F U N C T I O N A L S K I L L S E N G L I S H · L E V E L 1
Sentences That Flow: Linking Words
WRITING · LESSON 6 OF 10
Lesson by English
This lesson contains 19 slides, with interactive quizzes and text slides.
F U N C T I O N A L S K I L L S E N G L I S H · L E V E L 1
Sentences That Flow: Linking Words
WRITING · LESSON 6 OF 10
Functional Skills English Level 1 · Writing · Lesson 6 of 10 (about 60 minutes)
Covers: subject content 25 (write consistently and accurately in complex sentences), with links to 19 (commas after an opening clause) and 22 (communicate clearly and coherently). Speaking and listening run through the pair work.
Before the lesson: print the handout, one per learner. It has both versions of the handover note, the writing task, a planning frame, writing lines and the strategy card.
Device-free fallback: every activity works with the printed handout, mini whiteboards and hands up.
Description: Functional Skills English Level 1 Writing, lesson 6 of 10. Learners join short, choppy sentences with linking words (because, although, when, if, which, so), vary how their sentences start, and fix run-on sentences and comma splices, then write an update email to a family about their relative's week.
Tags: linking words, conjunctions, complex sentences, joining sentences, sentence openers, run-on sentences, comma splices, writing an email, health and social care, level 1 writing, functional skills english, further education, adult learners Image credit: Age Cymru / Unsplash
😄 Great – ready to go
🙂 Good
😐 Okay
😕 Not great today
😴 Tired
Wellbeing check: what's your week been like so far?
Phase 0 · Wellbeing check (first 2 mins)
A quick, low-stakes check-in. Only totals show, so nobody is singled out. Say: "There's no right answer. It just helps me plan today."
Act on it: if several learners choose the last two options, ease the pace and build in a pair task early. Check in privately with anyone you are concerned about, and follow your college's wellbeing and safeguarding route.
Editor note: if any emoji have not come through, re-add them in the editor.
Device-free fallback: learners show 1–5 fingers, or write a number on a sticky note face down.
Clear and quick
Rushed
A bit cold or rude
Fine, I don't mind
It depends who sent it
You get a message in very short bits: "Late. Bus broke. Back at 6." How does it come across?
Phase 1 · Hook (0–5 mins)
No wrong answer. Vote, then ask two or three learners why. Short bits are fine in a text to a friend, but at work they can sound rushed or cold, and the reader has to guess how the ideas link.
Probe: "What would make it clearer?" (e.g. "I'm late because the bus broke down, so I'll be back at 6.") That is today's lesson: linking words.
Device-free fallback: hands up for each option, or stand by the corner of the room that matches your answer.
What we're doing today
W R I T I N G
Today you will
Why it matters
join ideas with linking words
vary how your sentences start
fix run-on sentences and comma splices
Joined-up sentences are easier to follow, and show how your ideas connect.
In the writing exam, marks go to using complex sentences accurately.
Phase 2 · Goals (5–7 mins)
Keep it practical. In care work, notes and emails are read by colleagues, nurses and families. Clear, joined-up sentences stop mistakes and show you are professional.
The Level 1 writing assessment lasts about an hour, usually two writing tasks set in real-life situations. Marks go to writing in complex sentences, as well as to spelling, punctuation and grammar. There is no dictionary or spellchecker.
Vocabulary: a complex sentence joins two ideas with a linking word such as because, although or when.
Device-free fallback: read the slide aloud; learners copy the three goals into their book.
Words that join two ideas together. How many can you think of?
Phase 2 · Activation (7–10 mins)
Collect every joining word learners know: and, but, so, because, when, if, although, after, before, while, until, which, who, then, as, since, unless.
Say: "And and but are useful, but today we add some more powerful ones. They make complex sentences."
Support: give a starter: "I stayed at home ___ I was ill." What words could go in the gap?
Device-free fallback: pairs list as many as they can in 60 seconds; collect on the board. Image credit: Zulfugar Karimov / Unsplash
Make your sentences flow
Lots of short sentences sound choppy, like a list.
Join two ideas with a linking word:
Arthur had a long sleep because he was tired.
That is a complex sentence. A mix of short and longer sentences reads best.
