S1 KAL 1: Subjects and Verbs

A sentence contains three vital ingredients:

  • the subject: the person, place or thing which the sentence is about
  • the verb: the action or state of the subject
  • a complete idea

If it doesn’t have these ingredients, it isn’t a full sentence!

Task one: copy and underline the subjects and circle the verbs in these sentences

  1. I went shopping even though it was raining.
  2. Under the rock there was a large toad.
  3. Sally and Ben cycled home from school.
  4. As the door closed, I dropped my bag on the floor.
  5. The car screeched around the corner.

Most sentences contain extra parts which do not make sense on their own, but they work with the full sentence to add more detail, such as where, when, why or how something is done. These extra parts are called phrases or clauses.

For example

The underlined parts of the sentence below are phrases: they add more detail to the main idea in the sentence.

After school, Jane completed her homework in record time.

When the whistle blew, the girls bowed their heads in defeat.

Task two: copy and tick the full sentences in the following examples. Remember to think about the three vital ingredients listed above:

  1. While it was raining.
  2. He ran home.
  3. The boy beamed with joy as he opened the present.
  4. She laughed.
  5. In the morning.
  6. If we have enough time to prepare, our speech will be perfect.
  7. All day long.
  8. Although he had practised playing the piano for a long time.
  9. Before she could reply to the question.
  10. The books were scattered all over the floor.

S1 KAL 2: Joining Sentences

We know what a full sentence is, but we also want to be able to combine sentences and to add more detail too.

We know we can add phrases and clauses to sentences to make them more interesting. We can also join full sentences (and parts of sentences) using conjunctions such as: AND, BUT, SO, FOR, YET, OR, BECAUSE, AS, IF, WHILE, WHEN, ALTHOUGH…

For example

Notice that the conjunctions below join two full sentences:

I went to the shopbut it was closed.

She forgot to lock the door and her house was burgled.

Task 1: copy and join the following pairs of sentences using AND or BUT:

  1. He found her purse. He was given a reward.
  2. They queued for hours. They didn’t get into the concert.
  3. Joy ran as fast as she could. She came in last.
  4. One man smashed the window. The other kept watch.
  5. The exam was hard. He tried his best.

Remember: the conjunctions we use can change the meaning of sentences.

For example

We went homeso we were disappointed.

We went home because we were disappointed.

Task 2: copy and join the following pairs of sentences using an appropriate conjunction from the list at the top of the page:

  1. John had lots of homework. He had been off school.
  2. I have blonde hair. I used to be a brunette.
  3. I have three dogs. I would like another one.
  4. I have three guinea pigs. I would rather have three hamsters.
  5. Samantha won the race. She passed the finishing line first.
  6. My favourite TV programme is The Simpsons. My mum hates it!
  7. I am not allowed to go to the disco. My mum doesn’t think I’m old enough.
  8. I like to eat chocolate. I like to drink tea.
  9. In winter I always wear gloves. My hands get very cold.

S1 KAL 3: Avoiding the Comma Splice

A common mistake made when writing is to use a comma to join two full sentences. This mistake is known as a comma splice, and we want to avoid it.

We know that a full sentence should end with a full stop, so we can avoid the comma splice by starting a new sentence. We also know that full sentences can be joined using conjunctions: AND, BUT, SO, FOR, YET, OR, BECAUSE…

For example

I am excited, I can’t wait. X

I am excited. I can’t wait.

I am excited and I can’t wait.

Jane wanted to go to the party, all her friends were going. X

Jane wanted to go to the party. All her friends were going.

Jane wanted to go to the party because all her friends were going.

Task one: copy and correct the comma splice in the following examples, using a conjunction or a full stop+ capital letter to replace the comma.

  1. I watched TV all evening, I went to bed late.
  2. The car had been serviced, it wouldn’t start the next day.
  3. I quite like English, I find grammar quite tricky.
  4. Heather searched everywhere, she did not find her purse.
  5. The car wouldn’t start, she had to get a taxi.
  6. S1 are very enthusiastic, they love to show off.
  7. I love ‘Come Dine With Me’, I watch it every day.
  8. ‘The Simpsons’ has been on TV for years, it’s still very popular.
  9. It’s a wonderful view, the sunset is spectacular.
  10. The engine roared, the car shot forward.

Task two: copy the following paragraph, correcting all the errors you can spot

  • missing capital letters
  • comma splices

the cat stretched out in front of the fire, she looked so comfy in her tartan basket. the cosy room was a complete contrast to the wild weather outside, it had been raining all day, the grey clouds looked threatening, the sky was the colour of steel. in her basket the cat purred softly, the soft sound somehow managed to drown out the savage wind which rattled the windows.

S1 KAL 4: Using Commas Correctly

In KAL 3 we learned when we shouldn’t use commas, but commas are very important so we need to know when we should use them.

