Grammarand

Meta-language

Verbs• Conveys ACTION: run, eat, sleep• Conveys OCCURRENCE: happen, become• Conveys a STATE: be, exist, stand• You should be able to put the word ‘To’ in front of

it- infinitive verb: to eat, to live (non-finite verb)• Verbs change to express tense: -ed, -ing

walked, walking• Irregular verbs change words: is are am was

were- the verb to be• Auxiliary verbs- add a function to another verb: will

have, can eat, should go

ADVERBS

• The clue is in the word- it adds description to or qualifies the meaning of the verb.

• Adverbs can be before or after the verb• The boy ran quickly to catch his bus.• The girl quickly rushed into a shoe shop!• Adverbs, in the English language, often

use adjectives with an –ly suffix- slowly, sadly, happily, gratefully.

ADVERBIALS

• Provide the how, when, where, to what extent.

• The fox crept cautiously, through the churchyard, at midnight.

• The children played happily, together.• The teacher spoke quite loudly.• This is a fun way of expanding sentences.

ADJECTIVES• Qualifies or describes or adds more detail about the

noun.• Try to encourage precise use, with no more than two

adjectives per noun.• The mighty mouse lived in a tiny, white house.• The tall boy.• Adjectives can occur alone, called a complement: The

book is big. He is tall.• They can be comparative/superlative: tallest, taller, more

beautiful, most beautiful.• Often adding -ly to an adjective, creates and adverb.

Slowly, sadly, happily.

Passive Voice/Active Voice

• ACTIVE: The subject performs the action• The teacher (Subject) wrote (verb) a report (object).• The children behaved beautifully.• PASSIVE: The Subject is no longer acting upon

the verb…• The report (Object) was written (verb)-by the

teacher (can also be added).• The hamburger had been eaten.• The letter was posted. (by the secretary)

NOUNS• PROPER: places and people- MUST have a

capital letter: Bishop Loveday School. Mum- her name: my mum (common noun).

• COMMON: names physical everyday objects- table, car, dog, human…

• COLLECTIVE: gaggle of geese, flock of seagulls, a mischief of mice!

• ABSTRACT: an emotion, idea or ideal- childhood, compassion, love, loyalty, law (you cannot see, hear, smell, touch, taste it)

Sentences:• Simple- one verb.- The boy went to the shop.- The young boy, with big eyes, went to the corner

shop, on Monday, at midday.• Compound- two sentences linked with and, but,

so, ;.- I like sausages but I don’t like beans.- I am going on holiday and moving house!- Susan played football; John went shopping.- I am leaving the room so please be good.

Sentences• COMPLEX- two or more verbs; contains a main clause and

at least one subordinate clause.• A clause is a group of words, that make sense and contain a

verb.• Main Clauses can stand alone as a sentence.• Subordinate clauses cannot stand alone- they leave you with

a question (what?)• The boy ran from the room when the fire alarm went off.• When it was time to go home, the children left the

classroom noisily.• Because it was cold, everybody needed coats, gloves and

hats.• The boy, who was completely out of breath, kept on

running.

Connectives/conjunctions• Conjunction connects two words, sentences, phrases or

clauses together.• and, but, so, yet, for, or• Or work in pairs in a sentence, where both parts have

equal weighing:either...ornot only...but (also)neither...nor (or increasingly neither...or)both...andwhether...orjust as...so

ConnectivesAre used to link one sentence to another or to extend a sentence

whoever whatever if meanwhile moreover nonetheless for while when as therefore however so and with

although besides but since consequentlyfurthermore henceforward until

notwithstanding whereas then because whenever after nevertheless yet alternatively

Use of Commas!

• In a list: A man, house, elephant and tree are common nouns!

• To separate clauses: Whilst the teacher was sleeping, the child crept in and scribbled on the board.

• The food was served, whilst drinks were prepared, inside the grand hall.

• At the zoo, during the halloween weekend, the keeper dressed in a monkey suit.

Use of Semi-colons!

• Semi colons can be used in an extended list:The meal was to include: a selection of cold meats

from the deli counter; a succulent roast beef with all the trimmings; hot and cold desserts with icecream and a range of cheeses.

• Or to replace a connective:The man drove to the bank; he cashed a cheque.I like chocolate; I don’t like toffee.

Examples From the New SATs Test

1.Circle all the adverbs in the sentence below.

Open the drawers carefully and quietly when using the filing cabinet. 1 mark

Underline the subordinate clause in each sentence below.

One has been done for you.

Although his Mum thought they were very smart, Peter disliked his new trousers.

Before he could go swimming, Ali packed his towel.

The twins asked Dad to turn up the heating as it was cold.

After drinking his water, Mark washed up his glass.

2 marks

1.Rewrite the sentences, changing them from the active to the passive voice. One has been done for you.

VCOPThis set of slides focuses on simple short activities for early morning (or any other time of day) VCOP work. Many slides can be re used if you just change a letter, word or number). They could also be printed off as a set of extension cards for the odd minute when a child finishes ahead of schedule. Hope they are of use.

VOCABULARY

Think of at least 5 WOW words to describe a cat. (remember to use your senses)

VOCABULARYwrite as many adverbs as possible to describe this verb eg. walked - quickly, slowly, noisily, shyly, quietly.

Talked

VOCABULARY-pick 5 WOW words off the board and write five sentences using them.

