Lesson video

Hello, everyone.

My name is Mrs. Riley, and today, I'm here to do some learning with you.

In today's lesson, we are going to be focusing on some really important grammar.

So let's get started.

The outcome of today's lesson is to use different joining words for subordination.

Here are our key words that we'll be using today.

Some of these are a little bit difficult, so don't worry if you are not sure exactly what they mean, because we are going to talk about them a lot in our lesson.

And hopefully, by the end of the lesson, you are going to feel really comfortable with what these words mean.

For now, let's practise saying them out loud.

So make sure you've got your loud speaking voices ready, because we're going to do some my turn, your turn.

Are you ready? Subordinate.

Well done.

Subordination.

Present tense.

Past tense.

Complex sentence.

Great, well done.

Lovely joining in.

So in today's lesson, we are first of all going to be revising the joining words.

Can you listen to these ideas? I put my coat on.

So the teacher would ask me.

This is my favourite book.

Because it is about animals.

What is the same and what is different in each example? Perhaps, have some thinking time, you might want to pause the video while you think.

Well done.

You might have noticed that two of these ideas have capital letters at the beginning and full stops at the end, so they are actually full sentences.

They are simple sentences.

But the other two ideas that start with so and because don't have any capital letters or full stop, and they don't make sense on their own.

Look at these two simple sentences.

I put my coat on.

This is my favourite book.

A simple sentence is a sentence about one idea that makes complete sense.

It doesn't need to be joined to anything else.

It is important in its own right.

Sometimes, we do this because it's like a strong idea, it doesn't need anything else.

But now, look at these two ideas.

These are not simple sentences.

So the teacher would ask me.

Because it is about animals.

These do not make sense on their own.

They are less important because they need to be joined to a simple sentence in order to make sense.

They are subordinate to something else.

In life, if you were subordinate to a person, you would be below them.

They would almost, if I was in charge, and then I said this is my subordinate, they would perhaps work for me, but I would be in charge.

And it's a bit like that in grammar.

We've got the main ideas that are in charge that can make sense by themselves.

They can cope by themselves, they don't need anyone else, and then we've got the subordinate, that helps them.

It gives a bit of detail to them, but they can't exist on their own.

They depend on that main idea.

Subordinate ideas depend on something else.

If you tidy your bedroom, here is a subordinate idea.

It doesn't make sense on its own.

But it's dependent on a first idea to make sense.

So let's see if we can put it with one of those first ideas to see if it makes sense.

You can watch TV if you tidy your bedroom, so you can watch TV is the main idea.

If you tidy your bedroom is the subordinate idea.

Let's check what we've just learnt.

True or false? Subordinate ideas do not make complete sense.

They cannot form a sentence by themselves.

Is that true or false? Pause the video now.

Well done, it is true.

Subordinate ideas do not make complete sense.

They cannot form a sentence by themselves.

So here is a complex sentence.

The crowd cheered because the player scored a goal.

The crowd cheered is their main idea, their first idea.

Because the player scored a goal is the subordinate idea.

It's where we stretch the main idea to give some extra detail, but it cannot.

It is dependent on that first idea.

We could not just say because the player scored a goal on its own.

So using the joining word, 'because', we have stretched the first idea, the second idea is subordinate to the first idea.

It does not make sense on its own.

It is dependent on the first idea.

And we can see here, we couldn't in a book just have a page that said, "Because the player scored a goal." So here are joining words that we've learned.

Why don't we do my turn, your turn, and practise saying them, are you ready? Because.

When.

If.

So.

That.

So these are what we have been practising.

We've learned that we can stretch a main idea, and write a subordinate idea that starts with one of these, and they have a special name.

We call these subordination joining words.

Hmm, that's quite a mouthful.

Should we practise saying it a little bit? Here we go.

Subordination joining words.

Let's try one more time.

Subordination joining words.

Well done.

We use them to join a subordinate idea to a main idea.

This creates a complex sentence.

Different subordination joining words are useful for different purposes.

For example, because is useful for giving a reason.

I'm going to bed because I am tired.

I have given a reason why I'm going to bed.

When is for giving a timeframe.

I'm going to bed when I have finished reading my book.

It tells us when something happens.

If is for giving a condition, like someone might say to you, "You can go to bed if you've tidied your room." There's a condition, you have to your room if you want to go to bed.

So is for giving a result.

I am going to bed so I'm not tired tomorrow.

The result if I go to bed is that I won't be tired tomorrow.

And finally, that is for giving more detail.

