1. S1 Literacy:
Building the
Basics
S1 Literacy:
Building the
Basics

2. Personal Pronouns
Me, myself and I

3. Personal Pronouns
In this lesson we are going to:
• Learn about personal pronouns
• Learn how to use personal
pronouns in autobiographical
writing

4. Personal Pronouns
A noun is a word that is a person, place or thing.
A pronoun can be used in place of a noun
A personal pronoun is used in place of a noun
that is a person or thing.
Emma loves chocolate. She
could eat it all day.
Personal pronouns are used so that
you don’t have to repeat the same
words in your writing.

5. Personal pronouns for people include…
I
they
him
she
her
he
us
you
me
them
we

6. Personal pronouns for things include…
it
they
them

7. The following sentences do not use personal
pronouns. Rewrite each sentence using a personal
pronoun.
1.Mike turned the fire on because Mike was
cold.
2.Jane loves football, Jane plays football
after school.
3.The rain poured down, the rain made a
tremendous noise.
4.The car broke down because the car ran out
of petrol.
5.Amir loves Saira, Amir bought Saira a ring.

8. Check your answers
1.Mike turned the fire on because he was
cold.
2.Jane loves football, she plays it after
school.
3.The rain poured down, it made a
tremendous noise.
4.The car broke down because it ran out of
petrol.
5.Amir loves Saira, he bought her a ring.

9. Check your sentences with your
teacher
Did you remember to change the noun for a
personal pronoun?

10. Personal Pronouns
In autobiographical writing personal
pronouns are used all the time as the
author is writing about themselves.
‘I remember when I
was seven, scoring a
last minute goal…’

11. Key Skills
Types of Nouns

12. Nouns
Objectives:
• Reading: To learn how to recognise
common and proper nouns
• Writing: To learn how to use
different types of nouns effectively

13. What Are Nouns?
Nouns are words for a person, place,
thing or idea.
E.G:
The sneaky thief
The empty street
The sharp knife
The terrible truth

14. Spot the Noun
Underline, circle or highlight the
nouns in the following
sentences:
1.The plumber fixed the leaking tap.
2.The village was not on the map.
3.The present was hidden in the wardrobe.
4.English is my favourite subject.
5.Mr Jones was reading the “Radio Times”
on the train to Bristol.

15. Check Your Understanding
How did you do? Give yourself one mark for
each correctly identified noun then add up
your score out of twelve.
1.
2.
3.
4.
5.
The plumber fixed the leaking tap.
tap
The village was not on the map.
map
The present was hidden in the wardrobe.
wardrobe
English is my favourite subject.
subject
Mr Jones was reading the “Radio Times” on
Times
the train to Bristol.
Bristol

16. Common Nouns and Proper Nouns
Common nouns are used for general
persons, places or things.
E.G: author, city, car
Proper Nouns are used for particular
persons, places or things.
E.G: Charles Dickens, Cardiff, Nissan

17. Sort these nouns into Common
Nouns and Proper Nouns
Common Nouns
Proper Nouns
Steven
table
Jupiter
book
tree
France
dog
Rover
Hull City F.C.
planet
car
hut
bricklayer
Globe Theatre

18. Speaking and Listening
Feedback : Read your lists out to a
partner or the rest of the class. Explain
why you have chosen particular nouns,
say how you decided which are proper
and which are common.
What do all the Proper Nouns have in
common?

19. Noun Detective
Insert capital letters and underline
the Proper Nouns in the following
paragraph :
as the train pulled out of waverley
station michael opened his new book,
great expectations by charles dickens.
it was a gift from sarah, a going away
present, something to keep him
company on the long journey south to
london.

20. Noun Detective
Insert capital letters and underline
the Proper Nouns in the following
paragraph:
As the train pulled out of Waverley
Station Michael opened his new book,
Great Expectations by Charles
Dickens. It was a gift from Sarah, a
Dickens
Sarah
going away present, something to keep
him company on the long journey south
to London.
London

21. Spelling
Singular to
Plural Nouns

22. Singular to Plural Nouns
Objectives:
• To learn key spelling rules when
changing nouns from singular to
plural.

23. Singular to Plural Nouns
The easiest way to change singular to plural nouns
is to add an ‘s’.
For example, car becomes cars, hat becomes hats
and computer becomes computers.
However, there are exceptions:
If the noun ends in s, sh, ch or x then you
must add ‘es’
Change the following singular nouns into plural:
Box ash hand church
wasp bus

