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GRAMMAR WORKSHOP Selborne Primary School Aims of this session: •To understand how grammar is taught as part of the English curriculum •To learn about word classes •To engage in activities linked to sentence structure •To understand how I can support my child at home Grammar in everyday speech •Teachers as models •Using correct grammar throughout the school day •Grammar test in year 6 From Cognitive Approach to Communicative Practice 1. 2. 3. 4. Explicit formal instruction Structured-based communicative task Practice and production exercises Subsequent communicative exposure to the grammar point General Principles for Grammar Teaching • little and often (recycle and revisit) • planned and systematic • offering learners a range of opportunities • Involving acceptance of classroom code switching and mother tongue • text-based, problem-solving grammar activities • active corrective feedback and elicitation • supported in meaning-oriented activities and tasks (Selborne English weekly timetable) In this lesson you will learn that verbs show us when something happened. For example, I am playing football. Yesterday I played football. Tomorrow I will play football. I will laugh at the clown in the circus. I am laughing at the clown in the circus. PRESENT I laughed at the clown in the circus. PAST I will laugh at the clown in the circus. FUTURE I swam in the pool on Wednesday. I am swimming in the pool on Wednesday. PRESENT I swam in the pool on Wednesday. PAST I will swim in the pool on Wednesday. FUTURE Interactive task Write each sentence again but put it into past tense. Stefan plays football. Hayley sings in the choir. Well done so far. Shout out the tense ! fishing watched will run ran falling sing sang fell going to dance Rewrite the following paragraph but change it into past tense. I sit at my computer and email my friends. They are so funny online. They have stupid nicknames like Treebor and Kippy. I laugh out loud and type a message. Dad shouts from downstairs to turn my music down. I forgot to turn it down earlier. I brush my teeth and say goodnight. I switch off the computer. I curl up and close my eyes awaiting the darkness and stillness of the night. Re cap... Adverbs, adjectives and verbs are... Adjective – a describing word Verb – an action word Adverb – describes the action Write down 5 sentences using the following words. Remember to use the words in the correct context: gentle gently danced friendlyangry Root words A root word is a real word and you make new words from it by adding prefixes and suffixes. Root words are helpful because: You can use a root word to help you with other spellings. If you recognise the root of a word when you are reading it can help you to work out what the word is and what it means. There are spelling rules for adding suffixes and prefixes to root words. Learning Learn ing successful Success ful Suffixes Adding suffixes to words can change or add to their meaning, but most importantly they show how a word will be used in a sentence and what part of speech (e.g. noun, verb, adjective) the word belongs to. e.g. If you want to use the root word 'talk' in the following sentence: I was (talk) to Samina. You need to add the suffix 'ing' so that the word 'talk' makes better sense grammatically: "I was talking to Samina". Suffix Example Suffix Example ed walk + ed = walked ness happy + ness = happiness ing say + ing = saying al accident + al = accidental er tall + er = taller ary imagine + ary = imaginary tion educate + tion = education able accept + able = acceptable sion divide + sion = division ly love + ly = lovely cian music + cian = musician ment excite + ment = excitement fully hope + fully = hopefully ful help + ful + helpful est large + est = largest y ease + y = easy Suffixes... Common errors -less with less than two ss is useless. Careless hopeless relentless Root words ending in ‘e’. Remember to drop the ‘e’ when adding ‘ing’! Take + ing = taking make + ing = making -ful is always a three-letter word - unless it's used as a word on its own: Someone who's full of care is careful. Mindful successful hopeful regretful Prefixes • A prefix is a group of letters which you can add to the beginning of a root word to change the meaning of the word. e.g. mis + fortune = misfortune Prefix meanings: Every prefix has a meaning, for example: The prefix 'un' means 'not' The root word 'clear' means 'bright', 'free from difficulty' un + clear = unclear which means 'not clear' or 'dim', 'difficult to see or understand' prefixes... Common errors When the prefix 'all' is added to a root word the final 'l' of 'all' is dropped. all + together = altogether all + ways = always dis – only has one ‘s’ when being used at the start of a word: Dis+ appear + disappear dis + respect = disrespect Mix it up! You can also add a prefix to a word which already has a suffix added to it. Questions, Commands and Statements: •7. Change the question below to a command. •Could you collect the books? •8. Change the command to a question. •Get me my shoes! Link activities to punctuation: 1. Draw lines to match the words with their most likely final punctuation. Use each punctuation mark once. Sydney looked out the window at the builders ! What do you want for breakfast ? Help . Using drama •Create a scene using commands, statements and questions Word groups Word class Typical positions Examples noun After a determiner After an adjective (or more than one adjective) The cat, those cats Big cats Colourless green ideas Main verb After an auxiliary verb Have seen, were going After a modal auxiliary verb Might read, should help After the infinitive marker To read, to help ‘to’ Auxiliary verb Before a main verb After a modal auxiliary and before a main verb Has fallen, is reading May have fallen, could be reading Modal auxiliary verb Before any other verb, either Aux or V Might fall, may have fallen, could be reading Adjective In the slot ‘a ______ N’ In the slot ‘the N was ____’ After a degree modifier A small child The child was small Very small, quite small Word groups Word class Typical positions Examples Adverb Before an adjective After a verb After a degree modifier Unpleasantly sticky See clearly Quite horribly, very nicely Preposition Before a noun phrase (e.g. N, det N, det Adj N) In France, in the bathroom, In a pretty pickle Determiner Before a noun or adjective + noun sequence Some people, some nice people Degree modifier Before an adjective Before an adverb Quite small Very unfortunately Clauses: Building Blocks for Sentences What is a clause? A clause is a group of related words containing a subject and a verb. It is different from a phrase in that a phrase does not include a subject and verb relationship. There are many different types of clauses. Different types of clauses • Clauses go by different names 1. Independent 1. Stand by itself and make sense 2. Own sentence or part of a larger sentence (combined with other independent clauses and with dependent clauses) 2. Dependent 1. Cannot stand by itself 2. Depends on independent clause to make sense 3. Also known as a subordinate clause Independent clauses • Independent clauses can be connected in a variety of ways: • 1. By a comma and a little conjunction (and, but, or, nor, for, yet, so) • 2. By a semicolon • 3. By a semicolon accompanied by a conjunctive adverb (such as however, moreover, nevertheless, as a result, consequently) • 4. And, of course, independent clauses are often not connected by punctuation at all but are separated by a full stop Dependent clause • A dependent clause begins with what is called a subordinating conjunction. It causes the clause to be dependent upon the rest of the sentence for its meaning. Independent clauses Wine spilled all over the glass and splashed onto the table. wine = subject spilled, splashed = verbs My cats loves cold milk. Cat = subject loves = verb Dependent clauses As wine spilled all over the glass and splashed onto the table wine = subject spilled, splashed = verbs Because my cats loves cold milk Cat = subject loves = verb Your turn: • Underline the dependent clause in the following sentences: • Whenever lazy students whine, Mrs Russell throws chalk erasers at their heads. • The trip was cancelled, although the students didn’t agree. • Sara ran for paper towels as water spilled over the glass and splashed onto the counter. SAT style question: 22. Which sentence uses commas correctly? As he had, forgotten his trainers, Fred borrowed some from his friend. As he had forgotten, his trainers, Fred borrowed some from his friend. As he had forgotten his trainers, Fred borrowed some from his friend. As he had forgotten his trainers Fred borrowed some, from his friend. SAT style question 25. Which of these should be written as two separate sentences? I love swimming because it’s fun. I have six moshi monsters and my sister has fifty two. I like watching TV, but not Eastenders. Miss Navarro is 157cm tall she has brown eyes. SAT style question Put a tick in each row to show whether the underlined part of the sentence is a phrase or a clause. Phrase We stood outside, even though it was really cold. The giggling girl ran across the road. We wasted time running around the garden The dog jumped around in the green meadow. Clause Evaluation •Please could you fill out the evaluation form.