive poem — Resource 2
Look at the use of the subjunctive in poetry, by looking at ‘if …’ statements. In this activity,
students sort ‘if …’ statements into a poem. You could alternatively ask them to choose just one
of the ‘if …’ statements, and develop that into a poem on just one theme.
Formulaic Phrases
Give students a list of formulaic phrases to spot the use of the subjunctive. This will illustrate
how it is often used in formal situations; many are used in law courts. Discuss their meanings and
then ask students to underline the infinitive in red and the words that lead to its use in green:
 Far be it from me to say ...
 If it please the court …
 If need be …
 If that be the case…
 Should she request that…
Extension: students could role play a court scene using the phrases and then write a play script.
Give them a scenario to do this:
 someone has been caught shoplifting
 someone has stolen all the pencils from the classroom
 the teacher has kept someone in unfairly at breaktime.
Subjunctive sentences — Resource 3 / PowerPoint slides 7-8
Give students sentences to change from the non-subjunctive to the subjunctive and vice versa.
The word to change is underlined for students. An answer sheet is included in the resource.
Note: The ‘If I were …’ phrases can be converted to ‘If I was …’ by changing the context so that
it is more likely to happen.

Subjunctive speeches — Resource 4 / PowerPoint slides 6-8
Give students some political sentences to analyse. Discuss the techniques used and the use of
the subjunctive. Note the use of the infinitives and the use of ‘if’.
Answers are as follows:
Live as if you were to die tomorrow. Learn as if you were to live forever.
(Mahatma Gandhi)
Note: While this is in the subjunctive, its use is masked because it is in the second
person. ‘You were’ is used anyway. We would not say ‘you was’.
We demand that Caesar stop fighting and remove his troops.
All we ask is to be left in peace.
We suggest the enemy leave England at once.
If I were Caesar, I would give up this fight now.
Ask students to use the subjunctive to create their own persuasive speech demanding
one of the following:
 longer break times
 healthier school lunches
 the right to use mobile phones
 an issue of their own choice, e.g. the end of racism in sport.
When you use the writing frame to support students, you will need to first demonstrate using the
example included in the resource. Ask the students to decide to whom the letter is being
written. Show how the text still makes sense if ‘s’ is added to the end of each verb e.g.
All we ask is the school allows us to wear our own clothes.

Note: Explain that we need to avoid using the second person or the plural, as it becomes
difficult to spot the subjunctive, e.g.
In the third person the ‘s’ is dropped to form the subjunctive:
 I suggest he stops smoking.
 I suggest he stop smoking.
The second person refers to the reader and no ‘s’ is added. In the plural the ‘s ’ is also not used:
 I suggest you stop smoking.
 I suggest they stop smoking.




Resource 1
Identify the infinitive

Underline the infinitive in red and the words that lead to its use in green.
The subjunctive showing something as untrue or a wish
If I were a fly on the wall, I would listen to every word.
If I were Prime Minister, I would stop gambling.
If I were an eagle, I would fly to the highest mountain.
I wish I were as wise as Solomon, so I could rule wisely.
I wish I could swim like a dolphin.
If I were famous, I would set a good example.
The subjunctive as request or command
I advise that he stop smoking.
I ask that she cross the road carefully.
I urge that he visit the specialist.
It is important we be on time in future.
I propose we wait until the next time we meet.
I suggest we stop.
Extension: Investigate what the highlighted words have in common.

Resource 1
Identify the infinitive

Highlight the infinitive in red and the words that lead to its use in green.
The subjunctive showing something as untrue or a wish
If I were a fly on the wall, I would listen to every word.
If I were Prime Minister, I would stop gambling.
If I were an eagle, I would fly to the highest mountain.
I wish I were as wise as Solomon, so I could rule wisely.
I wish I could swim like a dolphin.
If I were famous, I would set a good example.
The subjunctive as request or command
I advise that he stop smoking.
I ask that she cross the road carefully.
I urge that he visit the specialist.
It is important we be on time in future.
I propose we wait until the next time we meet
I suggest we stop.

Resource 2
Subjunctive poem
Cut up the subjunctive statements below and
rearrange them to create your own humorous poem.
Add your own to extend the poem.
If my mum were to win the lottery I

go everywhere for free.
would
If I were a superhero I would climb the mountains and ski.
If elephants were able to fly they

stop all crime and live on the moon.
would
If I were invisible I would buy a yacht and sail to paradise.
If trees were to walk they would play cricket in the clouds.