24. Words that end in -y
If a word ends in y with a vowel before it, just add –s.
–s
If a word ends in y with a consonant before it, change the y to ies
Can you change
the following
singular nouns
into plurals?
city butterfly monkey
donkey
lady
day puppy
pony
Sunday
toy

25. Words that end in -y
If a word ends in y with a vowel before it, just add –s.
–s
If a word ends in y with a consonant before it, change the y to ies
Can you change
the following
singular nouns
into plurals?
cities butterflies
days
puppies
monkeys
toys
donkeys
ponies
ladies
Sundays

26. Words ending in f or fe
For words ending in –f or –fe often we just add –s
But sometimes we change the –f and add –ves
Words which end in –ff just add -s
Change these words into plurals
(you can use a dictionary if you wish)
cliff
wolf
half
knife
life
loaf
shelf
thief
wife
dwarf

27. Words ending in f or fe
For words ending in –f or –fe often we just add –s
But sometimes we change the –f and add –ves
Words which end in –ff just add -s
Change these words into plurals
(you can use a dictionary if you wish)
cliffs
wolves
halves
knives
lives
loaves
shelves
thieves
wives
dwarves

28. Words ending in -o
For words ending in a vowel plus –o add –s
For most other words ending in –o add –es
Turn the following words into plurals:
• Tomato
• Potato
• Domino
• Stereo
• cuckoo
• hero

29. Words ending in -o
For words ending in a vowel plus –o add –s
For most other words ending in –o add –es
Turn the following words into plurals:
• Tomatoes
• Potatoes
• Dominoes
• Stereos
• cuckoos
• heroes

30. Exceptions
The following words are exceptions to the rules.
The only thing you can do is learn them as they are.
•
•
•
•
•
•
•
•
Radios
Volcanoes
Teeth
Mice
Pianos
Sheep
Children
Cacti

31. Key Skills
Verbs

32. Verbs
Objectives:
• Reading: To learn how to recognise
verbs
• Writing: To learn how to use verbs
effectively to improve our sentences

33. What Are Verbs?
Verbs are words for an action – “a doing
word”. The verb is the most important
word in a sentence because without it
that sentence would not make sense.
E.G: Ben dashed home
The verb ‘dashed’ tells the reader what
the subject of the sentence (Ben) is doing.

34. Spot the Verb
Underline, circle or highlight the
verb in the following
sentences:
1.Nat kissed his grandmother.
2.The flowers grew in the garden.
3.Daisy read her book.
4.Diane loves ice cream.
5.Joe scored a goal.
6.The cat caught the mouse.

35. Check Your Understanding
How did you do? Give yourself one
mark for each correctly identified verb
then add up your score out of six.
1.
2.
3.
4.
5.
6.
Nat kissed his grandmother.
The flowers grew in the garden.
Daisy read her book.
Diane loves ice cream.
Joe scored a goal.
The cat caught the mouse.

36. Using Effective Verbs
On the next slide you will be asked to place
verbs into a range of sentences.
• Before you begin, make sure you:
• Use a word which makes sense in the sentence
• Use better vocabulary. Avoid boring verbs: for
example ‘walk’ may be replaced by ‘stagger’,
‘said’ could be substituted for ‘screeched’.
• Use a verb that creates a specific image and a
particular mood for the reader.

37. Using Effective Verbs
Place verbs into the following
sentences:
1.
2.
3.
4.
5.
The sea _____ against the rocks.
Lucy _____ her toy out of the pram.
The gymnast ____ across the floor.
“Please, help me,” I _____.
The striker _____ the ball past the goal
keeper.

38. Constructive Criticism
Speaking and Listening
Speaking: Read your sentences out to a partner
or the rest of the class. Explain why you have
chosen particular verbs, say how they improve
the sentence.
Listening: Listen to the sentences being read
out. Has the reader improved the sentences by
adding verbs? If you think they have say why.
How could they improve it further?
For whole class discussion choose another reader,
for paired work swap roles.

39. Different Verbs
Verbs can also be a state of being. Such
being
verbs derive from the verb to be. There
are many forms such as: am, are, is,
was, were, will be, was being, and would
have been.
E.G: Dad will be home soon
The verb in this sentence is ‘will be’.

40. Verb Detective
Underline or highlight the
verbs in the following paragraph:
Michael tip-toed silently into the abandoned
cottage. It was dark so he reached for the
light switch. He flicked the switch. Nothing.
He heard a noise in the distance. A howl?
A shiver ran through his body like an electric
current. He groped his way to the window
and drew back the tatty curtains. It was
there staring back at him.

