Transcript Grammar for parents Part 2

GRAMMAR
PART 2
Selborne Primary School
Aims of this session:
•To understand how grammar is taught
as part of the English curriculum and the
expectations for SATs
•To learn about word classes
•To engage in activities linked to
sentence structure
•To understand how I can support my
child at home
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 literacy weekly timetable)
Important features when teaching grammar
•consciousness raising
•either through teacher instruction (a
deductive method)
•or by their own discovery learning (an
inductive method)
•examples of the structure in
communicative input
•opportunities to produce correct
grammar points
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
What is a Preposition?
• A preposition is a word which shows the relationship
between one thing and another.
• It links nouns, pronouns and phrases to other words
in the sentence.
• The word or phrase that the preposition introduces is
called the object of the sentence.
Prepositions
• A preposition is a word that joins a noun to the rest
of a sentence.
• It explains where the noun is.
• The bag was on the table.
• The girl walked under the scaffolding.
• It sat among the bushes.
• The sentences would not work without the
prepositions.
What can prepositions tell you?
• It may tell you where a thing is in relation to
something else.
• The juicy, red apple was on the book.
• It may tell you when something is in relation to
another event.
• She refused to leave the house until the postman had
been.
•It may also tell you the direction
something is travelling in relation to
something else.
•The gallant horseman was riding along
the windy shoreline.
Common Prepositions
about
above
across
against
among
at
behind
below
beneath
beside
between
by
except
for
from
in
into
near
of
on
onto
out
over
through
throughout
to
toward
under
up
upon
with
without
On your whiteboard, choose a preposition and write a sentence
using that preposition.
Identify the preposition
Use prepositions to open a sentence
Original sentence:
A fat yellow cat lay sleeping on the narrow
sill.
How would it read if it started with the
preposition?
On the narrow sill, a fat yellow cat lay
sleeping.
•Prepositional phrases that begin sentences are
usually followed by commas. However, short
prepositional phrases need not be.
Parenthesis
• Parenthesis occurs when a word, phrase or sentence is
inserted as an explanation, afterthought or an aside into
a passage which is grammatically complete without it. It
is usually marked by brackets, dashes, or commas.
Parenthesis can be made clear in performance with a
pause before and after the group of words, or with a
change in pitch, pace or volume.
Then, moving as slowly as she could, she eased herself into
the driving seat and reached forward to turn the key.
Parenthesis activity:
Julie, _____________________ , ran across the room excitedly.
Quickly, she threw on her robe and slippers, grabbed the
nearest weapon she could find (______________) and flew
from her quarters to the main offices.
There was the bed in one corner, ________________________,
and beside it facing the open fireplace stood the rocking
chair.
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.
Types of sentences:
A clause is a group of words which contains a verb.
Simple sentence consist of one clause.
• E.g. Ann went to the bank.
A compound sentence consists of two main clauses,
joined by co-ordinating conjunctions (e.g. and, but,
or). Each clause is of equal importance and gives
information of equal value.
• E.g. He picked it up and ran over to her.
Types of sentences:
A complex sentence contains a subordinate (dependent)
clause as well as a main clause. A subordinate clause contains
special information about the main clause. It is introduced by
a linking word (subordinating conjunction).
• E.g. He stayed at home because he felt ill.
Most subordinate clauses can come before, after or within the
main clause. Usually when one clause is of principal
importance and the other clause gives information about the
principal one, we have a complex sentence with one main
clause and one subordinate clause.
• E.g. Since you seem to have made up your mind, I’ll say no
more.
• E.g. I stopped seeing her because she moved to London.
Types of sentences:
Compound – complex sentences
More than one main clause and at least one
subordinate clause.
E.g. Angie came over and we decided to use my
car because hers was playing up.
E.g. He ran over to Julie, who was sitting at the
end of the bench, and grabbed her handbag.
Types of sentences:
Joining clauses
Co-ordination joins two short clauses of equal importance with a
conjunction. Each clause becomes a main clause in the new
sentence.
E.g. Ann went to the bank and withdrew 100 pounds.
E.g. Sally goes to work but Ann doesn’t have a job.
E.g. Ann either stays at home or visits her family.
If the subject of both clauses is the same, it does not have to be
repeated in front of the second verb.
E.g. She came over and she gave me a hug.
The conjunction ‘and’ is used to join clauses where there is no
contrast or choice.
The conjunction ‘but’ is used to join clauses where there is a contrast.
E.g. She wanted to buy a new dress but she couldn’t find one she
liked.
Subordinating Conjunctions
After
Although
As
in order that
At least
now that
wherever
While
Before
even though
how
if
in as much
When
Whenever
whereas
as though
because
even if
though
Until
Unless
as if
as long as
as much as
soon
Since
so that
That
Sample Complex Sentences
• After he gave it some thought, the mouse
decided to wait until later for his trek.
• The cat fell asleep on the warm kitchen floor
because he was deprived of sleep the night
before.
• When the mouse heard the soft snoring of his
sleeping nemesis, he scurried to the pantry and
grabbed enough food for a week.
• The dedicated, feline sleuth keeps his nightly
vigil even though the foresighted mouse will not
be venturing out this week.
Sample Compound-Complex Sentences.
• After the two adversaries had spent years
playing this “cat and mouse” game, they were
joined by their children, and the fun continued.
• Even though it seems the two were bent on
the other’s destruction, the cat and mouse
were rather fond of one another, and neither
wanted the other’s defeat.
• This game was begun thousands of years ago,
and it will continue far into the future as other
cats and mice revel in hide-and-seek.
Direct and reported speech
There are two forms of speech that we should try and use in our
writing.
Direct Speech – this is when you write down exactly what the person is
saying. You will need to use speech marks.
“I don’t want to eat my cabbage,” Peter grumbled to his mother.
Reported Speech – this is when you are repeating what someone has
said. Imagine that you are telling another person what Peter said. You
do not need speech marks. Reported speech is written in the past
tense.
Peter told his mum that he did not want to eat his cabbage.
Spelling activities
Words ending in -s
Words ending in - es Words ending in ies
Words ending in ves
Evaluation
•Please fill out the form.