REVISE… Key Stage 2
Punctuation and Grammar
A Photocopiable Activity Book
by Heather Bell
Introduction
Revise… Key Stage 2 Punctuation and
Grammar is designed to help pupils
remember all the main points of punctuation
and grammar they have learned throughout
the primary school and to help prepare them
for the end of Key Stage 2 test.
A variety of different activities and approaches
have been used to help pupils gain a
thorough understanding of the various
aspects of the English language covered.
The photocopiable pages could be used with
whole classes, small groups and individual
pupils at the discretion of the class teacher.
Topical Resources
P.O. Box 329
Broughton
Preston
Lancashire
PR3 5LT
Topical Resources publishes a range of
Educational Materials for use in Primary
Schools, Pre-School Nurseries and
Playgroups.
For latest catalogue:
Tel: 01772 863158
Fax: 01772 866153
Email: [email protected]
Visit our Website on:
www.topical-resources.co.uk
Copyright © 2013 Heather Bell
Illustrated and designed by Paul Sealey
Illustration & Design, 3 Wentworth Drive,
Thornton, Lancashire.
Printed in the UK for ‘Topical Resources’ by
T. Snape and Co Ltd., Boltons Court, Preston,
Lancashire.
First Published January 2013
ISBN 978-1-909458-06-2
Contents
Statement and Question Sentences . . . . . . . . . . . . . . . . .2
An Instruction or Command Sentence . . . . . . . . . . . . . . .3
Exclamation Sentences . . . . . . . . . . . . . . . . . . . . . . . . . .4
Common Nouns and Proper Nouns . . . . . . . . . . . . . . . . .5
Collective Nouns and Abstract Nouns . . . . . . . . . . . . . . .6
Commas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Parenthetic Commas . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
1st, 2nd, and 3rd Person Verb Forms . . . . . . . . . . . . . . .10
Verbs - Past, Present and Future . . . . . . . . . . . . . . . . . .11
Verbs - Past, Present and Future . . . . . . . . . . . . . . . . . .12
Powerful Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Imperative Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
Making Subject and Verbs Agree in Sentences . . . . . . ..15
Making Tenses Agree in Narrative Text . . . . . . . . . . . . . .16
Active or Passive Verbs . . . . . . . . . . . . . . . . . . . . . . . . .17
Interrogative Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
Adverbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
Comparative and Superlative Adjectives . . . . . . . . . . . .21
Prepositions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22
Joining Sentences Using Conjunctions . . . . . . . . . . . . .23
The Main Clause in a Sentence . . . . . . . . . . . . . . . . . . .24
Complex Sentences - Using Adverbials . . . . . . . . . . . . .25
Complex Sentences - Verb at Beginning of Sentence . . 26
Subordinate Clauses within Sentences . . . . . . . . . . . . .27
Complex Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . .28
The Definite and Indefinite Article . . . . . . . . . . . . . . . . . .29
Standard English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30
Double Negative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31
Ambiguity - Making Your Meaning Clear . . . . . . . . . . . .32
I and Me . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33
There/Their, Where/Were, Our/Are . . . . . . . . . . . . . . . .34
Personal and Impersonal Form . . . . . . . . . . . . . . . . . . .35
Changing Nouns into Adjectives . . . . . . . . . . . . . . . . . . .36
Using Apostrophes to Show Possession . . . . . . . . . . . .37
Using Apostrophes to Show Possession . . . . . . . . . . . .38
Apostrophes for Contractions . . . . . . . . . . . . . . . . . . . . .39
Speech Marks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40
Direct Speech . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41
Indirect or Reported Speech . . . . . . . . . . . . . . . . . . . . .42
The Colon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43
Semi-colons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44
Dashes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45
Brackets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46
Proof Reading for Common Punctuation Marks . . . . . . .47
Proof Reading Capital Letters/Punctuation Marks . . . . .48
Verb Endings or Suffixes . . . . . . . . . . . . . . . . . . . . . . . .49
Making Plurals – words ending in ‘Y’ . . . . . . . . . . . . . . . .50
Making Plurals – words ending in ‘O’ . . . . . . . . . . . . . . .51
Synonyms and Antonyms . . . . . . . . . . . . . . . . . . . . . . . .52
1
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Learning Objective: to understand there are different types of sentences and that the grammar of a sentence alters as it is
changed.
Name:
Date:
Statement and Question Sentences
There are different types of sentences.