41. Verb Detective
Did you spot all the
verbs?
Michael tip-toed silently into the abandoned
cottage. It was dark so he reached for the
light switch. He flicked the switch.
Nothing.
He heard a noise in the distance. A howl?
A shiver ran through his body like an
electric current. He groped his way to the
window and drew back the tatty curtains. It
was there staring back at him.

42. Key Skills
Adverbs

43. Adverbs
Objectives:
• Reading: To learn how to recognise
adverbs
• Writing: To learn how to use adverbs
effectively to improve our sentences

44. What Are Adverbs?
Adverbs are words that tell us more about a
verb. Adverbs tell us how, when or where the
how
action (verb) took place.
E.G: The river
flowed rapidly
In this sentence the verb
is ‘flowed’. The adverb,
‘rapidly’, tells us how
the river flowed.

45. What Are Adverbs?
Adverbs of time tell us when the action
(verb) took place.
E.G: The train
arrived late
In this sentence the verb
is ‘arrived’. The adverb,
‘late’, tells us when
the train arrived.

46. What Are Adverbs?
Adverbs of place tell us where the action
(verb) took place.
E.G: My sister
marched in front
In this sentence the verb
is ‘marched’. The adverb,
‘in front’, tells us where
she marched.

47. Spot the Adverb
Underline, circle or highlight the
adverbs in the following
sentences:
1.Jenny turned over in her sleep.
2.Artemis ran blindly along the corridor.
3.She screamed desperately for help.
4.The sun shone beautifully this morning.
5.We arrived yesterday but will be leaving
soon.

48. Check Your Understanding
1.
2.
3.
4.
5.
How did you do? Give yourself one
mark for each correctly identified
adverb then add up your score out of
six.
Jenny turned over in her sleep.
Artemis ran blindly along the corridor.
She screamed desperately for help.
The sun shone beautifully this morning.
We arrived yesterday but will be
leaving soon.
soon

49. Using Effective Adverbs
On the next slide you will be asked to place
adverbs into a range of sentences.
• Before you begin, make sure you:
• Use a word which makes sense in the sentence
• Use better vocabulary. Avoid boring adverbs
such as ‘loudly’, ‘fast’ or ‘scarily’.
• Use an adverb that creates a specific image and
a particular mood for the reader.

50. Using Effective Adverbs
Place adverbs into the following sentences:
1. Mrs Clarke searched _____ for a stick of
chalk.
2. Becky was writing _____ when the fire alarm
rang.
3. They behaved _____ in a dangerous situation.
4. We should be arriving in Glasgow _____.
5. The surgeon fought _____ to save the man’s
life.

51. Constructive Criticism
Speaking and Listening
Speaking: Read your sentences out to a partner
or the rest of the class. Explain why you have
chosen particular adverbs, say how they
improve the sentence.
Listening: Listen to the sentences being read
out. Has the reader improved the sentences by
adding adverbs? If you think they have say why.
How could they improve it further?
For whole class discussion choose another reader,
for paired work swap roles.

52. Adverb Detective
Divide your page into three columns.
Read the adverbs on the next slide
then decide which category they fit
into. The first three have been done
for you.
How?
bravely
When?
tomorrow
Where?
here

53. Adverb Detective
How, when or where?
bravely
directly
tomorrow
here
cosily
soon
yesterday
generously
out
reluctantly
later
over
now
stupidly
badly
secretly near
often
in
next
loudly

54. Key Skills
Effective Adjectives

55. What Are Adjectives?
Adjectives describe a noun. They are used to add
description and mood to a piece of writing.
E.G: I fell into the river
becomes
I fell into the raging river.
•
The adjective ‘raging’ adds description to the sentence.
It helps the reader get a clear picture of what is being
described. The reader can now imagine the scene vividly:
a rapidly flowing river.
•
The adjective also adds tension to the sentence. The
word ‘raging’ makes the river sound fast flowing and
dangerous. This makes the sentence more exciting for
the reader.

56. Spot the Adjective
Underline, circle or highlight the
adjectives in the following sentences:
1.The vicious dog ran straight for me.
2.The angry sea crashed against the black rocks.
3.The fragile, old lady peered through the
smashed window.
4.My new bike landed in the muddy pond.
5.A lonely star shone in the purple sky.

57. Check Your Understanding
How did you do? Give yourself one mark for
each correctly identified adjective then add
up your score out of ten.
1. The vicious dog ran straight for me.
2. The angry sea crashed against the black
rocks.
3. The fragile, old lady peered through the
smashed window.
4. My new bike landed in the muddy pond.
5. A lonely star shone in the purple sky.