Resource 3
Subjunctive sentences
Complete the table to show how to change sentences that are in
the non-subjunctive to the subjunctive verb form or vice versa.
When you finish, create your own example pairs of sentences.
Non-subjunctive form Subjunctive form
I wish I were home now.
If I was in your position, I would do the

same.
If I were a politician, I would stop
pollution.
If I was rich I would help the poor.
I suggest Joe be asked to play the

drums.
I recommend she gives up chocolate.
I request he leaves, once he finishes his

dinner.
The doctor advises she wait.
I demand he pays at once.
He suggests that Mark work full time.

Resource 3
Subjunctive sentences
Non-subjunctive form Subjunctive form
I wish I was home now. I wish I were home now.
If I was in your position, I would do the

If I were in your position, I would do
same. (It is now likely the person will
the same.
be in the same position)
If I was a politician, I would stop If I were a politician, I would stop

pollution. pollution.
If I was rich I would help the poor. If I were rich I would help the poor.
I suggest Joe is asked to play the I suggest Joe be asked to play the
drums. drums.
I recommend she gives up chocolate. I recommend she give up chocolate.
I request he leaves, once he finishes his I request he leave, once he finishes his
dinner. dinner.
The doctor advises she waits. The doctor advises she wait.
I demand he pays at once. I demand he pay at once.
He suggests that Mark works full time. He suggests that Mark work full time.

Resource 4
Subjunctive speeches
Underline the infinitive in red and the words that lead to its use (often a verb) in green.
1. ‘Live as if you were to die tomorrow. Learn as if

you were to live forever.’ (Mahatma Gandhi)
2. We demand that Caesar stop fighting and remove

his troops.
3. All we ask is that we be left in peace.
4. We suggest the enemy leave England at once.
5. If I were Caesar, I would give up this fight now.
Writing task
The next step is to write your own persuasive speech, using the subjunctive form. Read
this example first:
We demand that the school stop telling us what to do.

All we ask is that the school allow us to wear our own clothes.
We suggest that the school listen to its students.
If I were the head teacher I would do this straight away.
It is vital that the school community realise just how much is
spent on uniforms every year.
It is best that a pupil wear something they feel comfortable in.
Finally, I propose that the school vote on this as soon as
possible.
Use the subjunctive to create your own persuasive speech demanding one of the
following:
 longer playtimes
 healthier school lunches
 the right to use mobile phones
 an issue of your own choice, e.g. the end of racism in sport.

Resource 4

Resource 4
Before you start …
1. Decide to whom you are writing to: e.g. the school, a specific parent, the
government (avoid plurals such as parents).
My audience will be: ...........................................................................
2. Brainstorm a number of imperative verbs you want to use e.g. to listen, allow,
stop.
Verbs I will use: .................................................................................
If it helps, you can use the writing frame below to structure your persuasive speech.
Subjunctive writing frame
We demand
All we ask is
We suggest that
If I were
It is vital
It is best that
Finally, I propose

Apply: Text types

Speech writing
Speech writing is a good place for students to apply the subjunctive form. A number of cross-
curricular themes can be explored, e.g. History: World War II, Boudicca, Chief Seattle.
Debates
Give students a number of topics to debate, e.g.
Geography: to the government Technology: to the Space Agency

For or against ending pollution or For or against spending money on
climate change. space exploration.
History: to a Roman governor Geography: to a supermarket manager

For or against a Celt being freed from For or against the building of a shop in
Roman rule. the local area.
RE / Citizenship: to the local English: to the Minister for Magic from

councillor Harry Potter
For or against a curfew for teenagers For or against using magic outside of
at night. school.
Write key points for your debate, using the subjunctive writing frame in ‘Subjunctive speeches’
(Resource 4). An example to share with students is shown below (for pollution). Remember they
need to argue with a named, specific person and not use ‘you’.
We demand the Government listen to our concerns.

