Download Grammar training - Burton on the Wolds Primary School

Word Classes
Do you know what each word is?
The surprised giant bellowed angrily at the boy and chased him
down the beanstalk.
Nouns – naming words.
Classifying nouns – common, proper
Countable, thing, boy or non-countable – stuff,
money, imagination
Two chocolates are countable, some chocolate is
non-countable
Noun phrases (do not contain a verb!)
A group of words which describe the noun
e.g. a dilapidated cottage with a straw roof
Adjectives
Tell us more about the noun
The bendy path
Other things we need to teach:
Comparatives – bigger, biggest
Formation using suffixes – e.g. _ful, _less
Adjectival phrase
A group of words to describe:
The bendy, twisty, windy path.
(although this would be bad writing as
they all mean the same thing!)
Verbs
We often say this is a doing word – but what
about this sentence?
Lucy did lots of jumps and skips around the hall.
A verb has a tense and needs to agree with a
subject.
Common mistake
They was (Instead of ‘they were’)
There are many verb forms the children now
need to know!
Clauses and Phrases
Children need to know the difference
between a clause and a phrase
A clause has a verb in it.
A phrase does not.
Verb forms
The dragon breathes fire (present)
The dragon breathed fire (past)
The dragon is breathing fire. (present progressive)
The dragon was breathing fire (past progressive)
He has breathed fire (present perfect)
He had breathed fire (Past perfect)
‘The subjunctive form!!!
This is just a very formal way of writing
If I were you
It’s important that the lesson be funny
I wish it were the weekend
Determiners
These ‘specify’ the noun
I would like those pens
But
What about ‘those’ in this sentence?:
I would like those. (This is now a pronoun!)
There are different types of determiners:
Articles (a, an, the) , demonstratives (this, that, these, those),
possessives (his, hers…), quantifiers (some….)
Prepositions
Most relate to space and time
On, behind, with, by, from, tomorrow, later.
Prepositional phrase
(a group of words telling us where or when)
At home …
Over the hill ….
Behind the hedge….
In the weedy overgrown garden …
Adverbs
Many end in ly – quickly, quietly
but not always, e.g. stand still
Can you spot the adverb in this sentence
Granny is always pleased to see her.
Adverbial phrase (a group of words describing how, when,
where or how often something happens)
We were sleeping peacefully in our beds when the earthquake
struck.
At the start of the sentence this is a fronted adverbial!
Before the sun came up, he sprang out of bed.
Understanding sentence construction
‘clause’ elements
they
Subject
Cheered
Verb
‘They cheered’
One clause sentence
(Or a simple sentence)
The crowd were cheering their team
Subject
Verb
Object
Active sentence the subject is first!
Passive sentence - the object is first:
The team was being cheered by the crowd
Varying sentence construction
The crowd cheered
Subject
verb
their team excitedly
object
adverbial
This afternoon the crowd cheered their team excitedly.
Adverbial phrase (because it describes when they cheered!)
Excitedly, the crowd cheered their team this afternoon.
The subjunctive form of a verb is very formal
e.g. If it were to be exciting, the crowd may cheer this
afternoon.
Still a (not very!) simple sentence as there is only 1 clause
(or 1 subject and 1 verb!)
Co-ordinating conjunctions – Compound sentences
These join 2 clauses of equal weighting together.
I like green tea and I like latte
I like latte but I don’t like expresso
I would like a glass of red wine or a gin and tonic.
Can be known as :
FANBOYS
The children need to be able to identify co-ordinating and
subordinating conjunctions
Complex sentences
Multi clause sentences with subordinating conjunctions
Show the relationship between 2 clauses:
When, because, if, after, before, since, while
We had wet break because it was raining.
There is a main clause and a subordinate (less important)
clause)
The children have to underline the maon or subordinate
clause.
Apostrophes for contraction and possession
Possession is tricky:
Singular noun – add ‘s’
Jack’s
Names that end in ‘s’s
Thomas’s
Exceptions – places or organisations
St. Thomas’ hospital
Exception – names not spoken with an extra s
Connors’ final appearance
Plural nouns that end in ‘s’
Girls’ school, horses’ stables, boys’ shoes
Plurals that do not end in s – add ‘s’
children’s father
Parenthesis
This is a word or phrase inserted for an explanation into
a passage which is grammatically complete without it.
The word or phrase can be shown by brackets, dashes
or commas.
Children need to be able to identify where they should
go.
Mr. Robinson, the school’s head teacher, had a lovely
Christmas holiday.
Punctuating direct speech
“I knitted it myself,” said grandma. “I hope it fits!”
Jack said, “Oh how nice, another Christmas
jumper.”
“Oh how nice,” thought mum, “although it is a
little big!”
How does the position of the comma affect the
meaning of sentences?
Children need to be able to explain the difference:
The children who got the ice cream were very happy
The children, who got the ice cream, were very happy
They need to know and understand how to use semi
colons, colons and dashes
They will be asked in which sentences they are used
correctly or to add them into the correct place
within a sentence.