58. Using Adjectives
On the next slide you will be asked to place
adjectives into a range of sentences.
• Before you begin, make sure you:
• Use a word which makes sense in the sentence
• Use better vocabulary. Avoid boring adjectives
such as ‘big’, ‘interesting, or ‘scary’.
• Use an adjective that creates an image and a
particular mood for the reader.

59. Using Adjectives
Place adjectives into the following sentences:
1. The _____ wind blasted the _____ castle
walls.
2. The _____ child threw its _____ toy onto the
floor.
3. A _____ woman crept out of the back door of
the _____ house.
4. I sat there _____ in the _____ examination
hall.
5. The _____ striker smashed the ball past the
_____ goal keeper.

60. Constructive Criticism
Speaking and Listening
Speaking: Read your sentences out to a partner
or the rest of the class. Explain why you have
chosen particular adjectives, say how they
improve the sentence.
Listening: Listen to the sentences being read
out. Has the reader improved the sentences by
adding adjectives? If you think they have say
why. How could they improve it further?
For whole class discussion choose another reader,
for paired work swap roles.

61. Key Skills
CAPITAL
LETTERS

62. Capital Letters
Objectives:
• Reading: To understand why authors use
Reading
capital letters.
• Writing: To learn how to use capital letters
Writing
for a range of purposes.

63. When do we use capital letters?
Capital letters are used for a number of reasons:
1.
2.
3.
4.
The first letter of the first word of a sentence.
A proper noun.
The first spoken word in direct speech.
The word ‘I’.
For example:
It was a cold December morning when I
heard the cry of “Help!” coming from the
woodshed.
Can you give reasons why capital
letters are used here?

64. Initials and Acronyms
Capital letters are also used for initials
and acronyms.
I know what initials
are but what’s an
acronym?
An acronym is a word formed from the initials
or other parts of several words such as ASDA
(Associated Dairies) or NATO (North Atlantic
Treaty Organisation)

65. Initials and Acronyms
How many initials and acronyms do you
know?
In pairs, spend five minutes thinking of as
many as you can and feed back your
thoughts to the class.
Can you think of more than 10?
Here’s a few clues to help you get started…

66. Initials and Acronyms
How many initials and acronyms did you get?
NASA
NATWEST
OXFAM
INTERNET
NASA stands for National Aeronautics and Space Administration
NATWEST stands for National Westminster Bank
Nat
West
OXFAM stands for Oxford Committee for Famine Relief
Ox
Fam
INTERNET stands for International Network
Inter
Net

67. A Capital Idea
Rewrite this passage inserting capital letters.
my friend jack is flying over from the u.s.a to
spend christmas with us in scotland. i haven’t
seen him since i was seven so we’ve got lots of
catching up to do. his parents jane and tom
are staying with my auntie mary who lives in
glasgow but jack is allowed to stay at our
house, 63 cranberry road. we have arranged
to collect them from the airport at eleven a.m
on wednesday morning, that’s in two days time.

68. A Capital Idea
Rewrite this passage inserting capital letters.
letters
My friend Jack is flying over from U.S.A to
spend Christmas with us in Scotland. I
haven’t seen him since I was seven so we’ve
got lots of catching up to do. His parents,
Jane and Tom, are staying with my Auntie
Mary who lives in Glasgow but Jack is allowed
to stay at our house, 63 Cranberry Road. We
have arranged to collect them from the
airport at eleven AM on Wednesday morning,
that’s in two days time.

69. Key Skills
Conjunctions

70. Conjunctions
In this lesson we are going to:
• Learn what a conjunction is
• Learn how to use conjunctions to
join short sentences together

71. Conjunctions
Conjunctions are words which join
short sentences together.
For example:
I went to bed. I was very tired.
Becomes:
I went to bed because I was very tired.
The two sentences have been joined
together by the word because. In this
sentence because is the conjunction.

72. Highlight the conjunctions in the
following sentences
1.I ran home because I was late.
2.I cheered when we scored a goal.
3.Michael likes swimming but Julia likes
tennis.
4.I could walk or I could catch the bus.
5.I went to the cinema while you were
shopping.
6.I went to Nazma’s house but she was out.

73. How many did you get right?
1.I ran home because I was late.
2.I cheered when we scored a goal.
3.Michael likes swimming but Julia likes
tennis.
4.I could walk or I could catch the bus.
5.I went to the cinema while you were
shopping.
6.I went to Nazma’s house but she was out.

