Sentence Warm Ups Shake it up! Jake nervously tiptoed into the - - PowerPoint PPT Presentation

Sentence Warm Ups

Shake it up!

Jake nervously tiptoed into the darkened room hoping that nobody had noticed him.

1.

Change the nouns

• 2. Change the verbs
• 3. Change the adverb
• 4. Change the adjective
• 5. Change the subordinate clause
• 6. Rearrange

Sentence Warm Ups

Shake it up!

The tall lady strode through the ballroom.

1.

Add a fronted adverbial

• 2. Use a subordinating conjunction
• 3. Use a co-ordinating conjunction
• 4. Use an adverb to modify the adjective
• 5. Add a one word preposition
• 6. Change the subordinate clause
• 7. Rearrange

Aims:

• Understand the detail and application of

grammar for Year 3-6 and the implications of SPaG test for children currently in Year 4 or below

• Develop subject knowledge including current

terminology.

• Build a bank of Grammar games and activities

to use with creative reading and writing

• pportunities at home.

Connectives conjunctions connecting adverbs

subordinating conjunctions co-ordinating conjunctions While the sun shone, the children played. Chocolate is good for the

• soul. Moreover, it tastes

delicious!

Connectives conjunctions connecting adverbs

co-ordinating conjunctions FANBOYS for and nor but or yet so subordinating conjunctions when, although, then, because, if, even though, while, as, until

Year 1 Year 2 Year 3

e.g. then, next, soon, therefore Prepositions e.g. before, after, during, in, because of

Adverbs & adverbial phrases

• The surest way to identify adverbs is by the

ways they can be used: they can modify a verb, an adjective, another adverb or even a whole clause. Yesterday, the very tall lady strode elegantly through the ballroom.

Adverbs & adverbial phrases

How?

 The leopard ran swiftly.  The leopard ran faster than the wind.

When?

 The leopard ran at daybreak.  Yesterday, the leopard ran.

Where?

 Through the harsh undergrowth, the

leopard ran.

 The leopard ran to the edge of the ledge.

Fronted adverbials

• A word or phrase that normally comes after the

verb may be moved before the verb: when this happens, we say it has been ‘fronted’. A fronted adverbial is an adverbial which has been moved before the verb.

• When writing fronted phrases, we often follow

them with a comma.

• As the stars twinkled in the night sky, …
• After the snow storm, …

Beat the author The Iron Man stood.

Preposition

• Prepositional phrases often describe locations
• r directions (tell us ‘where’ e.g. ‘though the

ballroom’) but they can also describe other things, such as relations of time.

• Words like before or since act as prepositions

when they link a noun, but conjunctions when they link clauses.

• He hadn't eaten since breakfast.
• I haven't seen my dog since this morning.
• I have been learning ballet since I was two years old.

Expanded Noun Phrases

Nouns and expanded noun phrases

 Year 2 – Expanded noun phrases for description

and speculation (e.g. the blue butterfly, plain flour, the man in the moon).

 Year 4 – Noun phrases expanded by the addition

• f modifying adjectives, nouns and prepositional

phrases (e.g. ‘the teacher’ expanded to ‘the strict maths teacher with the curly hair’).

 Year 6 – Using expanded noun phrases to convey

complicated information concisely.

Expanded Noun Phrases

Noun Adjective Adverbial/prepositional phrase Determiners He bought a shirt and some socks. He bought a shirt and some socks. He bought a shirt and some socks. He bought a smart shirt and some sparkly socks. He bought a smart shirt and some sparkly socks with diamonds up the side.

Expanded Noun Phrases

Replacing pronouns with noun phrases

They boisterously jostled them into it. The gang of jeering bullies boisterously jostled the pair of petrified pupils into the music room.

Create!

Replacing pronouns with noun phrases

He swiftly pushed it down into it.

Reverse

Replacing noun phrases with pronouns

Bogeymen wear wet underwear under a layer

• f damp, woolly clothes. On top of this they

wear soggy leather jackets and trousers. The intention is to keep their natural excretions in, and they cannot stand the thought of drying out or losing their lovely

• whiff. They also wear Bogeyboots and the

idea of dry feet is a nightmare to all Bogeymen.

Active and Passive

 In active sentences, the thing doing the action is

the subject of the sentence and the thing receiving the action is the object. Most sentences are active.

• The bear chased the boy.
• (subject doing action) (verb) (object receiving action)

 In passive sentences, the thing receiving the

action is the subject of the sentence and the thing doing the action is optionally included near the end of the sentence.

• The boy was chased by the bear.
• (subject receiving action) (verb) (object doing action)

Active and Passive

 Non-fiction (information texts, explanation, non-

chronological reports, signs, news reporting etc.)

• The bread was left in a warm place.
• The eco house was built using biodegradable materials.
• Parking is prohibited.

 Fiction

• The boy was chased…(leave out object to create

mystery)

• The door had been left ajar… (create suspense)
• The noise was heard by everybody in the street. (focus)
• The fairy has been submerged in the half-drunk glass of

water by the Vengeful Professor Paperclip. (more emphasis on the villain)

Subjunctives & Question Tags

The difference between structures typical of

informal speech and structures appropriate for formal speech and writing (such as the use of question tags or the use of subjunctive forms in some very formal writing and speech).