Echoing, Doubtful, Emotion, Anxiety, Longing, Progress,

System, Communication,Ingredient, Vibration, Prefer,

Nourish, Demonstrate, Enjoy, Leap

VOCABULARY-Write one sentence including the following three nounsCat, necklace, fish

VOCABULARY-improve this sentence by adding words in eg The mouse ate the cheese. becomes The greedy mouse carefully ate the stale cheese.Now try -The boy cried.

VOCABULARY-Start a word list beginning with the word below, each new word has to start with the last letter of the previous word eg dog-girl-lamb-boy and must be a NOUN (name of something). You score points for length of words eg dog=3 points

-House

VOCABULARY-Start a word list beginning with the word below, each new word has to start with the last letter of the previous word eg sad- dark-kind and must be an ADJECTIVE (describing word). You score points for length of words eg dog=3 points

-kind

VOCABULARYFind as many words as possible to describe this characters appearance- what he looks like and personality- what he is like.

VOCABULARYUsing your words from last time write a paragraph about this character.

VOCABULARYWrite as many words as you can to describe this setting- use your senses.

VOCABULARYFind as many words as you can that could be used instead of ….

BigCan you use some of them in sentences?

VOCABULARYNoun and Verb game

Look at these lists of nouns and verbs. Pick one from each and try to make a sentence.Nouns verbsEngine sippedPencil stoleTree rushedRuler wished

Eg The pencil rushed down stairs and into the garden. (Don’t forget capital letters and fullstops)

VOCABULARYAnimal Game (i)

Think of an animal and write a sentence about each one using two adjectives. (describing words)

VOCABULARYAlliteration

Think of an animal and write an alliterative sentence about each one. Eg The tiny tiger tickled the terrified terrapins two toes with torn tinsel.

VOCABULARYInventing Metaphors First of all, identify something that

you want to create a metaphor around eg the stars. Think of something that is like the subject or something to do with the subject - they shine, glitter, are like tin-tacks, like diamonds, like jewels, like fiery eyes. Now use an idea to make a metaphor, remembering not to use the word 'like', e.g. Generate a simile - the stars are like diamonds.

Omit the word 'like' - the stars are diamonds. Move the noun in front of the image - the diamond

stars. Dylan Thomas uses this technique in his writing!

ConnectivesChoose 3 connectives and write 3 sentences using one in each.Although, However Also Besides, Even though, Never the less, In addition to,

Contrary to, Despite, So, as to

ConnectivesStory game- a pairs game (oral)

You take turns to say a line in a story which you then hand on to your partner by suggesting a connective, e.g.Child 1: Once there was a woodcutter who Child 2: spent many hours in the forest becauseChild 1: his wife spent so much money at Marks & Spencer, he had no choice to work while

Here are some connectives for you to play with!Meanwhile, furthermore , however , nonetheless , alternatively , although , because , nevertheless , whereas , whoever , consequently , because , besides , until ,yet , since , henceforward

openersThere are different ways to open a sentence one is description E.g – A lean, grey cat…. How manyopeners can you think of like this- continue your sentences.

openersThere are different ways to open a sentence one is ly starters E.g – Slowly, she ran down the road. How many openers can you think of like this- continue your sentences.

openersThere are different ways to open a sentence one is Where’ starterE.g – At the end of the lane, stood an old house. How many openers can youThink of like this- continue

your sentences.

openersThere are different ways to open a sentence one is ‘ing’ starterE.g – Running along, Jim fell over.

How many openers can youthink of like this- continue

your sentences.

openersThere are different ways to open a sentence one is Although/as starterE.g – Although he was late, he walked slowly. How many openers can youthink of like this- continue

your sentences.

openersThere are different ways to open a sentence one is Similes E.g – She was as tall as a bus. How many openers can you think of like this- continue your sentences.

openersThere are different ways to open a sentence one is AlliterationE.g – The sneaky, slimy snake How many openers can you think of like this- continue your

sentences.

openersThere are different ways to open a sentence one is ‘ed’ starterE.g – Exhausted, Jim ran home How many openers can you think of like this- continue your

sentences.

openersThere are different ways to open a sentence one is Drop-in ‘ed’ clauseE.g – Jim, exhausted by so much effort, ran home How many openers can you think of like this- continue

Your sentences.

openersThere are different ways to open a sentence one is Speech plus stage direction + ‘ing’ clause E.g – “Stop”, he whispered, picking up his torch.How many openers can you think of like this- continue

Your sentences.

openersThere are different ways to open a sentence one is Exclamation“Noodles, get down!” screamed

Bianca.How many openers can you think of like this- continue

Your sentences.

openersThere are different ways to open a sentence one is Question“Are you sure that room is tidy?”

Mum yelled up the stairs.How many openers can you think of like this- continue Your sentences. ?

Punctuation

Write at least 5 sentences

using !

Punctuation

Write at least 5 sentences

using ?

Punctuation

Write at least 3 sentences

using …

PunctuationWrite at least 3 sentences using different pieces of punctuation from the list below.

“ ” ; , ( ) ? !

VCOPImprove these sentences keeping the meaning:i) there was a bird in the treeii) there was a rabbit down the holeiii) i saw a witch in the gardeniv) i saw a cat on the fencev) i saw a mouse in the cupboard