74. Can you use a conjunction from the box
below to make the two short sentences
into one?
1.I had a party. It was my birthday.
2.I was six. I broken my arm.
3.It was snowing. We made a snowman.
4.I could have chips. I could have pizza.
5.Sarah held the ladder. Amy climbed
onto the roof.
or
because
while
so
when

75. Can you use a conjunction from the box
below to make the two short sentences
into one?
1.I had a party because it was my
birthday.
2.I was six when I broken my arm.
3.It was snowing so we made a snowman.
4.I could have chips or I could have pizza.
5.Sarah held the ladder while Amy
climbed onto the roof.
or
because
while
so
when

76. Conjunctions
Remember, a conjunction is
a word that can join two
short sentences together.
I was six when
I broke my
arm.

77. Conjunctions game
Click below to play the ‘Conjunctions Game’.

78. Creating Sentences
The Main Clause

79. The Main
Clause
Objectives:
• Reading: To learn how to recognise the
main clause within a sentence.
• Writing: To learn how to use the main
clause to create secure sentences.

80. What is the main clause?
All sentences contain a clause. A clause is a
group of words which contain a verb or verb
phrase.
Every sentence has a main clause. The
main clause is the main idea of the
sentence and makes sense by itself as a
simple sentence.
For example: My wife is a doctor.
This is a main clause and a simple
sentence.

81. What are complex sentences?
More complex sentences are formed by adding a
subordinate clause to the main clause.
Subordinate clauses add information to the main
clause but do not make sense on their own.
For example: My wife, who is younger than me, is
a doctor.
who is younger than me is a subordinate clause as
it adds more information to the sentence but does
not make sense on its own.

82. The Main Clause
Read the following sentences. Can you
identify the main clause?
The moon, shining like a light, was directly
overhead.
The stolen car sped up the hill, chased by two
police cars.
The flowers, that had bloomed in the spring,
were fading fast.

83. The Main Clause
Read the following sentences. Can you
identify the main clause?
The moon, shining like a light, was directly
overhead.
The stolen car sped up the hill, chased by two
police cars.
The flowers, that had bloomed in the spring,
were fading fast.

84. The Main Clause
Highlight the main clause in the following
sentences:
1. Daniel, who was the bravest of the group,
knocked on the door.
2. We found ourselves in a weird room, the walls
covered in strange scribbles.
3. As he carried his plate into the kitchen, Amir
tripped over the carpet.
4. After a long day at school I had an
appointment with the dentist.
5. Before opening the door, I took a deep breath.
6. Sarah, the best netball player in the school,
has been picked to play for England.

85. Check Your Understanding
1. Daniel, who was the bravest of the group,
knocked on the door.
2. We found ourselves in a weird room, the
walls covered in strange scribbles.
3. As he carried his plate into the kitchen, Amir
tripped over the carpet.
4. After a long day at school I had an
appointment with the dentist.
5. Before opening the door, I took a deep
breath.
6. Sarah, the best netball player in the school,
has been picked to play for England.

86. Creating Sentences
The Subordinate
Clause

87. The Subordinate
clause
Objectives:
• Reading: To learn how to recognise the
subordinate clause within complex
sentences.
• Writing: To learn how to use the
subordinate clause to create complex
sentences.

88. What Are Complex Sentences?
Complex sentences are sentences made up
of more than one clause. A clause is a
group of words which contain a verb or verb
phrase.
Every sentence has a main clause. The
main clause is the main idea of the
sentence and makes sense by itself as a
simple sentence.
For Example: My wife is a doctor.
This is a main clause and a simple
sentence.

89. What are complex sentences?
Complex sentences are formed by adding a
subordinate clause to a main clause.
Subordinate clauses add information to the main
clause.
For example: My wife, who is younger than me, is
a doctor.
who is younger than me is a subordinate clause as
it adds more information to the sentence but does
not make sense on its own.
To achieve Level 5 you must be able to use
subordinate clauses in your sentences.

90. The subordinate Clause
Read the following complex sentences.
Can you identify the subordinate clause?
The moon, shining like a light, was directly
overhead.
The stolen car sped up the hill, chased by two
police cars.
The flowers, that had bloomed in the spring,
were fading fast.

91. The subordinate Clause
Read the following complex sentences.
Can you identify the subordinate clause?
The moon, shining like a light, was directly
overhead.
The stolen car sped up the hill, chased by two
police cars.
The flowers, that had bloomed in the spring,
were fading fast.