Phase 3 · Teaching (10–14 mins)
Say: "Short sentences are not wrong. But a long run of them sounds choppy, like a list, and the reader can't see how the ideas link."
Model it: write two short sentences on the board ("Arthur was tired. He had a long sleep."), then join them three ways: with so, with because ("Arthur had a long sleep because he was tired.") and with As at the start ("As Arthur was tired, he had a long sleep.").
Misconception: longer is not always better. Too many joins in one sentence get confusing. Aim for a mix.
Device-free fallback: the same, on the board. Image credit: Centre for Ageing Better / Unsplash
Six linking words to use
W R I T I N G
because gives a reason
I stayed in because it was raining.
so gives a result
It was raining, so I stayed in.
although shows a contrast
Although she was tired, she smiled.
when says what time
When lunch was ready, he came in.
if sets a condition
If he feels dizzy, call the nurse.
which adds more detail
She joined the art group, which she loves.
Phase 3 · Teaching (14–18 mins)
Click to reveal each pair. For each word, ask learners to say its job in their own words, then make up a new example about their own day.
Point out: when the linking word comes first (When…, If…, Although…), put a comma where the first idea ends: "When she woke up, she asked for tea."
Misconception: "because" and "so" are opposites. Because gives the reason; so gives the result. "I was cold, so I wore a coat." / "I wore a coat because I was cold."
Support: learners copy the six words and jobs onto a card to keep. Stretch: use two different linking words in one sentence.
Device-free fallback: write the six words on the board one pair at a time.
Willow Court Care Home · Handover notes · Room 12
FIRST DRAFT
Willow Court Care Home, Ashworth
Handover: Arthur Bell, Room 12
Shift: Tuesday, late (2pm to 10pm)
From: Nadia Rahman, Care Assistant
Arthur had a good day. He ate all his breakfast. He went to the music group. He sang. He was tired after lunch, he had a long sleep. His daughter rang at 4pm she is visiting on Saturday. His left ankle is a bit swollen. He did not want to put his feet up. Please check it tonight.
**Choppy.** Lots of very short sentences, and almost every one starts with **He**. It reads like a list.
**Comma splice.** "He was tired after lunch, he had a long sleep." Two sentences joined with only a comma.
**Run-on.** "His daughter rang at 4pm she is visiting…" Two sentences jammed together with no punctuation.
**Missing links.** Why didn't he put his feet up? Why check the ankle? The reader has to guess.
Phase 3 · Model text: first draft (18–21 mins)
Read the note aloud in a flat, choppy voice. Learners follow on the handout. Ask: "Is the information right? Is it easy to read?" (The facts are fine; the sentences are not.)
Open the hotspots. Hotspot 1 is about style; 2 and 3 are real errors that lose marks in the exam.
Vocabulary: a handover note tells the next shift what they need to know about each resident. A comma splice joins two sentences with only a comma. A run-on jams two sentences together with no punctuation at all.
Device-free fallback: printed note; learners circle every sentence that starts with "He" and underline the two errors.
Willow Court Care Home · Handover notes · Room 12
IMPROVED VERSION
Willow Court Care Home, Ashworth
Handover: Arthur Bell, Room 12
Arthur had a good day. After he ate all his breakfast, he went to the music group, which he really enjoys. He sang all his favourite songs.
He was tired after lunch, so he had a long sleep. When his daughter rang at 4pm, she said she will visit on Saturday.
His left ankle is a bit swollen. Although I asked him to put his feet up, he did not want to. Please check it tonight because the nurse may need to look at it.
**After… ,** A new way to start. The comma shows where the first idea ends.
**which** adds more detail about the music group.
**so** gives the result. It fixes the comma splice.
**When… ,** says what time. It fixes the run-on, with a comma after 4pm.
**Although** shows a contrast: she asked, but he said no.
**because** gives the reason for checking the ankle. Now the night staff know why it matters.
Phase 3 · Model text: improved (21–25 mins)
Same facts, better sentences. Read it aloud, then open hotspots 1–6. Each one shows a linking word doing a job.
Probe: "How did Nadia fix the comma splice?" (She added so.) "How did she fix the run-on?" (She started with When and added a comma.)