I'm going to my bed that is warm and cosy.

I've given some detail about the the bed.

So we can see that these joining words or these subordination joining words are so useful in our writing, because they all have different purposes.

So when we write, we don't want to just use one of these all the time.

For example, we don't always want to just use because and give a reason for everything.

We want to try and vary the joining words that we use.

So let's just check what we've just learned.

I would like you to match the subordination joining word to its purpose.

If you like, you could draw a line in the air.

So the subordination joining words are because, when, if, so, and that.

The purposes are for giving a time frame, for giving more detail, for giving a result, for giving a reason, or for giving a condition.

Could you pause the video now, while you have a go at this task? Well done, let's go through the answers.

So because is for giving a reason.

I'm going to bed because I'm tired, that's the reason.

When is for giving a timeframe.

I'm going to bed when I have finished reading.

It's when I'm going to bed.

If is for giving a condition.

You can go to bed if you have tidied your room.

So is for giving a result.

I'm going to bed so that I'm not tired tomorrow.

The result of me going to bed is that I won't be tired tomorrow.

And finally, that is for giving more detail.

I'm going to my bed that is warm and cosy.

Some subordination joining words work better in sentences than others.

Jun ate an enormous breakfast, hmm, he wouldn't get hungry later.

The mischievous dog ran away, hmm, the owner forgot its lead.

I found my waterproof red hat, hmm, I wear it when it rains.

You might get full marks in the test, hmm, you practise tonight.

The bright sun disappeared, hmm, the sky clouded over.

So I want us to think now, which subordination joining word works best in these complex sentences? I find the best way of working this out is just to try a few out.

So for example, we've got because when, if, so, and that.

So in the first one I might say, Jun ate an enormous breakfast, because he wouldn't get hungry later.

Okay, it doesn't sound awful, but I think I can find one that's better.

Jun ate an enormous breakfast when he wouldn't get hungry later.

Definitely not that one.

Jun ate an enormous breakfast if he wouldn't agree later.

Definitely not that one.

Jun ate an enormous breakfast, so he wouldn't get hungry later.

Oh, I really like the sound of that.

Jun ate an enormous breakfast that he wouldn't get hungry later.

No, so the two that I thought sounded okay were because and so.

Jun ate an enormous breakfast, because he wouldn't get hungry later.

Or Jun ate an enormous breakfast, so he wouldn't get hungry later.

I think so is the one that works best in that sentence, so I'm going to put that in there.

Could you now have a go at the rest? If you are finding it, you might know straight away which joining word works best.

But if you are unsure, then use the trick that I just did, and go through each one and try and listen to which sounds right.

Pause the video, so you've got some time to think about this now.

Okay, well done, let's go through the answers.

The mischievous dog ran away, because the owner forgot its lead.

I found my waterproof, red hat that I wear when it rains.

You might get full marks in the test if you practise tonight.

The bright sun disappeared when the sky clouded over.

So now, you've got your own task, and we're doing the same thing that we've just done.

We are choosing the correct subordination joining word to make our sentences flow.

We are trying to listen to what sounds right to make the sentences flow.

We have because, when, if, so, and that.

Here are the sentences.

Sofia was shattered, hmm, she had not slept a wink.

Shattered is, you might describe that a glass had shattered.

But if you feel shattered or if you are shattered, it's a way of describing that you almost feel like a glass that's broken into loads of pieces, 'cause you feel so exhausted.

You can go camping, hmm, you find your sleeping bag.

Look at the silvery moonlight, hmm, guides our way.

We will pack up the tent, hmm, it gets light.

Ben finished his work early, hmm, he had time to play with his friends.

So for each of those complex sentences, you need to choose which subordination joining word fits best to make the sentence flow.

Pause the video, and complete this task now.

Well done, let's go through the answers together.

Sofia was shattered because she had not slept a wink.

You can go camping if you find your sleeping bag.

Look at the silvery moonlight that guides our way.

We will pack up the tent when it gets light.

Ben finished his work early so he had time to play with his friends.

Hopefully, you can see there all of the different functions that the joining words have.

For example, because gives a reason, Sofia was shattered, the reason is she had not slept a wink.

If gives a condition.

You can't go camping unless you find your sleeping bag.

That gives detail.

The moonlight, that guides our way.

It's describing, it's giving more detail about the moon.

When, it gives us a timeframe.

We'll pack up the tent.

When are we going to do it? When it gets light.

And so gives us a reason.

Ben finished his work early.

Hmm, I wonder why he finished his work early.