92. Highlight The Subordinate Clause
1.
2.
3.
4.
5.
6.
7.
8.
9.
Steven, a year younger than me, was not allowed to go.
The room was filled by a strange noise that echoed
through my head.
Mum sat on the sofa, while the children played on the
floor.
The new pupil smiled shyly as she was introduced to the
class.
The sun, which was now directly overhead, was incredibly
hot.
The present, wrapped in silver paper, was under the
Christmas tree.
We looked up in surprise when we heard Aisha’s scream.
I knew I was nearly home because the car was slowing
down.
Mr Carol, who teaches English, is our new Deputy Head.

93. Check Your Understanding
1.
2.
3.
4.
5.
6.
7.
8.
9.
Steven, a year younger than me, was not allowed to go.
The room was filled by a strange noise that echoed
through my head.
Mum sat on the sofa, while the children played on the
floor.
The new pupil smiled shyly as she was introduced to the
class.
The sun, which was now directly overhead, was incredibly
hot.
The present, wrapped in silver paper, was under the tree.
We looked up in surprise when we heard Aisha’s scream.
I knew I was nearly home because the car was slowing
down.
Mr Carol, who teaches English, is our new Deputy Head.

94. From Simple to Complex Sentences
Add a subordinate clause
1.
The wind,_____________________, blew through the
abandoned house.
2.
The old man,__________________, slowly opened his
front door.
3.
I walked home,_______________________.
4.
___________________, the little girl burst into tears.
5.
The sun, _________________________, shone into my
bedroom window.
6.
The car,___________________ , struggled up the hill.

95. From Simple to Complex Sentences
Add a Subordinate Clause
1. Chelsea, ____________________________, scored
in the last minute.
2. The old man opened his front door,
____________________.
3. I ate my tea, ___________________________.
4. ________________, the new teacher shouted at
Stephen.
5. The moon, _________________________,
illuminated the empty street.
6. The train,___________________________ , pulled
into the station.

96. Key Skills
Using Commas Correctly

97. Using Commas
Correctly
Objectives:
• Reading: To understand how authors use
Reading
commas in lists and to separate dialogue.
• Writing: To learn how to use commas when
Writing
creating lists and using dialogue.

98. Using Commas in Lists
Commas can be used for many things but one of its
main uses is to replace the word ‘and’ in a list.
For example, instead of the rather clumsy sentence:
Joseph went to the shop and bought a chocolate bar
and a can of pop and a magazine and a box of
matches.
You could use commas to change it into:
Joseph went to the shop and bought a chocolate bar,
a can of pop, a magazine and a box of matches.
Commas replace the word ‘and’ except for the final
‘and’ which is always kept in.

99. Using Commas in Lists
Another of the commas main uses is to replace the word
‘or’ in a list of alternatives or choices.
For example, instead of writing:
Joseph went to the cinema but could not decide
whether to watch ‘Kung Fu Panda’ or ‘WALL-E’ or
‘Mamma Mia’ or ‘Batman’ or ‘Hancock’.
You could use commas to change it into:
Joseph went to the cinema but could not decide
whether to watch ‘Kung Fu Panda’ ,‘WALL-E’ , ‘Mamma
Mia’, ‘Batman’ or ‘Hancock’.
Commas replace the word ‘or’ except for the final ‘or’
which is always kept in.

100. Using Commas to replace and or or
Use commas to improve the following sentences:
1.
2.
3.
4.
5.
Jill went to the baker’s and bought a loaf of bread and
a sausage roll and a cheese and onion pie and an iced
finger.
Mum’s shopping list included: carrots and potatoes and
apples and milk and tomato sauce and eggs.
Michael had to decide whether to take part in rock
climbing or raft building or abseiling or river walking.
I could not decide whether to borrow ‘Holes’ or ‘Point
Blanc’ or ‘Stone Cold’ or ‘Titanic 2020’ or ‘Breathe’ from
the school library.
“This morning I’ve got to catch the bus and go to the
the dentist and meet Jack for lunch and pick up the
children from school,” said mum.

101. Check Your Understanding
Use commas to improve the following sentences:
1.
2.
3.
4.
5.
Jill went to the baker’s and bought a loaf of bread, a
sausage roll, a cheese and onion pie and an iced finger.
Mum’s shopping list included: carrots, potatoes, apples,
milk, tomato sauce and eggs.
Michael had to decide whether to take part in rock
climbing, raft building, abseiling or river walking.
I could not decide whether to borrow ‘Holes’, ‘Point
Blanc’, ‘Stone Cold’, ‘Titanic 2020’ or ‘Breathe’ from the
school library.
“This morning I’ve got to catch the bus, go to the the
dentist, meet Jack for lunch and pick up the children
from school,” said mum.