Point out: she still keeps some short sentences ("Arthur had a good day."). A mix is best. Note the new paragraphs too (Lesson 5): morning, afternoon, then the health concern.
Device-free fallback: learners highlight every linking word on the handout and write its job in the margin.
Run-ons and comma splices
W R I T I N G
Spot the problem
Fix it
Run-on: two sentences jammed together.
✘ He ate lunch he went out.
Comma splice: two sentences joined by just a comma.
✘ He ate lunch, he went out.
Use a full stop:
✔ He ate lunch. He went out.
Or use a linking word:
✔ After he ate lunch, he went out.
Phase 3 · Teaching (25–28 mins)
These two errors are very common, and they cost marks for accuracy. Read each example aloud: your voice stops at the end of the first idea, but the writing doesn't.
Test: "Could each half stand alone as a sentence? Then you need a full stop or a linking word, not just a comma."
Misconception: a comma is not a weak full stop. It cannot join two full sentences on its own.
Stretch: fix "She was hungry, she had soup" three ways (full stop; because/so; As… ,).
Device-free fallback: write the examples on the board; learners fix them on mini whiteboards.
Join the ideas: Mr Hussain didn't eat his lunch. He felt sick. Which is best?
Mr Hussain didn't eat his lunch, he felt sick.
Mr Hussain didn't eat his lunch so he felt sick.
Mr Hussain didn't eat his lunch because he felt sick.
Mr Hussain didn't eat his lunch although he felt sick.
Phase 4 · Check: choose the best join (28–30 mins)
The two short sentences were: "Mr Hussain didn't eat his lunch. He felt sick."
Answer: C. Because gives the reason he didn't eat.
Why the others are wrong: A is a comma splice. B gets the meaning backwards: he didn't feel sick because he missed lunch. D makes no sense: "although" needs a contrast.
Probe: "Can you start the sentence with Because?" ("Because he felt sick, Mr Hussain didn't eat his lunch." Note the comma.)
Device-free fallback: learners hold up A–D cards or fingers.
Is each sentence joined correctly, or does it need fixing?
Joined correctly
Needs fixing
Ben helped at lunch because two staff were off.
Mrs Shah was cold, she asked for a blanket.
The doctor came at ten he checked Ray's chest.
Although it rained, the group went for a walk.
If Tom feels dizzy, call the nurse straight away.
Eva likes the garden, she sits there every day.
Phase 4 · Practice: spot the errors (30–34 mins)
Learners read each sentence aloud in their head. If both halves could stand alone and only a comma (or nothing) joins them, it needs fixing.
Answers: Joined correctly: "Ben helped at lunch because…", "Although it rained…", "If Tom feels dizzy…". Needs fixing: "Mrs Shah was cold, she asked…" (comma splice), "The doctor came at ten he checked…" (run-on), "Eva likes the garden, she sits…" (comma splice).
Follow-up: pairs fix the three wrong ones aloud, e.g. "Mrs Shah was cold, so she asked for a blanket."
Device-free fallback: read each sentence aloud; learners show a tick or a cross on a mini whiteboard.
Choose the best linking word for each gap.
Mrs Okoye enjoyed the music group because she loves singing. She was tired on Thursday, so she rested after lunch. Although her knee is sore, she walked to the garden. She smiled when her grandson visited.
Phase 4 · Check: pick the linking word (34–37 mins)
Learners read the whole sentence first, then ask: "Is this a reason, a result, a contrast or a time?"
Answers: because (reason) · so (result) · Although (contrast) · when (time).
Distractors: "but" is a near-miss for Although, but it cannot start this sentence. "if" changes the meaning of the last sentence.
Editor note: after pushing, set this fill's text to 28px in the editor.
Device-free fallback: write the paragraph on the board with gaps; learners copy and fill it in.
New openers
60-second sentence
Spin a linking word.
Write one sentence about your day that starts with it.
Put a comma where the first idea ends: When I got home, I…
minute
second
Phase 4 · Practice: start it differently (37–41 mins)
Spin, read the word aloud, start the 60-second timer. Everyone writes one sentence about their day, week or work that starts with that word, with a comma where the first idea ends. Play 3–4 rounds.
Model the first round: "Although I was tired this morning, I still made it to college."
