Transcript Grammar for parents Part 1

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.