Grammar and Punctuation Worksheets, Schemes and Mind Maps of English

Download Grammar and Punctuation Worksheets and more Schemes and Mind Maps English in PDF only on Docsity! Wellington School Grammar and Punctuation Worksheets (LML) GRAMMAR AND PUNCTUATION WORKSHEETS The following worksheets deal with a variety of grammar and punctuation issues. Wellington School Grammar and Punctuation Worksheets (LML) CAPITAL LETTERS AND FULL STOPS Every sentence begins with a capital letter and ends with a full stop, except when a question mark or exclamation mark is needed. Proper nouns- the names of important people, places or objects- also need a capital letter. A) Punctuate the following sentences, using capital letters and full stops where necessary. 1. mandy threw the apple sauce out of the window, right onto matt’s head 2. belgium and france fought over who would host the olympic games 3. noah landed his ark on mount sinai when the flood waters receded 4. mr jones visited doctor barnsley on wednesday 5. coronation street and eastenders are shown on tv every day B) Link each person with their address and punctuate both using capital letters george bush hogwarts school tony blair buckingham palace paddington bear darkest peru sherlock holmes stratford upon avon queen elizabeth ten downing street harry potter bag end, hobbiton vera duckworth 221b baker street william shakespeare the white house bilbo baggins starship enterprise captain jean-luc picard the rovers return Punctuate the following sentences, using full stops and capital letters where appropriate. 1. the man bought the newspaper he was an avid reader of the sun 2. jill ran up the hill with jack they needed to fetch a pail of water 3. the must-see film of the year is the new spiderman movie it stars tobey mcguire 4. on wednesday and thursday I am travelling to russia on the orient express 5. will young won the first ever pop idol competition pete waterman was a judge 6. manchester united have won my trophies 7. the beatles claimed they were more famous than god 8. the great wall of china was built by shih huang ti his title was first emperor of china 9. the mediterranean sea is a favourite holiday destination for british tourists 10. in 1989 a war broke out between the british and the boers in south africa Wellington School Grammar and Punctuation Worksheets (LML) A colon is used to: 1. Introduce a list. E.g. He bought the groceries: eggs, butter, jam, sugar and pot noodles. 2. Introduce a title or quotation. E.g. His words echoed in my head: “Do unto others only good!” 3. Separate contrasting parts of a sentence. E.g. The good are saved: the bad are damned A) Punctuate the following sentences, inserting colons where necessary. 1. We shall fight on the beaches we shall never surrender. 2. The good die young the wicked live forever. 3. Peace to those I love strife to my enemies. 4. Bright is the day dark is the night. 5. Behind me lay despair in front, only hope. B) Punctuate the following sentences, inserting colons and commas where necessary. 1. I took five items my jacket a fishing rod a peanut butter sandwich a tooth pick and a pen knife. 2. The guest list read a s follows Rev. Bill Hinter Lady Smythe-Bottom Gordon James and Dizzy the Clown. 3. These were the reasons for his odd behaviour fear of the dark fear of confined spaces fear of spiders and way too much caffeine that morning. 4. Certain people are legends Marilyn Monroe James Dean Houdini and Charlie Chaplin. 5. He shook with fear when he saw what lay before him a rocky path a steep slippery slope a cliff edge and a fifty foot drop into the unknown. C) Punctuate the following sentences, inserting colons, commas and capital letters. 1. charles dickens wrote ‘a tale of two cities’ ‘little dorrit’ ‘a Christmas carol’ and ‘bleak house’ amongst others. 2. exams will take place this week monday tuesday before break thursday afternoon and friday in place of assembly. 3. the guests arrived early lady ponsonby in diamonds and a white fur coat lord picklenoze with a glamourous girl on each arm mr carruthers with half the contents of a bottle of whisky already under his belt and the luscious honourable miss hilly flower in a very short very shiny dress. SEMI- COLONS Wellington School Grammar and Punctuation Worksheets (LML) The semi-colon is stronger than a comma but not as strong as a full stop. It separates two groups of words which could be two sentences but which are so closely linked in subject matter that a full stop would be too strong. E.g. The criminal surrendered; he was defeated. The semi-colon is also used in a list when commas are already needed in the phrases contained in that list. E.g. You need: four eggs, lightly beaten; one spoon of nutmeg, grated finely; and a pint of milk. A) There are ten pairs of sentences in this Exercise. Each pair of sentences has been joined together using a conjunction. Rewrite each pair replacing the conjunction with a semi-colon. Check that each side of the semi-colon can stand as a sentence in its own right. 1. Sara watched television after she had finished her homework. 2. The baby was crying because he was hungry. 3. The old man shivered violently because it was bitterly cold. 4. Mum told him to brush his hair which was a total mess. 5. She read the book which was an adventure story. 6. The children went home tired and hungry because they had had enough. 7. I shall take some of the library books back now but the others will have to wait. 8. She had worked very hard for the exam and she hoped it would be enough. 9. It was a warm, sunny day so they decided to go to the seaside. 10. The parcel had been badly wrapped and some of the contents were showing. Wellington School Grammar and Punctuation Worksheets (LML) DIRECT SPEECH Direct speech is the exact words spoken. Inverted commas are used to mark the beginning and the end of the speech. Whenever a new person speaks, a new line must be started. E.g. “Hello, Tom!” John called. “Tom, my friend!” John exclaimed. “It is great to see you!” Direct speech that contains the word ‘SAID’ too often can appear flat and boring. Instead, use interesting words to describe the way the person is speaking. Maybe they are whispering or shouting or mumbling? A) Fill in the table below with as many words as possible that you can think of to replace the word ‘SAID’. A few examples have been done for you. LOUD SOFT POSITIVE NEGATIVE yelled murmured exclaimed moaned B) In each of the following sentences, replace the word ‘SAID’ with a more effective word. 1. “Ouch! You’re standing on my foot!” Jim said. 2. “Mmm, I’ve been looking forward to this chocolate all day!” Lizzie said. 3. “Hurry! The bus is about to leave!” Percy said. 4. “Go, Rangers, go!” Tim said. 5. “I wonder if this will work,” the scientist said. C) Write an appropriate, descriptive, direct speech sentence for each of the following situations. E.g. Building a fence- “Whew! This is really hot work!” I panted, wiping my brow. 1. Hailing a taxi. 2. Scolding a naughty child. 