Punctuation: Exploring Skills
Punctuation: Exploring Skills
Punctuation: Exploring Skills
Exploring skills
Recap on use of commas and apostrophes by asking students to read the opening section on
Student Book p. 42. Also, remind them that all sentences should start with a capital letter and
end with a full stop, question mark or exclamation mark. Then ask pairs to explain to each
other any rules they were unsure of. Make a list of misunderstandings and confusions on the
whiteboard – for example, ‘a comma indicates a pause in a long sentence’ or ‘all words ending
in –s need an apostrophe’.
Give extra support to targeted students using Worksheets 2.3a and 2.3b.
Direct students to the rule they are having particular trouble with – for example,
commas in lists, separating parts of a sentence, adding more information,
apostrophes of omission or possession.
Then ask students to complete Q1 individually. Working with the whole class,
use PPT 2.3a to explain all the punctuation that was missing in Q1. Then use
Worksheet 2.3a and 2.3b to support students who are still not quite secure in one
or more of the rules.
Building skills
Ask students to work in groups of three to share the knowledge they have about
Key technical skills
Chapter 2
punctuation of speech. If students have a novel with them, encourage them to use it
to inform their discussion. Then, if you have a visualiser or scanner, you could share a
fiction extract on the whiteboard. Show students what direct speech looks like and
start to elicit the rules. Ask each group to come up with five rules to then be written
on the whiteboard, nominate a spokesperson in each group and take feedback.
Then ask students to read the direct speech on Student Book p. 43 to check that none
of the rules have been overlooked or confused. You can also display the five rules
using PPT 2.3b.
Pairs should next complete Q2. One student writes and the other checks the
punctuation using the five main rules, then students swap over for each speaker.
Developing skills
Work as a whole class through the first part of this section on Student Book p. 44,
recapping on the use of colons and semi-colons.
Explain that a colon signals to the reader ‘and I’m going to tell you why’. Demonstrate
this by reading the two example statements and replacing the colon with ‘and I’m
going to tell you why’. Then ask students to work in pairs using colons to complete
the following sentences: Sports Day was a disaster... If only we had something to do in
this village... Having a pet is a big responsibility... Share some student examples with
the class.
Now explain that a semi-colon signals to the reader ‘and I’m going to tell you a little
bit more about that’. Use the example sentence to demonstrate, then ask students to
work as above with semi-colons to extend: Today the sky was blue... Our new car is
stunning... Energy conservation is not an option in this school... Check that the description
is still valid by sharing examples from the class.
Ask students to complete Q3 and use PPT 2.3c to share ideas about how the
punctuation could have been improved. Warn against overusing these punctuation
features though, even if they are correct. It might be useful to explain what is meant
by ‘judicious’ usage here.
Read through the text on Student Book p. 44 about brackets and dashes and ask
groups of four to come up with a description for each punctuation mark. Brackets
could be ‘don’t forget that’ and dashes might be ‘know what I mean?’ An example of
over use of dashes is given on PPT 2.3d. Ask students to work in pairs to complete Q4
and use PPT 2.3e to share ideas for changes.
Applying skills
Read through the checklist for using punctuation on Student Book p. 45. Then ask
students to select one piece of advice that they think will be particularly important to
them and to write it at the top of the page before they start to write. This could be
highlighted so that it is easy to refer back to whilst writing. Ensure that everyone
understands the bullets in Q5, explaining ‘a humorous aside’ (a throw-away
comment, like someone talking to the camera) then ask students to complete the
article-writing task.
You could assess how effectively students are using their own advice by checking the
Key technical skills
Chapter 2
statement at the top of their writing page. Offer reminders about planning, checking
and proofreading as they write. After everyone has completed their two paragraphs,
ask students to assess their work in pairs, using the Sound progress and Excellent
progress criteria on Student Book p. 45.