Sometimes we might think of a comma as ‘taking a breath’ in a sentence. This isn’t very helpful as it may lead to some odd breathing!

Commas have two uses:

1)to separate items in a list

2)to separate clauses and phrases in sentences

For example

I went to buy grapes, bananas, magazines and a paper for John. (list)

When the rain pours like this, I stay inside and read a book.(subordinate clause)

She wore the blue dress, but she wished she hadn’t. (conjunction)

The tree, thought to be 200 years old, blew down.(parenthesis)

Task one: copy out the following sentences, adding commas where you think they belong. The number of commas required is given in the brackets.

  1. Mr Gordon a pensioner from Glasgow won the lottery on Saturday. (2)
  2. Scotland the best small country in the world is a beautiful place.(2)
  3. When I get up in the morning I check my phone for updates. (1)
  4. Stuffing clothes in to a bag I wondered if we would make it on time. (1)
  5. The boys who had been waiting patiently were getting restless. (2)

Remember: commas are often (but not always) used before a conjunction which joins two full sentences. If a sentence begins with an adverb, it should be followed with a comma.

Task two: copy out the following passage and add commas.

Unsurprisingly the trip was fully booked and the coach was packed. Although many pupils had applied for tickets there were only thirty places and the teacher had drawn lots leaving many of them disappointed. Those who had managed to get a place were thrilled and their excitement flooded the coach. The teacher while taking the register reminded them to be quiet but she was smiling too. It would be a long journey but everyone was looking forward to a few days in Paris. The anticipation of the galleries the food the shops and the glorious scenery had occupied their minds for weeks.

S1 KAL 5: Verb Agreement

Another important thing to think about when writing accurate sentences is making sure that your verb agrees with your subject.

A singular subject takes a singular verb = She washappy = She is happy

A plural subject takes a plural verb = Wewere happy = Weare happy

Task one: copy and complete the following sentences using is or are:

  1. My book ____lost.
  2. My shoes____dirty.
  3. John and Mary____cousins.
  4. ____your face clean?
  5. ____your hands dirty?
  6. ____your friends on holiday?
  7. My eyes____sore.
  8. ____your brother going with you?
  9. My cousins____going to America.
  10. The fishing boats____in the harbour.
  11. ____the girls going to play netball this afternoon?
  12. ____the dog very fierce?

Sometimes matching the verb to the subject can be tricky. This is usually the case in sentences where the subject is harder to spot.

For example: the subjects of the following sentences are in bold.

One of the dogs are barking. X

One of the dogs is barking.

Towering over Manhattan aremassive skyscrapers.

A herd of elephants is stampeding towards us.

Harry and Julietis always arguing. X

Task two: copy and complete the following sentences, adding the correct form of the verb and underlining the subject.

  1. The crowd ____ not impressed with the politician’s speech.
  2. Children ____ sleeping in the room upstairs.
  3. Everybody ____ feeling excited for the match.
  4. Looming over the cottage ____ giant fir trees.
  5. A selection of delicious dishes ____ on offer.

S1 KAL 6: Tense

We know that verbs tell us about actions, feelings and ways of being. We can alter verbs to show time – whether something is happening now (present), if it has already happened (past) or if it will happen at a later date (future). This is called verb tense, and it’s important to get it right.

For example
Present tense

  • He walks to work.
  • He is walking to work.(present continuous)

Past tense

  • He walked to work.
  • He was walking to work. (past continuous)

Future tense

  • He will walk to work.
  • He shall walk to work.

Task one: copy the following sentences and identify the tense of each one (present, past or future). Underline the verbs which show you this information

  1. I will be receiving a parcel tomorrow.
  2. She helps herself to more potatoes.
  3. The dog ran across the road.
  4. She was learning to play the piano.
  5. The car is clean and shiny.
  6. I am afraid and I don’t know what to do.
  7. I did not know how to get to the library.
  8. The wind was howling.

Task two: rewrite the following paragraph using the present tense. Underline all the changes you have made.

She was a small skinny old hag with a moustache on her upper lip and a mouth as sour as a green gooseberry […] By far the most loathsome thing about Mrs Pratchett was the filth that clung about her. Her apron was grey and greasy. Her blouse had bits of breakfast all over it, toast-crumbs and tea stains and splotches of dried egg-yolk. It was her hands, however, that disturbed us most. They were disgusting. They were black with dirt and grime. They looked as though they had been putting lumps of coal on the fire all day long.

(From ‘Boy’ by Roald Dahl)

S1 KAL 7: Direct Speech

When you include dialogue in a piece of writing, you need to use speech marks to separate what the speaker is saying from the rest of the writing.