3. Returning a faulty item. 4. Meeting an old friend. 5. Speaking to your deaf great-uncle. 6. Visiting a zoo. 7. Lulling a small baby to sleep. 8. Witnessing a robbery. 9. Entering a haunted mansion. 10. Playing sport. APOSTROPHES Wellington School Grammar and Punctuation Worksheets (LML) A sentence is a group of words that makes complete sense by itself. A sentence may be: A statement- ‘Today’s winner is Saul’ A question- ‘Who chose this tie?’ A command- ‘Give me all your money!’ An exclamation- ‘I don’t believe it!’ Sentences usually have a subject- who or what the rest of the sentence is about. Sentences also have an object- who or what has been affected by the action of the verb. A verb is a doing word. It forms the heart of every sentence. A) Put a box around the verbs in each sentence. Example: The teacher shouted at the naughty pupil. 1. I read my book from cover to cover. 2. The girls chased the dog across the field. 3. I wrote neatly in my new book. 4. I coughed and sneezed because I had a cold. 5. The robbers smashed the window and entered the warehouse. 6. The man stopped and turned when he heard me shout his name. 7. I gave my friend some of my sweets. I thought she would be pleased. 8. I wished that I could come top in the test. 9. I knew that I would not win the race. 10. The dog plodded along beside his owner. B) Underline the subject and the object in each sentence in different colours. 1. The dog runs around the field wildly. 2. Dad bought a new car. 3. My teddy fell off the bed. 4. I walk away from the building. 5. The ring glittered on my finger. 6. George jumps over the gate every morning. 7. Melanie watched a sad film. 8. The teacher gave the pupil a gold star. 9. I bought a present for my sister. 10. The paper boy delivers my newspaper late most days. C) There are ten verbs in the box below. Use each one to make a sentence of your own. Underline the verb, subject and object in each sentence, in different colours. (Hint! Not all of your sentences will include an object!) whistle give throw grab skip take whisper catch buy sing COMMAS Wellington School Grammar and Punctuation Worksheets (LML) The comma is a punctuation mark used: ∙ to indicate a slight pause between the different part of a sentence ∙ to mark off additional information about the subject of a sentence ∙ to separate the names of people spoken to ∙ to separate items in a list ∙ to separate two or more adjectives which define the same noun ∙ to separate the verb of saying from the words spoken in direct speech A) Add the necessary commas to the sentences 1. Being first to arrive he sat down in the front row. 2. Having washed her face she brushed her hair. 3. Frightened by the tremendous explosion the soldiers bolted to their dug-out. 4. Exhausted after the cross-country competition they lay down to rest. 5. Leaping the fence she raced across the fields to her home. 6. Dr Brookes and Mrs Johnson the receptionist are doing a sponsored run. 7. Served with milk and sugar cornflakes are a great breakfast. 8. Bruce told her to be quiet but she started to growl. 9. Tom began to sing and I decided to study on my own. 10. I like bacon eggs sausage fried toast and orange juice for my breakfast. B) The following sentences all contain additional information about the subject of each sentence. Add the necessary commas. 4. Mount Everest the highest mountain in the world is in Nepal. C) Write five sentences of your own in which you provide some additional information about the subject of each sentence. PARAGRAPHS 1. Roald Dahl who died a few years ago wrote many books for children. 2. History one of my favourite subjects it is about how people used to live. 3. Mr Joyce our headteacher came to our school in September 1997. Wellington School Grammar and Punctuation Worksheets (LML) A paragraph is a group of sentences. These sentences talk about the same thing, or follow on from each other. Every time you start a new paragraph, you’re showing something new has happened: When you talk about a new person Each time a person speaks When you start writing about a new place When your answer moves to a different time. A) Write the letters of the paragraphs in the order in which they happened. A- He took us to the hall for an assembly where the Head welcomed us and made some jokes no one understood, and then we went to our form room. Our teacher really confused us with timetables and school rules. B- When the bell rang for the start of school we all had to line up in rows. Our form teacher came to collect us and showed us around the place. It didn’t look too bad and a gorgeous smell drifted out of the dinner hall. C- Before we knew it, it was break time. We ran into the playground and stuck together for safety. The rest of the day was a blur and when I got home I fell asleep in front of the television. D- I felt better when I met my mates at the bus stop. We all looked new and felt small compared to the big kids. They all started trying to frighten us with stories about what would happen to us at the big school. We all tried to look brave, but I felt sick again. E- That morning I got up with a sick feeling inside. I didn’t want any breakfast and my mum kept fussing over me. I felt a right idiot with my new bag and my new blazer, two sizes too big. B) Listed below are some of the different types of paragraphs from the story above. For each one, say what job you think it does for the story. 1. The introduction 2. The conclusion 3. the second paragraph C) Write these paragraph starters under two headings, introductory starters and concluding starters. 1. Finally… 2. The worst which can happen is… 3. The last stage in programming the video is…. 4. It all started when…. 5. Teachers and pupils can never agree over school rules… 6. In conclusion, fox hunting should be banned because…. Homophones