All we ask is that your generation stop polluting the world.
If I were Prime minister I would look after the environment better.
We suggest everyone reduce their use of scarce resources.
It is vital the Government invest in our future.
It is best that the country realise the problem.
Finally, I propose the Government research the impact this is having.
RE / Citizenship
In RE, students are expected to talk about themselves and religious leaders symbolically. A good
way to do this is through the use of the subjunctive, e.g. If I were a car I would be … If I were an
animal I would be …

1. Complete the following sentences so that they are in the subjunctive form.
If I .......................................... a cat, I would curl up by the fire and sleep.
If he ........................................ to win, he would be unbearable.
2. Circle the statement that is in the subjunctive form.
I suggest that he study. I suggested that he studies.
3. Underline the words that indicate the sentences below are in the subjunctive form.
It is essential that we be there.
I demand that he bow before the king.
4. Circle the correct verb so that the following sentence is in the subjunctive form.
If I were / was invisible I would walk into the palace.
5. Rewrite the following sentence so that it is in the subjunctive form.
I recommended he takes the train.
..............................................................................................................
..............................................................................................................
6. Which two sentences are in the subjunctive form?
Tick two
If I were rich I would buy a yacht.
If I was walking I would wear my coat.
John asked that she take out the rubbish.
The police asked that the noise level is kept down.

1. Complete the following sentences so that they are in the subjunctive form.
If I were a cat, I would curl up by the fire and sleep.
If he were to win, he would be unbearable.
2. Circle the statement that is in the subjunctive form.
I suggest that he study. I suggested that he studies.
3. Underline the words that indicate the sentences below are in the subjunctive form.
It is essential that we be there.
I demand that he bow before the king.
4. Circle the correct verb so that the following sentence is in the subjunctive form.
If I were / was invisible I would walk into the palace.
5. Rewrite the following sentence so that it is in the subjunctive form.
I recommended he takes the train.
I recommend he take the train.
6. Which two sentences are in the subjunctive form?

Tick two
If I were rich I would buy a yacht.
If I was walking I would wear my coat.
John asked that she take out the rubbish.
The police asked that the noise level is kept down.

Teach
Colons and semi-colons in lists: PowerPoint slides 2-4
The focus of this unit is on using colons and semi-colons to separate clauses, but first remind
students about their use in lists. Show students what a colon and semi-colon look like and ask
students how they are being used in the examples on slides 2-4.
Colons: introduce ideas and come before a list of words or phrases, e.g.:
He visited three cities in England: Manchester, York and London.
I used a variety of materials: plastic, wood and glass.
In these examples the items in the list are separated by commas.
Semi-colons: separate items within a complex list where the components of the list include
commas, for example:
The attractions of the theme park include: the Turbo Charger, the highest
rollercoaster in the world; the Slippy Slidey, a water ride; and the Whirler, a
giant spinning wheel.

What is a main clause?: PowerPoint slide 5
Check students’ understanding of clauses, and specifically main clauses. Ask students to explain
why the sentence is a main clause.
A clause contains a verb and a subject. A main clause can form a simple sentence in its own
right or can be combined with other clauses or phrases to form compound and complex
sentences.
She poured the lemonade.
Colons and semi-colons to separate clauses: PowerPoint slides 6-7
Both colons and semi-colons are also used to separate main clauses within a sentence. Ask
students how the semi-colons and colons are being used in the examples on the slide.
Colons: separate information in a sentence: from a general statement to an example, from an

introduction to a main point, from a cause to an effect, from a premise to a conclusion. Colons
often replace phrases such as ‘for example’. The information before a colon always forms a main
clause; the information following a colon does not always have to form a main clause.
In these examples a colon is used because one clause explains the other.
She put ice cubes in the lemonade: it was roasting hot that day.
Mila drank the water: she was thirsty.
Semi-colons: create a pause between two separate main clauses that are directly related. A
colon is more suitable when one clause explains the other.
James loves ice cream; strawberry is his favourite flavour.
Jupiter is a planet in our solar system; it is named after the ruler of the Roman
gods.

Semi-colons and conjunctions: PowerPoint slides 8-9
The semi-colon can be used instead of a conjunction to combine main clauses that complement
or parallel each other.
Jupiter is a giant planet with a mass one-thousandth that of the Sun, and it is
two and a half times the mass of all the other planets combined.
This sentence could be rewritten as:
Jupiter is a giant planet with a mass one-thousandth that of the Sun; it is two
and a half times the mass of all the other planets combined.
Ask students to combine the main clauses on slide 5 using a semi-colon.

The answers are on slide 6.
 The pen went down the back of the sofa; James could not reach it.
 I have finished my main course; therefore I need to order my dessert.
 Joe likes cake; Jack prefers crisps.
Please note that a semi-colon can help avoid the use of a comma splice, e.g.
A gloomy shadow appeared, the night was drawing in. X
This is grammatically incorrect. Two separate main clauses cannot be joined by a comma.
When two related sentences are joined by a coordinating conjunction, a semi-colon replaces the
conjunction.
Colons and semi-colons to join main clauses: PowerPoint slide 10
Ask the students to consider these two sentences (on slide 10):
Max has a serious problem; he is going to ask a teacher for help.
Max has a serious problem: he is being bullied.