102. Using Commas with Adjectives or
Adverbs
Commas are also used to separate adjectives or
adverbs when more than one is used to describe a
noun or verb.
For example:
He was a tight fisted, miserable, old man.
The sports car swiftly, silently and elegantly
drove past.
Similar to the lists on the previous slides this
usage is designed to separate adjectives or
adverbs and clarify meaning.

103. Using Commas in Dialogue
The third main use of the comma is to
separate the actual words spoken from the
rest of the sentence when using speech.
Study these examples:
She said, “Today was a brilliant day.”
“I never want to see you again,” remarked
James.
“I have lost my money,” cried Ben, “and
my train ticket.”

104. Check Your Understanding
Use commas to separate the dialogue in the
following sentences:
1. She said “It takes twenty minutes on the bus.”
2. “You had it this morning” said Susan “you can’t
have lost it already.”
3. “My name is Mike” said the contestant “and I’m
from Swansea.”
4. “I was expecting you an hour ago” said Mr
Hulme.
5. “Mrs Hartley” called the Head teacher “can I
have a word with you in private?”

105. Check Your Understanding
Use commas to separate the dialogue in the
following sentences:
1.
She said, “It takes twenty minutes on the bus.”
2. “You had it this morning,” said Susan, “you
can’t have lost it already.”
3. “My name is Mike,” said the contestant, “and
I’m from Swansea.”
4. “I was expecting you an hour ago,” said Mr
Hulme.
5. “Mrs Hartley,” called the Head teacher, “could
I have a word with you in private?”

106. Figures of Speech
Similes

107. Similes
Objectives:
• Reading: To understand how authors use
Reading
similes to create a vivid image for the
reader.
• Writing: To learn how to use similes to
Writing
create vivid images for the reader.

108. What are Similes?
A simile is the comparison of one item with another. It
can usually be spotted by the use of the words ‘as’ or
‘like’ to bring the two ideas together.
For example:
George ran away from them,
could become,
George ran like a fox chased
by a pack of hungry hounds.
The first sentence makes sense
but does not create a clear image
whereas the second sentence
creates an image and is more
effective.

109. Super Similes
Similes are used to emphasise some quality
about the object described.
Here are a few similes from famous
writers:
‘Brief as the lightning in the
collied night.’ (Shakespeare)
‘Bats hanging upside down like
rows of disgusting old rags.’
(D.H Lawrence)
‘A low voice like beer trickling
out of a jug.’ (P.G. Wodehouse)

110. Avoiding Cliché
A Cliché is a phrase that has been over
used and lost its imaginative effect.
Clichéd similes include:
As strong as an ox.
As bold as brass.
As good as gold.
As light as a feather.
It dropped like a stone.
These expressions are ‘hackneyed’ – they
are dull, boring, do not create vivid
writing and are best avoided.

111. Use a simile to complete the
sentences
1.
2.
3.
4.
5.
Nathanael ran like….
The gull soared as high as….
The path wound through the hills like…
The trees towered above me like…
The snow fell as gently as …..

112. Key Skills
Figures of Speech
Metaphors

113. Metaphors
Objectives:
• Reading: To recognise how authors use
Reading
metaphors to create images.
• Writing: To learn how to use metaphors to
Writing
create images.

114. What are Metaphors?
Like a simile, a metaphor is a comparison of one item
with another. However instead of saying that something
is ‘like’ or ‘as’ something else a metaphor says that it is
something else.
Confused? Don’t be.
Instead of writing, ‘the path wound its way
through the hills like a snake’ (SIMILE)
You could write: ‘The path snaked its way
through the hills’ (METAPHOR)
In a metaphor one thing is
said to be another but it is
not literally true

115. Mega Metaphors
Metaphors are used to emphasise some
quality about the object described.
Here are a few more metaphors:
‘She broke my heart’
‘Time flew by’
‘It was raining cats and dogs’

116. Avoiding Mixed Metaphors
Don’t get carried away and use too many
metaphors. A mixed metaphor is when a person
uses too many metaphors and confuses the reader
or creates redundancy in the sentence.
For example:
Let’s bury the hatchet
and let sleeping dogs lie.
I was frightened to death
and falling to pieces.
Remember metaphors are intended to clarify
meaning and create vivid images. Mixing
metaphors has the opposite effect.

117. Creating vivid sentences
Use a metaphor to create a sentence for each of the
following. The first has been done for you:
1. Lava slithering down a volcano.
(A huge golden snake of lava slithered down the volcano)
2. An elderly lady looking tired and annoyed.
3. A crowd of commuters rushing to work.
4. A jet plane flying overhead.
5. A storm blasting a small fishing village.
This is quite a difficult task. If you are stuck have a
quick look on the next slide…

118. Example Sentences
Here are a few ideas for sentences:
1. A huge golden snake of lava slithered
down the volcano.
2. The old woman carried the weight of the
world on her shoulders.
3. The crowd of worker ants clambered onto
the train.
4. The jet screamed over the village tearing
the sky apart.
5. The storm, an angry giant, smashed at
the harbour walls.