The rules:

  1. Put the actual words spoken inside inverted commas (speech marks) “ ”
  2. You must always begin the direct speech with a capital letter.
  3. You must end the actual words spoken with a punctuation mark - a comma, question mark, exclamation mark or full stop - still inside the speech marks.
  4. The information about the speaker (he said, she shouted, etc.) must end with a comma if it comes before the speech marks or end in a full stop if it comes after the speech marks.
  5. You must take a new paragraph for each new speaker.

For example:note the position of the speech marks and commas in these examples.

“I love English,” said Mrs McDonald.

“Me too,” agreed Mrs Simpson. “It’s the best!”

Task one: rewrite the following sentences, with capital letters and appropriate punctuation to indicate direct speech:

  1. I am very tired said Susan
  2. This is very easy said Robert
  3. I am not too keen on punctuation said Paul I find it difficult
  4. Mr Robinson shouted this is not the way to behave
  5. The new shopping centre opens next week said Ian
  6. It’s not fair said Sandra we haven’t enough time to finish it
  7. Where did you go? Andy asked. Was it sunny?
  8. I went skiing, Nicky grinned. It was fantastic but really cold.

Task two: rewrite the following conversation including paragraphs.

“Have you been to see ‘Harry Potter’?” asked Sue. “No,” said Chris, “I want to go tomorrow. Is it any good?” ”It’s ok, for little kids really. I preferred ‘Lord of the Rings’ - my mum took me over Christmas.” “Isn’t it really long?” “It’s as long as ‘Harry Potter,’” said Sue. Chris said, “I really want to watch ‘Scary Movie’ again.” “That was rubbish!” “It was good! I laughed a lot.” “It’s boring,” said Sue. “I fell asleep.”

S1 KAL 8: Apostrophes for Omission

One function of the apostrophe is to indicate missing letters when two words have been shortened into one word. The apostrophe replaces the missing letters.

For example:

can not = can’t

have not = haven’t

I’m = I am

they’re = they are

Task one: copy these sentences, adding apostrophes in the correct places.

  1. Its a beautiful day.
  2. Illbe back again someday.
  3. Theyd never believe you!
  4. Justins rarely late.
  5. I cant stand the rain.
  6. Wed love to take them home.
  7. Theyve left already.

Task two: copy the letter, adding apostrophes and capital letters.

Dear Mark,

I wont be able to come out to Germany this weekend but ill definitely be flying over soon, if youll have me to stay of course! I cant give a definite date yet, as ive got to mark these essays first. Idbe free in the middle of December if youre free then too? Well have to decide whos going to book the tickets. If you wouldnt mind doing it that would be great.

Itd be great to meet your new girlfriend and all your friends. Id love to go and see a film but in English, not in German again, like weve done before.

Im looking for a new flatmate as Georges left to go to New York. I wondered if youd know of anyone whod like to move in? That would be good because theyd know you if you came to visit too!

Thats all for now.

Steven

S1 KAL 9: Apostrophes for Possession

The other function of the apostrophe is to show someone (or something) owns something. If the person/ thing which is the owner is singular (there is only one of them), the apostrophe comes before the s.

For example: the cat’s clawsthe car’s enginethe man’s hair

If the owner is plural (there are two or more of them), the apostrophe comes after the s.

For example: the cats’ clawsthe cars’ enginesthe men’s hair*

*Look how the last example changes. This is because man has an irregular (unusual) plural – men. Watch out for others!

Task one: copy these sentences, adding apostrophes in the correct places.

  1. The boys room was tidy. (one boy)
  2. The girls changing room was a mess. (a class of girls)
  3. Jane pulled the dogs lead to stop him from running onto the road.
  4. The cars bonnets gleamed in the showroom.
  5. Lady Gagas outfits are controversial at times.
  6. Childrens clothes are usually cheaper than adults clothes.

An important exception to the above rule is it’s.

It’s is only used for omission (see KAL 8) and it always means IT IS or IT HAS.

For example: it’s always rainingit’s been a long dayit’s cold

Its always means belonging to it

For example: its engine is brokenits colours are beautiful

Task two: copy the examples below, adding apostrophes where necessary.

  1. Its a shame you can’t make it to the party.
  2. The cat had lost its collar.
  3. Its my dad’s fault I was late this morning.
  4. Its not nice to gossip about people.
  5. The dog scratched its paws furiously.

S1 KAL 10: Prefixes

A prefix is a group of letters that can be added to the beginning of a word to change its meaning. Some examples of prefixes include:

re- mis- anti-im- dis- un-ex- pre-super-

For example

Think about the ways different prefixes affect the meanings of these words:

loyal vs disloyalplace vs misplace view vs reviewpatient vs impatient

Knowing your prefixes will help you to understand the meaning of unfamiliar words. It will also help you to spell words correctly!

Some prefixes change according to the first letter of the root word.

For example:

The prefixes in- and im- can also be il- and ir- and theyusually mean the opposite of or not:

ImpatientIllegal Inaccurate Irrational