He finished his work early so he had enough time to play with his friends.

So we can see that each joining word has a really important but very different role.

So we're now going to look at using tense consistently.

We're going to think about what tense is now.

So first of all, a verb is a doing or a being word.

My turn, your turn.

A verb is a doing or a being word.

Well done.

Where is my book? Get your coat! Luca ran the shops.

They were late for school.

So in the first sentence, is is the verb.

And this is a being verb.

Where is my book? Book is a noun, it's a naming word for a person, place, or thing.

So in this sentence, you might have looked for a verb, and think, "Oh, well, where is my book?" There's not a doing verb.

And so it's is is the being verb.

Get your coat! I'm gonna let give you some time to think about this one.

Get your coat! Only three words to choose from, which of those three words is a verb? Hold it on your chest if you know.

Remember, it's going to be a doing or a being word.

Three, two, one.

Well done.

Get is the verb, it's a doing verb.

What do I need to do? I need to get my coat.

Luca ran the shops, hold it on your chest, what's the verb? Three, two, one, well done.

It is ran and it's a doing verb.

What's the thing that Luca is doing? He's running.

They were late for school.

They were late for school.

Hold it on your chest, what's the verb? Three, two, one.

Ooh, this one was a bit trickier.

It's were, and this a bit like is is a being verb.

So could you now identify, that means find the verb in this sentence.

Mum shouted loudly.

Is it A, mum? B, shouted? Or C, loudly? Pause the video now.

Well done, the correct answer is B, shouted.

Mum is a noun, it's a naming word for a person.

And loudly is an adverb.

It describes how the verb happened, how did she shout? She shouted loudly.

But shouted is the thing that is the action.

It's the thing that mum is doing.

So the verb tells us the tense of a sentence.

The tense tells the reader when the action happened.

In English, we often write in the past tense or the present tense.

The children walked to school.

Last week, the children walked to school.

If the action is happening now, the verb is in the present tense.

Walk, the children walk to school, that's in the present tense.

It's happening now.

If the action has already happened, it's in the past tense.

Last week, the children walked to school.

It's in the past tense.

Look at this complex sentence.

Let's identify the verbs in the sentence.

The waves batter the rocks when the storm rages.

The waves batter the rocks when the storm rages.

What are the verbs in that sentence? There are two verbs, because there are two ideas in this complex sentence.

The main idea in my sentence is the waves batter the rocks.

That makes sense on its own.

The subordinate idea is when the storm rages.

So the verb in my main idea is batter.

It's the thing that the waves are doing.

It is the action.

In this subordinate idea, the verb is rages.

Again, it is the thing the storm is doing.

And both of these verbs are in the present tense.

They're happening now.

The waves batter the rocks when the storm rages.

If I turned it into the past tense, it would be the waves battered the rocks when the storm raged.

What's important is that both my verbs need to be in the same tense.

And that's what we're going to look at in this part of the lesson.

Look at this complex sentence.

Let's identify the verbs in the sentence.

I trained on Tuesday so I was ready for the competition.

There are two verbs because there are two ideas.

In the main idea, I trained on Tuesday.

The verb is trained.

In the subordinate idea, so I was ready for the competition, the verb is was, it's a being verb.

Both of these verbs are in the past tense, which is good.

They match up, trained and was.

If I turned it into the present tense, I would say I train on Tuesday so I'm ready for the competition.

The action in this sentence has already happened.

I trained on Tuesday, so I was ready for the competition.

It's in the past tense.

So let's check your understanding.

Could you match the sentence to the tense? The first sentence is, last night we ate cake for tea.

Oh, that sounds nice.

And the second sentence is, Alex quickly runs to the shop.

Which is in the present tense and which is in the past tense? Pause the video now.

Well done.

Last night, we ate cake for tea.

The clue was in last night.

It's already happened, it's in the past tense.

Alex quickly runs the shop, is in the present tense.

The tense in a sentence, often, it stays the same.

Ben was tired because he stayed up late.

Was tired, stayed up late, both in the past tense.

This is a complex sentence, so there are at least two verbs.

Both of the verbs are in the past tense.

So the action has already happened.

The tense in a sentence often stays the same.

We looked at a past tense.

So now, let's look at the present tense.

Look at the glowing moon that shines in the dark sky.

The verbs are look and shines.

They're both in the present tense.

Both of the verbs are in the present tense, so the action is happening now.

Let's check the verbs in these sentences, and check that they're in the same tense.

The big dog barks loudly when the postman arrives.

Hmm.

I read my book when my light is on.

