Introduction Page 2

Workbook 1

Contents

Introduction Page 2

Capital Letters Ws/L1.3 Pages 3 - 4

Sentences Rs/L1.2 Ws/L1.3 Pages 5 - 8

Question Marks and Exclamation Marks Rs/L1.2 Ws/L1.3 Pages 9 - 11

Commas Rs/L1.2 Pages 12 - 15

Omissive Apostrophe Rs/L1.2 Page 16

Other Punctuation Ws/L1.3 Page 17

Punctuating Texts which are not Sentences Ws/L1.3 Page 18

Introduction

Learning Objectives:

“Adults should be taught to use punctuation to help their understanding.” (Rs/L1.2)

“Adults should be taught to punctuate sentences correctly and use punctuation so that meaning is clear.” (Ws/L1.3)

The following photocopiable pages address these learning objectives taken from the adult core curriculum.

They contain teaching and learning points under the heading Information and opportunities to practise the skills learned under Exercise.

N.B Copying onto buff coloured paper may help those learners who are dyslexic.

Information Capital Letters

Names of people always start with a capital letter.

For example: Chris, Surjit.

Names of places always start with a capital letter.

For example: Italy, Hampshire, Paris.

Names of months and days always start with a capital letter.

For example: January, Monday.

Names of products and brand names always start with capital letters.

For example: Heinz, Walkers, Kelloggs, Persil, Mars.

Names of festivals always start with a capital letter.

For example: Christmas Day, Divali.

Names of nationalities always start with a capital letter.

For example: English, French

Titles of people always start with a capital letter.

For example: Mr, Mrs, Ms, Dr

The letter ‘i’ when we talk about ourselves is always a capital letter.

For example: I like coffee. I went out for a drink.

Sentences always begin with capital letters.

Exercise 1 Using Capital Letters

Using this information, write out the following words using capital letters where required.

jason / boxing day
asia / college
computer / tuesday
dr smith / november
ramadan / chinese
summer / work

Exercise 2 Punctuating Sentences

Now add in the capital letters and full stops to the passage below:

when i arrived home, i was really hungry i looked in the fridge but there was nothing to eat i looked in the freezer but found nothing again, so i decided to get some fish and chips, a bottle of pepsi max and a packet of hula hoops
the next night, the same thing happened there was nothing to eat, so i went to the chinese take away and had a pancake roll, sweet and sour pork and egg fried rice mr low was there and he gave me a discount

Information Using Complete Sentences

A sentence needs a capital letter at the beginning and a full stop (.), question mark (?), or exclamation mark (!) at the end.

Here are some examples of sentences:

She is walking. Where are you going?

He is hungry. Oh no you don’t!

A sentence has to make complete sense.

How do we make sure that a sentence makes sense?

We do this by using the following parts of speech correctly.

NOUNS
A noun is a naming word.
There are four kinds of nouns:

a Proper nouns
A proper noun is the name of a particular person or object and it will always begin with a capital letter:
Names of towns (Mansfield, Luton, Barnsley)
Rivers (Trent, Thames, Nile)
Mountains (Everest, Mont Blanc)
Countries (England, Germany, Brazil)
People (John, Shareenah, Janice, Jai)

b Common nouns

These are the names of animals and objects.
For example: cat, owl, house, table etc.

c Collective nouns

This is the name given to a group of people or animals.
For example: crowd, audience, congregation, herd, flock.

d Abstract nouns

An abstract noun is the name of a quality.
For example: kindness, sympathy, evil.

PRONOUNS

A pronoun stands instead of a noun.
For example: Have you met Kate?
becomes: Have you met her?
For example: Phil and Sharon went to visit Amarjit and Mike last night.
becomes: They went to visit them last night.

VERBS

A group of words cannot be a sentence if there is no verb in it.
A verb is a doing word, a being word or a having word.
For example:
I ran.
The boy eats his breakfast quickly.
I walked to catch the bus.
John is a boy’s name.
It has snowed.
We were singing.

I have a pet dog.

ADJECTIVES
An adjective tells us more about a noun. It helps to describe the noun.
For example:
It is a cold day.
We have a large dog.
My car is dirty.
I have a small, brown dog.

ADVERBS
An adverb tells us more about a verb. It helps to describe the verb. It answers the questions “Where?”, “When?” and “How?”.
For example:
I looked everywhere for my book.
He ran quickly.
I cannot hear you now.

Exercise 3 Complete Sentences

Look at the following lines of writing. Tick the ones you think are complete sentences and put a cross against those which are not.

The lesson I had was
The tutor gave me an assignment
It was about
I had two week to finish it
My parents and my tutor
I was tired
I could not help it
The lesson started early
I was late for
The tutor did not stay

Now write five complete sentences of your own.

1.
2.
3.
4.
5.

Think carefully about the end of sentence punctuation.

Now check your answers with your tutor or the answer sheet. If you need to do more work on sentences ask your tutor for some more exercises to practise.

Some exercises follow on using correct end of sentence punctuation.

Information Question Marks and Exclamation Marks

A question mark or an exclamation mark is used instead of a full stop at the end of a sentence.

Question marks

The name “question mark” explains itself. Put it at the end of any sentence which asks a question.

The question may be short: Why?

Why not?

Who?

What?

It may be long: If I eat the apples before they are ripe, are you sure that I will get the tummy-ache?

- but in every case you need a question mark at the end.

Examples:

· When do you have to go?

· Do you know him?

· Did you win?

Each of these sentences asks a question. Therefore it ends in a question mark instead of a full stop.