Subjunctives

 The easiest way to spot a subjunctive is in an

unfamiliar past tense after the first and third

• person. Instead of the standard ‘was’, the verb is

‘were’.

 If I were you, I wouldn’t do that.  Were she to be promoted, the rest of the

department would resign.

 I need to go back to subjunctive school, if only that

were possible.

Subjunctives

 In the present tense – no ‘s’ is added to the third

person singular and the base form of the verb (such as ‘be’ ) is used with the first, second and third singular and plural.

 I suggest that she be given the job.  The actors request that the person in the audience

talking on his mobile phone switch it off or leave now.

 It is vital that the mother come to the parents’

evening to discuss Alfie’s behaviour.

Question Tags

 A question can be tagged onto the end of a

sentence.

 You haven't seen my football boots, have you?  It’s not fair, is it?  I can get there tonight, can’t I?  It’s a shame the day is over, isn’t it?

Modals

 Indicating degrees of possibility using adverbs or

modal verbs.

 Can/could  Will/would  Shall/should  May/might  Must/ought

You might want to consider a less realistic costume. (Modal Verb chain)

Modals and adverbs in adverts

 Indicating degrees of possibility using adverbs

• r modal verbs.

 Perhaps, Maybe, Certainly, Surely, Possibly,

Definitely, Normally, Very likely, Probably

 Annually, Daily, Weekly, Monthly, Never,

Regularly, Rarely, Frequently, Occasionally

How likely? How often?

 Probably the best lager in the world.  When it absolutely, positively has to be there

• vernight.

 Maybe she’s born with it. Maybe it’s ……….  You can do it when you …….. it

Relative clauses and relative pronouns

 Who, whose and whom refer back to people and

animals; which refers back to things; that can be used to refer back to either. My brother, who lives in Australia, is visiting next week. The cheque, which I received for my birthday, was a welcome surprise.

Relative clause challenge!

 Pirates love drinking rum.  Pirates, who are renowned for their bad

manners, love drinking rum.

 Pirates, who are renowned for their bad

manners, love drinking rum, which they store in barrels below deck.

Relative clause challenge!

 Pirates, who are renowned for their bad

manners, love drinking rum, which they store in barrels below deck, where it is kept cool.

 Pirates, who are renowned for their bad

manners – which they no doubt pick up from their poorly behaved parents - love drinking rum, which they store in barrels below deck, where it is kept cool.

Commas to clarify meaning or avoid ambiguity

I hate liars like you I find them detestable.

 I hate liars, like you I find them detestable.  I hate liars like you, I find them detestable.  I hate liars. Like you, I find them detestable.  I hate liars like you; I find them detestable

Reasons to use commas: speech; separate items in a list; fronted adverbials; to clarify meaning; indicate parenthesis and separate clauses.

Hyphens to avoid ambiguity

Man Eating Shark Witnessed Near Beach. Man-eating Shark Witnessed Near Beach

Indicating parenthesis

Brackets are used solely for the purpose of parenthesising and are correctly referred to as

• parentheses. The parenthetical matter contained

within them is said to be ‘in parenthesis’.

 If you take the parenthesised matter away, the sentence

flows on unaffected.

 The parenthesised matter assumes its own punctuation,

independent of that of the surrounding sentence.

 Non-fiction (brackets and commas)  Fiction (commas and dashes used more often)

Indicating parenthesis

Dashes are used to add extra information in the middle or end of a sentence.

 He pictured his father on the journey to the Land of the

Dead – the land where arrows are plentiful, and the hunt never fails.

 With numb fingers he pulled on one mitten and leaned

• ver the dead man – being careful not to touch him – and

lifted the lamp clear.

Marking boundaries: semi- colons, colons, dashes

The semi-colon separates two or more clauses which are of more or less equal importance and are linked as a pair. He knew he’d been unfair; he should’ve growled first to warn the cub to stay away.

Commas and semi-colons quiz

1a)This play is dull, I hope it ends soon. 1b) This play is dull; I hope it ends soon. 2a) After a long day, the teacher headed home. 2b) After a long day; the teacher headed home. 3a) Yesterday, he felt ill; today, he is worse. 3b) Yesterday he felt ill, today he is worse.

Colons

 But here is the best bit: the more he ate, the smarter

he got.

 The house had everything: pool, sauna, jacuzzi.  He remembered his father’s words: “Stay strong and

hope will prevail.”

 The dilemma was simple: should he run, or stay and

fight the beast?

Vocabulary Games

 Beat the thesaurus

 Display a word e.g. sad  Give pupils 1 minute to write down as many synonyms as they

can think of

 Read out synonyms from the thesaurus - 1 point for every

word in the thesaurus, 2 points for each word that is a synonym but is not in the thesaurus

 Five fingers up

 1 person to put 5 fingers up  The person who doesn’t have their hand up needs to recall 5

synonyms (or 5 elements of Success Criteria etc.)

 As soon as 5 have been recalled stand up  First pair standing wins!