Speaking and listening: two or three learners read theirs aloud; the class listens for the pause where the comma goes.
Support: give the second half: "…, I made a cup of tea." Stretch: add a second linking word later in the sentence.
Device-free fallback: pull the words from a hat.
Plan it, then write it
minute
second
You work at Willow Court Care Home. Write an email to Sam Adeyemi about his mum Grace's week: what she enjoyed, one health update and plans for next week. About 150–200 words.
Plan first (5 mins)
Subject line and Dear…,
1. What Grace enjoyed this week
2. Health update: what happened and what you did
3. Plans for next week
Kind regards, your name and job
Linking words
because · so
although · when
if · which
After… , Before… ,
Phase 5 · Plan, then write: exam style (41–55 mins)
Learners work alone, on paper (the handout has a planning frame and writing lines). Start the 20-minute timer: 5 minutes to plan, 12 to write, 3 to check. Call out the time at each stage.
Ideas if learners are stuck: Grace enjoyed the cake-decorating afternoon and a visit from the therapy dog; she had a cough on Wednesday, so the GP checked her and it is getting better; next Friday there is a trip to Ashworth Garden Centre.
What good looks like: a subject line; "Dear Sam,"; three short paragraphs; at least three different linking words; varied sentence openings; no comma splices; "Kind regards" and a name and job title; about 150–200 words.
Support: use the planning frame and the linking words in the word bank. Stretch: use all six linking words from today, and start two sentences with one.
Device-free fallback: the task is on the handout; read it aloud and write it on the board.
Check your writing
W R I T I N G
1. Linking words?
2. Different openings?
3. Comma after an opener?
4. No comma splices?
5. Right tone for a family?
Each one shows how two ideas connect.
Read just the first word of each sentence.
The comma shows where the first idea ends.
Could each half stand alone? Then a comma is not enough.
A family wants to feel informed and reassured.
At least three different ones, e.g. because, although, when.
Not every sentence starts with She or I.
When she woke up, she asked for tea.
Two full sentences need a full stop or a linking word.
Warm, clear and polite: Dear Sam, … Kind regards,
Phase 6 · Check your writing (55–57 mins)
Click each yellow marker to show what good looks like. Learners check their own email and tick each point in the margin, or swap with a partner and check each other's.
Common errors: comma splices ("She enjoyed the trip, she wants to go again"); every sentence starting with "She"; a missing comma after an opener ("When she woke up she…").
Proofreading habit: read your work slowly, one sentence at a time. Wherever your voice stops, check there is a full stop or a linking word, not just a comma.
Device-free fallback: read the checklist aloud; learners tick it on the handout.
You can now…
W R I T I N G
join ideas with because, so, although, when, if and which
vary how sentences start, with a comma after the opener
spot and fix run-ons and comma splices
Phase 6 · Celebrate progress (57–58 mins)
Click to bring in each tick. Ask: "Which of these feels solid now? Which one needs more practice?" Name it as real progress: accurate complex sentences carry marks in every writing task.
Device-free fallback: learners tick the three statements in their book, adding a question mark next to any they are unsure about. Image credit: LessonUp Studio (made for this series)
Using because and so
Starting with When, If or Although
Mixing short and longer sentences
Reading it slowly to spot comma splices
Not sure yet
What will help your writing flow most?
Phase 6 · Reflect (58–60 mins)
No right answer. Ask one or two learners why they chose theirs, and where they will use it (a message to a manager, a care note, a college assignment).
If "Not sure yet" is popular: suggest "because" and "so" first. They are the easiest to use well.
Device-free fallback: thumbs up for each option, or write the strategy on an exit slip.
Take it further
W R I T I N G
Stretch: in class
Before next lesson
Rewrite the first draft handover note your own way.
Use four different linking words, and start at least two sentences with one. Underline them.
Find something short you wrote this week: a message, an email or a note.
join three pairs of sentences with linking words
check for comma splices
bring it to Lesson 7
Take it further
Stretch is for early finishers in class. Accept any version that keeps the facts and uses linking words correctly.
Before next lesson needs no device. Learners bring their sentences to Lesson 7, where we look closely at punctuation for writers.
Device-free fallback: this slide is already paper-based.