A statement sentence tells us some information. For example: Sam is small for his age.
A question sentence asks something. For example: How tall is Sam?
Task 1
Answer the following question sentences in clear statement sentences.
1. What town do you live in?
2. What is your favourite TV programme?
3. What hobbies do you enjoy?
4. Where have you been on holiday?
5. What school do you attend?
Task 2
Write the question sentence about each of these statements.
1. I visited my Grandma at the weekend.
2. I hate Geography but I like Maths.
3. The river Seine flows through Paris.
4. Westminster Abbey is in London.
5. My dad is a car mechanic.
6. Monet is a famous French artist.
Task 3
2
Make up six general knowledge questions to ask your friend, one each about sport,
history, geography, music, art and science.
© Topical Resources. May be photocopied for classroom use only.
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Learning Objective: to understand there are different types of sentences.
Name:
Date:
An Instruction or Command Sentence
An instruction or command sentence asks or tells someone to do something.
For example: Beat the cake mixture until smooth.
Often the verb opens an instruction or command sentence.
.
Task 1
Here are a set of instructions on how to make a Victoria sponge cake which are in the wrong
order. Write them in the correct order. Highlight the verbs.
1.
Divide the mixture between two cake tins.
2. Blend the butter and sugar together.
3. Collect together 3 eggs, 175g butter, 175g caster sugar,
175g self raising flour, 1 tablespoon milk and a little jam.
4. Beat the eggs, then add to the butter and sugar mixture.
5. Bake at 180 degrees for 25 minutes, when cool, sandwich together
the cakes with jam.
How to Make a Victoria Sponge
Task 2
In your book, write a set of instructions explaining how to make a paper crown.
Remember to begin each instruction with a verb.
© Topical Resources. May be photocopied for classroom use only.
3
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Learning Objective: to understand how to make plurals of words ending in ‘o’.
Name:
Date:
Making Plurals – Words Ending in ‘O’
When making words ending in ‘o’ plural, add an ‘s’ if there is a vowel before the final ‘o’.
For example: zoo becomes zoos.
If there is a consonant before the final ‘o’ add ‘es’. For example: hero becomes heroes.
If the word is connected to music then just add an ‘s’. The word photo also just needs an ‘s’.
Task 1
Using the above rule, make each of these words plural.
echo
banjo
tomato
igloo
hero
cello
volcano
potato
photo
zoo
mosquito
shampoo
piano
soprano
taco
Task 2
Words ending in ch, sh, s, s, x or z - to make these plural then simply add ‘es’.
Use this rule to make these words plural.
fish
branch
guess
bus
tax
waltz
lunch
wish
miss
fox
guess
church
box
dish
ranch
Task 3
Pick out nine nouns from your reading book and make each one into a plural.
© Topical Resources. May be photocopied for classroom use only.
51
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Learning Objective: to understand and use the terms synonyms and antonyms.
Name:
Date:
Synonyms and Antonyms
A synonym is a word that means exactly or nearly the same as another.
For example: a synonym for huge could be gigantic or enormous.
An antonym is a word that means the opposite of a given word.
For example, an antonym for big would be little, or for fat would be thin.
Task 1
Find a synonym for each of the adjectives highlighted and write it on the line.
1. An angry man _________________
6. A clever child __________________
2. A large dog __________________
7. A small cake ___________________
3. An attractive lady _____________
8. A dirty cloth ___________________
4. A sore finger _________________
9. An expensive coat _______________
5. A happy tune _________________
10. A bad taste ___________________
Task 2
Find an antonym for each of the adjectives highlighted and write it on the line.
1. A stupid question ________________
6. A lengthy speech _______________
2. A sharp knife _________________
7. A glossy magazine ______________
3. A distant relation ______________
8. Modern tools _________________
4. A brave soldier ________________
9. A loud noise __________________
5. Rough bark of a tree ____________
10. A strong man ________________
Task 3
Make a list of synonyms for each of the following.
large
Task 4
child
small
foolish
shining
Re-write the story replacing the words highlighted with a synonym.
Write your new story in your book.
On Monday it was my father’s birthday. While he was sleeping I sneaked upstairs and put his
card and present neatly on the bed. When he awoke he noticed it at once. “How kind of you,
what a lovely gift!” he said as he hurriedly opened it, to find a new sweater.
52
© Topical Resources. May be photocopied for classroom use only.