119. Speaking and Listening
Feedback : Read your sentences out
to a partner or the rest of the class.
Explain why you have chosen
particular metaphors, say why you
chose particular comparisons.

120. Opposites and Antonyms

121. Opposites and
Antonyms
In this lesson we are going to:
• Learn what an antonym is
• Learn how to use antonyms to
improve our writing skills

122. Opposites and Antonyms
Antonyms are words with opposite
meanings.
For example:
tall and short
Being able to use
opposites in your writing
will improve your
literacy skills.

123. Place the following words in the box with its
antonym (opposite).
The first one has been done for you.
small
dry
night
asleep
right
heavy
false
mean
thin
happy
slow
old
big
small
fat
_____
true
_____
wet
_____
sad
_____
fast
_____
new
_____
day
_____
wrong
_____
light
_____
kind
_____
awake
_____

124. Place the following words in the box with its
antonym (opposite).
The first one has been done for you.
small
dry
night
asleep
right
heavy
false
mean
thin
happy
slow
old
big
small
fat
thin
true
false
wet
dry
sad
happy
fast
slow
new
old
day
night
wrong
right
light
heavy
kind
mean
awake
asleep

125. Read the words below then write down an antonym
(opposite) for each one. The first one has been done
for you. There are clues in the pictures.
1.high
2.open
3.front
4.hot
5.rich
6.empty
7.stop
8.in
low

126. There are a number of possible answers. Here are
some examples.
1.high
2.open
3.front
4.hot
5.rich
6.empty
7.stop
8.in
low
closed
back
cold
poor
full
go
out

127. Opposites and Antonyms
Remember, antonyms are words that
have the opposite meaning.
For example:
light and dark
Remember, being able to
use antonyms in your
writing will improve your
literacy skills.

128. Opposites Game
Click below to play the ‘Word Frog’ antonyms game.

129. Word Origins
Prefixes

130. What is a Prefix?
Prefixes are letters added to the beginning of words.
They often provide a clue to the meaning of a word.
Knowledge of common prefixes can help you to gain an
understanding of words which may not be familiar to
you.
Look at the following words:
Autobiography
Automatic
Autograph
Automobile
All these words begin with the prefix auto. What do
auto
the words have in common? What do you think the
prefix auto means?

131. What is a Prefix?
Auto comes for the Greek word for self.
Remember our words from the last slide?
•
•
•
•
Autobiography: An account of a person’s life
written by themselves
Automatic: A machine able to activate itself
Autograph: To write your own signature
Automobile: A self-propelling motor vehicle
Therefore words which begin with the prefix
auto usually mean something about the self.

132. Working out words from
prefixes
If you know
the prefix you can often
gain an idea about the
meaning of an unfamiliar
word.
Draw and complete the
table opposite in your
books. Write down two
words that begin with
each prefix then try to
work out the prefix’s
meaning. The first one
has been done for you.
Prefix
Word
Meaning
Oct
Octago
n
octopus
eight
Semi
Anti
Mon
o
tele
sub

133. Check Your Understanding
Prefix
Meaning
oct
Word
Octagon
octopus
semi
Semi-skimmed
Semi-circle
half
anti
Antibody
antisocial
against
mono
Monorail
Monochrome
single
tele
Television
Telephone
distant
sub
Submarine
subway
under
pre
Preview
prejudge
before
eight

134. Prefix Perfection Homework
A good knowledge of common prefixes will help you to develop
your reading and writing skills.
Task!
Below is a list of common prefixes with Latin or Greek origins.
Learn the table below for a test next week.
Prefix
Origin
Word
Meaning
Ante
Hyper
Latin
Greek
antenatal
hyperactive
Before
Excessive
Contra
Poly
Post
Tri
Latin
Greek
Latin
Greek
contraflow
polyphonic
postscript
tricycle
Against
Many
After
three
multi
Latin
multicultur
al
many

135. Prefix Perfection Task
Name: ________________
Below is a list of common prefixes with Latin
or Greek origins. Complete the table with the
missing information. The first one has been
done for you.
Prefix
Origin
Word
Meaning
Ante
Latin
antenatal
Before
Hyper
Contra
Poly
Post
Tri
multi