The tasty ice cream melts because it was hot outside.

Andeep kicked the ball powerfully so it flew high in the air.

We are going to first identify the verbs, the being or doing words.

We then, when we found those two verbs, going to check the tense is the same.

Are they both in the present or both in the past? And then we are going to make some corrections.

So before I show you how to do this, because you are going to do the same thing for your task in a second, I'm going to give you a little bit of thinking time to pause the video, and see if you can figure out before I show you how you would do this by yourselves.

Off you go.

Okay, well done.

Well, I'm asking a lot of you here, so I'm going to show you this one before you do your task.

So the big dog barked loudly when the postman arrives.

Let's look for the verbs, those action words.

So the dog, the thing the dog is doing is barked.

The thing the postman is doing is arrives, but we have a problem.

The big dog barked, that's in the past.

The postman arrives, that's in the present.

So I'm now going to change arrives to arrived.

The big dog barked loudly when the postman arrived.

Now, they're both in the past tense.

I read my book when my light is on.

I read my book, read is the first verb.

It's the first doing word.

And is is the second one, it's a being verb.

I read my book when my light is on.

They're both in the present tense, so that one's got a tick.

The tasty ice cream melts, there's my first verb.

It's what the ice cream is doing, because it was hot outside.

Was is the being verb in the past tense.

So this one doesn't work because I've got present tense, melts.

Past tense, was.

So I'm going to do a cross, and I'm going to change was to is.

The tasty ice cream melts because it is hot outside.

They're both happening now.

Andeep kicked the ball, that's in the past, powerfully, so it flew high in the air.

That one's got a tick.

Kicked and flew are both in the past tense.

You are now going to do the exact same thing for your task.

You are going to check the verbs and these sentences are in the same tense.

So you'll be given some sentences, and you need to first, identify the verbs.

Remember, there'll be a verb in the main idea and a verb in the subordinate idea.

Then you need to check the tense is the same.

Is it happening now, the present tense, or has it happened, in the past tense? If you find that two of the verbs are not in the same tense, you need to make any corrections.

So here are your sentences.

There is the playground that we play in at school.

The cat purrs softly when I stroked her fur.

Izzy was ecstatic because it snows all night.

Ecstatic means really, really excited.

We eat a healthy breakfast so we are ready for the day.

Pause the video now while you complete this task.

Well done, let's go through the answers.

There is the playground that we play in at school.

The verbs are is and play.

Is is a being verb, play is a doing verb.

They are both in the present tense, so I'm going to give it a tick.

The cat purrs, there's my first verb, softly, when I stroked, there's my second verb, her fur.

Hmm, purrs is happening now, it's present.

Stroked is past, so I'm going to give this one a cross, and I'm going to change stroked to stroke.

The cat purrs softly when I stroke her fur, or you could have turned it both into the past tense.

The cat purred softly when I stroked her fur.

That would be okay, as well.

Izzy was ecstatic because it snows all night.

And my main idea, Izzy was ecstatic.

Was is the verb, it's a being verb.

Because it snows all night, snows is the verb.

But you might have seen there's a problem.

Was is in the past, snows is in the present.

So I'm going to give it a cross, and I'm going to change snows to snowed.

Izzy was ecstatic because it snowed all night, or you could have turned them both into the present tense.

Izzy is ecstatic because it snows all night.

Although actually, now, I say that out loud.

It doesn't sound right, does it? Izzy is ecstatic is okay because it snows all night.

The night's happened, so that's always going to have to be in the past tense.

If it was, Izzy was ecstatic because it is snowing all day, that would be okay.

So that one actually would have to be turned into the past tense because the night has already happened.

Izzy was ecstatic because it snowed all night.

We eat a healthy breakfast.

Eat is my verb and my main idea, so we are ready for the day.

Are is the being verb.

Eat and are are both in the present tense, so I can give that one a tick.

Well done for completing that task.

So let's summarise what we've learned today.

We've learnt that because, so, when, if, and that are subordination joining words.

We've learnt that we use subordination joining words to join a main first idea to a subordinate idea creating a complex sentence.

A subordinate idea is dependent on the first idea to make sense.

A complex sentence can be written in the past or present tense.

Past has happened, present is happening now.

The verbs, the being or doing words in a complex sentence are often in the same tense.

And that makes our writing flow really nicely.

So well done for all your hard work.

We have covered a lot in this lesson, and you've done so well to focus.

I hope that you have enjoyed learning this grammar with me today, and hopefully, I'll see you another time.

Bye.