Draw out that both sentences include two related main clauses on the same theme. However, in
the first sentence, the second clause does not explain the reason for Max having a problem. In
the second sentence, the second clause explains the first.
Colon or semi-colon?: PowerPoint slides 11-12
Slide 11 includes a number of sentences where colons or semi-colons should be used. Here are
the answers with explanations.
The second clause explains the first clause:
 The roads aren’t safe: it’s been snowing for three days.
The introduction to a main point:
 My motto in life is simple: spend part of every sunny day outdoors.
The items on the list include internal commas:
 My favourite meals are sausages, mash and gravy; chilli con carne, rice and garlic
bread; and steak, chips and peas.
The general statement is then followed by examples:
 There were two flavours available: chocolate and strawberry.
These two main clauses are on the same theme:
 Some people write on a computer; other people write with a pen.

Practise
Spot the colons and semi-colons — Resource 1
Give students a number of fiction and non-fiction books. Ask them to collect examples of colons
and semi-colons and explain their use. The explanation opportunity has been included so that
students can clarify their thinking; you could remove the explanations if you feel this is too
much for your students. You could give them Resource 1 as a starting point.
Model sentences
Give students a sentence that uses a colon or semi-colon. Discuss how it is used, then ask them
to create a similar sentence. The examples on the PowerPoint slides could be used for this
activity. As an extension task, you could use the sentences in Resource 1.
Combining clauses — Resource 2
Students use the sentences given and combine the clauses in each of them using either a semi-
colon or colon. They should then explain why they have used their chosen option. Possible
answers are given, but as with Resource 1, students may benefit more from the explanation
opportunity in order to clarify their thinking. An extension opportunity is included.
Using semi-colons and colons — Resource 3
Give students the resource and ask them to fill in the gaps with their own sentences using semi-
colons or colons.
Semi-colon poetry — Resource 4
Give students the main clauses on the worksheet. Encourage students to experiment with their
own choices by cutting up the lines and reorganising the poem, taking out clauses and replacing
them with their own, and adding their own lines.






Resource 1
Spot the colons and semi-colons

There are some sentences using colons and semi-colons below. For each of the
examples, highlight the colon or semi-colon and then explain why it has been used.
The first sentence has been highlighted and explained for you.
From Touching the Void by Joe Simpson (1988)
1. I had forgotten that, now we were climbing in the Southern hemisphere,

everything was the wrong way round: South faces here were the equivalent of icy
cold North faces in the Alps, and East faces became West.
Explanation: The part of the sentence after the colon explains what the writer
means by ‘everything was the wrong way round’.
From Holes by Louis Sachar (1998)
2. X-Ray was right: the third hole was the hardest.
Explanation: .....................................................................................
.....................................................................................................
From The Hunger Games by Suzanne Collins (2009)
3. I could sever the rope; didn’t I do as much in the training centre?
Explanation: .....................................................................................
.....................................................................................................
4. It’s a child’s scream, a young girl’s scream; there’s no one in the arena capable of
making that sound except Rue.
Explanation: .....................................................................................
.....................................................................................................
5. I chew a few mint leaves; my stomach isn’t up for much more.
Explanation: .....................................................................................
.....................................................................................................

Resource 1
From The Railway Children by E. Nesbit (1906)
6. These three lucky children always had everything they needed: pretty clothes,
good fires, a lovely nursery with heaps of toys, and a Mother Goose wall-paper.
Explanation: .....................................................................................
.....................................................................................................
From Jane Eyre, the story by Charlotte Brontë, retold by Anna Claybourne, Usborne
(2006; original published 1847)
7. She came out to chat to Bessie; I could already hear the sound of the public coach
thundering towards us in the distance.
Explanation: .....................................................................................
.....................................................................................................
Now add two examples from your own choice of book.
Example:
.............................................................................................................
Explanation:
.............................................................................................................
.............................................................................................................
.............................................................................................................
Example:
.............................................................................................................
Explanation:
.............................................................................................................
.............................................................................................................

Resource 1
.............................................................................................................

