Transcript Grammar Evening Presentation - Harbury C of E Primary School

Prepare to become fabulous at
grammar in just one hour...
(fingers crossed)
Wednesday 16th March
Grammar at the heart of the
curriculum
Why are we here?
• High grammar expectations embedded in
new curriculum from Year 1 to Year 6
• Changing educational fashions
• Build capacity to support our children
• Develop knowledge and understanding
together
Let’s eat Grandma!
Let’s eat, Grandma!
Punctuation SAVES LIVES!
What’s important?
• Word classes
• Verb tenses
• Sentence construction
...Showing children how the experts do it
Verbs: core knowledge
be am are is was were
being been
have has had having
The verbs ‘be’ and ‘have’ are always verbs
They are often the most frequently occurring verbs in a text
They are not ‘doing’ words
Most children do not recognise them as verbs
Lexical and auxiliary verbs
The auxiliary verb: it helps to create shades of meaning in the verb phrase
and is usually formed with variations of be and have but sometimes with
‘do’ or ‘get’
I dance
I am dancing
I danced
I was dancing
I had danced
I could have danced
I might have danced
I should have been dancing
Verbs introduced in Year 1
The modal verbs (Y5)
expresses shades of
possibility and certainty
Shall, should, can, could,
might, may, must, will,
would
Matilda: can you find the verb
phrases – which are lexical, which
are auxiliary including the modal
verbs?
Answers!
The nice thing about Matilda was that if you had
met her casually and talked to her you would
have thought she was a perfectly normal fiveand-a half-year-old child. She displayed almost
no outward signs of her brilliance and she never
showed off. ‘This is a very sensible and quiet
little girl’ you would have said to yourself. And
unless for some reason you had started a
discussion with her about literature or
mathematics, you would never have known the
extent of her brain power.
Tenses
Present and past (Y2)
I walk
You think
She looks
They run
I walked
You thought
She looked
They ran
The present participle: (the ing form) I was walking, they were
dancing
The past participle: (usually an –ed form) You had walked, they had
danced
The infinitive (to) walk, (to) dance
Progressive or perfect? (Y2 and 3)
Still going or done and dusted?
Present progressive: I am dancing in my
bedroom
Past progressive: I was dancing in my
bedroom
Present perfect: She has danced for many
years
Past perfect: She had danced for many years
Active and passive (Y6)
• Active = clear and direct – subject does
the verb
• Passive = more distant = subject has
something done to them
e.g
Active: The Chancellor raised income tax.
Passive: Income tax was raised (by the
Chancellor)
Subjunctive (Y6)
• Rarely used, almost always in formal context
e.g – if I were to become queen for a day, I
would
If he were more sensible....
I insist that he be
Name it!
Can you find the nouns?
The tower had no obvious purpose of any
kind. For a while it was a curiosity, and
the people would stare at it as it creaked
this way and that. When the wind blew
hard it made a mournful moaning that
was comical at first but soon became
tiresome
....they are not as simple as first appears!!
Noun phrase (Y2 onwards)
You know you have a noun phrase when
you can replace it with a pronoun (he,
she, it, they)
The tall man from across the road who
grows pears is ill.
He is ill.
Building noun towers
Determiner
Adjectives
Noun
Preposition
al phrase
Who/which
/that ing or
ed clause
A, the any,
this, that,
my, our,
your, those
Cool, cold,
hot,
strange,
red, thin,
bright
Dog, car,
house, sea,
eagle,
marble, bus
Across the
road, on
the fridge,
under the
chair,
beside the
sea
Who is
hungry, that
is sinking,
which is
heavy,
stunned by
the sun
Consequences activity
Nouns
• Proper – Harbury, Labour, Emily
• Abstract – bravery, idealism, childhood,
friendship
• Collective- pride of lions, clutter of
spiders, bloat of hippos
• Concrete – contestant, piglet, survivor
Pronouns
• Possessive – those that show ownership
• (mine, ours, yours, his, hers, its, theirs)
Y4
• Relative (Y5) – relate back to something
already mentioned (who which, that,
whom, whose)
The boy, who was crying, ran down the lane
Q: What five letter word becomes
shorter when you add two letters
to it?
Adverbs (Y2)
Category
Question
Example
Time
When
They were first worn by Queen Victoria
We came yesterday
Place
Where
We waited below
They got everywhere
Manner
How
The Queen likes to dress smartly.
Reason
Why
No one can see them anyway
Therefore, I decided to take the shorter
route
Degree
How much
She keeps her Christmas message very
short
They... are rather baggy.
It was only just sorted out.
Adverbials – a string of words that
performs the same function as an
adverb (Y4)
• Prepositional phrases
These adverbials begin with a preposition
- he found the truants at home
- her hat is completely over the top
Noun phrases
These adverbials have a noun as their head:
- Jane telephoned me last night
- Tomorrow morning, we’ll go to the park
Positions of adverbials
• Before, after or in the middle
1. Chatting on the telephone, he crossed
the road
2. I danced, swaying rhythmically with the
music
3. I thought that, even though I haven’t
tried it myself, you might like it.
Common trickiness
I or me?
Rule: take the other person out of the sentence and it
should still make sense
e.g: My friend and I/me ran home.
I ran home or me ran home?
Apostrophes for omission and possession (Y2!)
• Omission – where they replace letters that are
missing don’t, isn’t, couldn’t, mustn’t
• Possession – to show that it belongs to a singular (in
Y2) person: the girl’s toothbrush
Year 4 – plural possession: the boys’ presentation
Clauses
A clause always contains a verb phrase
A clause with only one verb phrase is a
simple sentence.
Sentences with more than one clause is a
multiple claused sentence
Conjunctions – co-ordinating and
subordinating
• Where there is more than one clause, they are often joined
by a conjunction
• Most common conjunctions – and, but and or
Sophie closed her eyes and lay quite still (The BFG)
Away he went and nobody saw him again until the evening.
(Naughty Nigel)
CONJUNCTION: WORD OR GROUP OF WORDS WHO FUNCTION
IS TO BE CONNECTORS
Finite subordinate clauses
A subordinate clause is one that is
dependent upon, or less important than,
the main clause in the sentence. Usually,
you can remove it from the sentence
without altering the main clause
When because if as
unless that since
although after until
whenever where why
how while
even though
as long as
in order that
as soon as
so that
as though
Examples
• When the BFG had consumed his
seventy-second fried egg, Mr Tibbs
sidled up to the queen.
• The nine pilots in their helicopters
suddenly realised they were being left
behind.
Sentence types Y2
Sentence type
Example
Function
Statement
The Iron Man came to the
top of the cliff.
Conveys information
Question
How far had he walked?
Seeks answers
Command
Hush.
Gives an instruction
Exclamation
An Iron Man! A Giant!
Expresses strong emotion.
Hyphens and dashes
• Dashes are longer, hyphens are within words
And today’s finalist is - Harry!
Mammals – see page 59
Hyphens
The cute-looking child smiled endlessly
The police received a tip-off about the burglary
Semi-colons
1. Listen carefully: the green team, led by Fred, should
stand by the door; the blue team, led by Jo, should
stand by the windows; the red team should stand by
the window and choose their leader, and my yellow
team should stand by my desk.
2. Some people prefer tea; some people prefer coffee.
3. The rain poured; the wind howled; lightning lit up the
sky.
How are they used?
Why shouldn’t you run in a campsite?
Because it’s past tents.
Ideas taken from:
‘essential primary grammar’,
Debra Myhill, Susan Jones,
Annabel Watson & Helen Lines
‘Jumpstart Grammar’, Pie Corbett
and Julia Strong