Exclamation marks

An exclamation mark at the end of sentence helps the reader to put the right stress, or feeling, into the words he or she reads. Often they have to be said with surprise or excitement.

Examples:

· Shut up!

· Just wait till I get hold of you!

· You can’t go!

· Don’t shout!

· John has broken three eggs today!

· Don’t drink that – you’ve had six pints already!

· I never saw such an enormous house in all my life!

Exercise 4 Question Marks

Six of the following ten sentences need question marks. Which are they?

a) What is the date

b) Is it time you went to school

c) There is pizza for supper

d) He had seen it, hadn’t he

e) Julie is nowhere to be found

f) Where does that lead to

g) He wonders what they are discussing

h) Is that the absolute truth

i) The fire is out of control

j) Do you know what time it is

Make up five questions each beginning with one of the following:

a) Who b) What c) Why d) When e) How

Exercise 5 Exclamation Marks

Which of these sentences could end with an exclamation mark?

a) Clear off

b) Have a cup of tea, Jane

c) What a beautiful day

d) I’ve had my tea, thanks

e) I wonder what his name is

f) Don’t drop that video recorder

g) There is the new chip shop

h) I like a quiet evening by the fire

i) Run

j) He’s killed the lecturer

Exercise 6 Question Marks and Exclamation Marks

With a coloured pen, write the correct punctuation marks in the brackets

a) I wonder what the Greek Islands are like ( )

b) Do you know what the blouse is made of ( )

c) It is absolutely rotten( ) Is it really ( )

d) She has done nothing that you asked her to do ( )

e) Good heavens, he is nowhere to be found ( )

f) Ask her where the train is going to ( )

g) “What is all this about ( )” asked the teacher ( )

h) “Help ( ) help ( )” came the cry from the pit ( )

i) “Why do some people make such a fuss ( )” ask Graeme ( )

j) Where have you put my money ( ) Give it to me immediately ( )

k) “One woman one vote ( ) One woman, one vote ( )” they yelled as they marched through Mansfield.

l) Where are the gloves that auntie gave you for Christmas ( )

m) It is made of plastic, isn’t it ( )

Exercise 7 ! ? .

Replace the asterisks with an exclamation mark, question mark or full stop.

a) Be careful* It’s going to collapse*

b) I wonder whether he’s as clever as he says he is*

c) Do you know if she’s as famous as she claims to be*

d) Where can I find the instructions for this kit*

e) Which days of the week do you go shopping*

f) It can’t be true* What an amazing stroke of luck*

g) Why have they boycotted the World Cup*

h) Well done* That really is unbelievable*

i) What a pity* There’s no reason for it*

j) How are you ever to achieve a qualification when you never study*

Information Commas

The main uses are:

1 to mark a pause in a sentence and make it easier to read and understand
e.g. He can’t come, I’m afraid.

2 to divide items in a list

e.g. Bring your mother, father, brother and sister.

3 to separate part of a sentence which gives information but is not vital to make it make sense.

e.g. The car, so they tell me, is rusting away.

1. To make a sentence easier to read and understand
When you read out a passage of English you pause at the full stop which ends each sentence. You also make shorter pauses within each sentence to make the meaning clearer. These shorter pauses are marked by commas.
Examples:
Remember, he will be wearing a pink carnation.
If the paperboy comes, buy a computer magazine.
I didn’t enjoy the cake, but I’m not sure why.
“Arthur, bring some oil please.”

2. In lists
When you write a list of short items, you should put a comma after each one.
Example:
He carried some oranges, apples, a ball of string and some marbles.
Notice that there is usually no comma before the final and. However, if the final part of the sentence is quite long or complicated, it is sometimes acceptable to put a comma in front of and.
Example:
They had spent all morning preparing for departure by packing the car, checking the windows, watering the plants, and even though they had been working for several hours were still not ready by lunchtime.

3 In pairs
Sometimes commas act as markers or brackets, separating extra information in the middle of a sentence.
Example:
I saw a tractor, a relic of the old farm, left to go rusty.
This is made up of two statements, (1) I saw the tractor left to go rusty (2) (the tractor was) a relic of the old farm. The second statement can be placed in the middle of the first, without confusion, by putting a comma before it and after it.

Exercises 8 - 11 Using Commas

8 Read the sentences and place the commas where they are needed.
a) If you go out take your hat with you.
b) Look there’s a path along the cliff edge.
c) When the bell rings bring the coffee and biscuits.
d) Although there was a shortage we always had enough.
e) Search under the car behind the door and in the garage.
f) She arrived but didn’t stay long.
g) Girls get a couple of badminton rackets.

9 Read these sentences and insert commas where they are needed.
a) We were late as you might well imagine.
b) I don’t think that was kind do you?
c) Mow the grass clean the windows and take the dog for a walk.
d) Holders of vouchers are allowed in free the attendant told me.
e) So that we would believe him he showed us his driving licence.
f) He brought his dog a cocker spaniel.

10 Insert the commas where they are needed in these sentences.
a) The governors headteacher and pupils invite you to the school concerts.
b) Chop up your carrots onions parsnips and celery.
c) The packet contained black purple blue green and orange sweets.
d) Books photographs paper maps and clothing were strewn all over the room.
e) Wine spirits perfume cigarettes cigars and tobacco were all sold in the duty free shop.

11 A pair of commas would be appropriate in five of the following six sentences, Indicate where.
a) The night watchman hearing a strange noise rushed to investigate.
b) Some people I must admit much prefer red to blue.
c) Autumn season of falling leaves is past.
d) He ran he asserted ten miles at least.
e) It is the right time of the season so I am told to sign new players.