Resource 2
Combining clauses
Circle a semi-colon or colon where the two clauses are joined, for each of the sentences below.
Under each, explain your choice.
1. Jupiter is the largest planet in the solar system ; or : it is named after the
ruler of the Roman gods.
Explanation: ..............................................................................................
2. I enjoyed the holiday ; or : the weather was fantastic.

the
Explanation: ..............................................................................................
3. Sam went to the cinema ; or : I went to Grandma’s.
Explanation: ..............................................................................................
4. Ollie ate the chocolate ; or : he was hungry.
Explanation: ..............................................................................................
; or :
5. There are two choices help the teacher or go out to play.
Explanation: ..............................................................................................
6. This tennis racquet is the newest model ; or : it uses the latest technology.
Explanation: ..............................................................................................
7. Jamal wants an active holiday ; or : I would prefer to relax on the beach.
Explanation: ..............................................................................................
8. His intentions are clear ; or : he wants to be famous.
Explanation: ..............................................................................................
; or :
9. I invited Lila and Ben to my party Cyrus and Mika also came round.
Explanation: ..............................................................................................
10.The door swung open ; or : a dark figure strolled in.
Explanation: ..............................................................................................
Extension
Write your own pairs of sentences for a partner to combine with a colon or semi-colon.
Remember that each pair of sentences should be related.
Resource 2
Combining clauses
Semi-colons
Jupiter is the largest planet in the solar system; it is named after the ruler of the
Roman gods.
Sam went to the cinema; I went to Grandma’s.
This tennis racquet is the newest model; it uses the latest technology.
Jamal wants an active holiday; I would prefer to relax on the beach.
I invited Lila and Ben to my party; Cyrus and Mika also came round.
The door swung open; a dark figure strolled in.
Colons
I enjoyed the holiday: the weather was fantastic.
Ollie ate the chocolate: he was hungry.
There are two choices: help the teacher or go out to play.
His intentions are clear: he wants to be famous.

Resource 3
Using colons and semi-colons
Semi-
Who Verb Where Noun / pronoun Related information
colon
James walked to the shops ; he took his time.
Izzy swam in the pool ; the water was a lovely temperature.
Subject Event Colon Noun / pronoun Explanation, reason or detail
The traffic had come to a standstill : the road was flooded.
predicted the existence of gravitational

Einstein discovered many things : he
waves.

Resource 4
Semi-colon poetry
Choose any of the main clauses below to make a poem using semi-colons. You could put the
clauses in a different order, pair up the clauses in different pairs, or add your own lines using
semi-colons.
The creature lived on a distant

planet
; its large body moved like a snake.
strange clouds swirled in the

Two purple moons hung in the sky ; distance.
the stars seemed so close you could

The rocket prepared to land ; touch them.
The second creature passed by ; beams of light shone all around.
The spaceman climbed down ; a fine red dust covered everything.

Apply: Text types

Descriptive settings
Encourage students to use semi-colons and colons in their writing. Before they start, introduce a
picture of the setting and ask students to generate words or phrases that describe the
landscape, e.g.
tall buildings glinting blue-grey like vast monsters
reaching for the sky a mass of glass and concrete blinking eyes
Once they have come up with their ideas, ask them to turn them into main clauses, which they
should then combine or extend into full sentences using semi-colons or colons.
Travel writing
Give students a number of travel brochures or online printouts based on their geographical
topic. Ask students to select information, facts and statistics about their chosen location, and to
combine some of the detail with broader statements about the location by using colons and
semi-colons.

Science experiments
Encourage students to use semi-colons and colons to show relationships between clauses and to
show cause and effect, for example:
Evolution is a process involving small changes in living things; these changes

happen over very long periods of time.
When a life form essentially stays the same we call it adaptation; when a life
form changes so much that it becomes a new form of life, we call it evolution.
There are four main groups of life forms on our planet called kingdoms: animals,
plants, fungi and bacteria.
You could also challenge students to use colons in scientific definitions, for example:
Electrical insulator: a material which does not allow electrical current to flow
freely.

1. What is the name of the punctuation mark used between the two main clauses below?
I ate in a fast food restaurant on Sunday; my youngest brother, Jack, threw a tantrum
while we were there.
............................................................................................
2. Place a colon in the correct place in the sentence below.
The teacher’s message was clear everyone would have to tidy up the mess.
3. Tick the box to show which sentence shows the semi-colon in the right position.
Tick one
Several boys had signed up for the club Joe was; first on the list.
Several boys had signed up for the club; Joe was first on the list.
Several boys; had signed up for the club Joe was first on the list.
4. Rewrite the sentence below, replacing the conjunction with a semi-colon.
My dog wagged his tail and my mum got his lead ready for our walk.
..............................................................................................................
5. Choose the correct sentence.
Tick one
My brother loves apples, my sister likes oranges.
My brother loves apples; my sister likes oranges.
My brother loves apples my sister likes oranges.
My brother loves apples: my sister likes oranges.

1. What is the name of the punctuation mark used between the two main clauses below?
I ate in a fast food restaurant on Sunday; my youngest brother, Jack, threw a tantrum
while we were there.
Semi-colon.
2. Place a colon in the correct place in the sentence below.
The teacher’s message was clear: everyone would have to tidy up the mess.
3. Tick the box to show which sentence shows the semi-colon in the right position.
Tick one
Several boys had signed up for the club Joe was; first on the list.
Several boys had signed up for the club; Joe was first on the list.
Several boys; had signed up for the club Joe was first on the list.
4. Rewrite the sentence below, replacing the conjunction with a semi-colon.
My dog wagged his tail and my mum got his lead ready for our walk.
My dog wagged his tail; my mum got his lead ready for our walk.
5. Choose the correct sentence.
Tick one
My brother loves apples, my sister likes oranges.
My brother loves apples; my sister likes oranges.
My brother loves apples my sister likes oranges.
My brother loves apples: my sister likes oranges.

Challenging Grammar Teaching Pack

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Challenging Grammar Teaching Pack

Uploaded by

Copyright:

Available Formats

Challenging grammar

Modal verbs and adverbs

© www.teachit.co.uk 2016 25911 Page 2 of 216

Subjunctive verb forms

Colons and semi-colons

© www.teachit.co.uk 2016 25911 Page 3 of 216

 For Key Stage 2 teachers, it provides a collection of lesson ideas and

 At Key Stage 3, the curriculum expectation is that these aspects of grammar

The pack is organised into the following topics:

© www.teachit.co.uk 2016 25911 Page 4 of 216

© www.teachit.co.uk 2016 25911 Page 5 of 216

Accessing the resources in this pack

Teachit English members:

Teachit Primary members:

© www.teachit.co.uk 2016 25911 Page 6 of 216

Relative clauses: PowerPoint slide 2

So – let’s take the example:

The door opened into an ornate ballroom.

Subject and object relative clauses

© www.teachit.co.uk 2016 25911 Page 7 of 216

Subject and object relative clauses: PowerPoint slides 3-5

Look at the following sentence:

The key was found which had been lost.

The dog was happy who was wagging its tail.

© www.teachit.co.uk 2016 25911 Page 8 of 216

Relative pronouns: PowerPoint slides 6-8

Relative pronoun Use Example

‘Which’ versus ‘that’

‘Which’ versus ‘that’: PowerPoint slides 9-10

This book, which I have read before, is brilliant.

© www.teachit.co.uk 2016 25911 Page 9 of 216

Compare this with:

Books that have gold lettering are very rare.

Sentence Defining or non-defining

The monkey that had stolen my banana was

The money that I am saving for my car is in

Non-defining: which are now a bit worn is

© www.teachit.co.uk 2016 25911 Page 10 of 216

The robber that I saw had a bushy beard.

The robber I saw had a bushy beard.

‘Who’ versus ‘whom’

Whose (possessive relative pronoun)

Whose: PowerPoint slides 11-13

The cat, whose collar is bright red, lives next door.

© www.teachit.co.uk 2016 25911 Page 11 of 216

 ‘whose’ can be used for both defining and non-defining clauses

 ‘whose’ can be used for people, animals and things

‘Where’ and ‘when’: PowerPoint slide 14

The relative adverb ‘where’ is used to refer to a noun that is a place.

Bristol Temple Meads is the station where Priya will disembark.

The house where I grew up is an awfully long way from here.

© www.teachit.co.uk 2016 25911 Page 12 of 216

The relative adverb ‘when’ is used to refer to a noun that is a time.

The reason why I’m late is that my dog ate my bicycle.

The reason I’m late is that my dog ate my bicycle.

The reasons I don’t want to do my homework are valid and compelling.

Complete the relative clauses: PowerPoint slides 15-16

© www.teachit.co.uk 2016 25911 Page 13 of 216

Identify and highlight — PowerPoint slide 3

Relative clause Noun that the clause Subject or object

People, places and things — Resource 1

Adding relative clauses to improve description of characters — Resource 2

© www.teachit.co.uk 2016 25911 Page 14 of 216