Lesson video

Hi everybody, I'm Miss Gardner.

Welcome to your first lesson from our new unit.

In this unit, we are writing a non-chronological report all about King Tut, the ancient Egyptian pharaoh.

I'm really excited for this unit, I hope you are too.

So let's get started! In the first lesson from our unit, king Tut, a non-chronological report, we are going to be looking at the most important features in a non-chronological report.

So your learning outcome is "I can identify important features of a non-chronological report." Let's start with looking at the keywords.

We're going to do my turn, your turn.

So I'll say the word first and then you can say it back to the screen or to your partner or whoever you're with.

So linguistic feature, non-chronological report, subject-specific vocabulary, fronted adverbial and conjunction.

Let's have a look at what these mean.

"A linguistic feature is a structure of language that uses words." "A non-chronological report is a nonfiction text that informs about a subject or event and it is written out of time order." "Subject-specific vocabulary is vocabulary used when writing about a particular subject." "A fronted adverbial is a sentence starter followed by a comma." And, "A conjunction is a word that joins phrases, words, or clauses." So there are three sections of our lesson today.

In the first, we'll be looking at the purpose and the subject of our non-chronological report.

In the second we'll be looking at structural features and in the third we'll be looking at linguistic features.

So let's start with looking at the purpose and subject.

"The purpose is the aim of the text." What is the aim of a non-chronological report? "The purpose of the non-chronological report is to provide information and factual information about a subject." So we are providing facts and information about King Tut.

"Non-chronological reports use subject-specific vocabulary, which is all of these.

It is related to the topic of the text.

It is factual and it is often found in nonfiction texts." So checking for understanding, "True or false? The purpose of a non-chronological report is to provide information about subject?" Pause the video now.

That is true! Can you use A or B to justify your answer? "A, a non chronological report uses subject-specific and factual vocabulary to give information about a subject." "A non-chronological report is a nonfiction text." Pause the video now.

That's right, it's A.

A non-chronological report is a nonfiction text, but let's be a bit more specific with our answer.

We say that it uses subject-specific vocabulary and factual vocabulary to give information, well done! So, "This is some of the subject-specific vocabulary that you will use when writing your non-chronological reports about King Tut." Again, we'll do my turn, your turn.

Pharaoh.

That was a ruler of ancient Egypt.

King Tut, he was also known as Tutankhamun and he was a ruler of ancient Egypt.

Mummification, that is, "An old fashioned method of preparing a dead body so that it doesn't decay," it's not a method that is used in modern Egypt.

Afterlife, "Another world to go to after death and lead to a new life." The ancient Egyptians believed in the afterlife.

So checking for understanding, "What is subject specific vocabulary? A, words that describe a noun, B, words related to a specific topic or subject, C, a general word used in the English language." Pause the video now.

That's right, it is B, well done! So it's time for task A.

You need to circle the five words that are specific to the topic of King Tut.

Here are your options, Pharaoh, humans, hair, afterlife, King Tut, Ancient Egypt, animals, mummification and nails.

So you need to circle the five words that are subject-specific to our non-chronological report about King Tut.

Pause the video now.

Well done everybody, welcome back.

We're going to go through the five words and we'll do my turn, your turn.

The first one, Pharaoh.

That was a ruler of Ancient Egypt.

Afterlife, that was the world the Ancient Egyptians believed people would go to after they had died.

King Tut, also known as Tutankhamun and he was a ruler and Pharaoh of Ancient Egypt.

Mummification, that was the old-fashioned process where in Ancient Egypt they would prepare a dead body, so that it wouldn't decay.

And Ancient Egypt, well done! Okay, it's time for the second part of our lesson where we are looking at the structural features of a non-chronological report.

"Non-chronological reports often follow the same structure." At the top we have our title, then we have an introduction and, "The introduction explains what the text is about and it encourages the reader to carry on reading." Then we have section one, which is our first themed section.

So it's a section about specific theme.

And then we have section two, which is another section about a different specific theme.

So, "The sections following the introduction contain paragraphs, giving detailed information about a specific theme." Then finally, we have a conclusion and, "The conclusion is the last paragraph and it summarises the key information of the text.

So, "Here is a structure of a report about King Tut." In our introduction that, "Introduces the subject of the report, so King Tut and gives a brief outline of the report to introduce the key vocabulary." Then section one, there'll be, "A paragraph that gives information about the life of King Tut." Then in section two it'll be, "A paragraph that gives information about the death of King Tut." And then finally in the conclusion, it will be, "A summary of the key information from the text." So let's check for understanding.

"Put the following sections from one to four in the order that they would appear in a non-chronological report about King Tut." So you have "A, a paragraph that gives information about the death of King Tut, B, introduce the subject of the report, King Tut, C, a summary of the key information from the text and D, a paragraph that gives information about the life of King Tut." Pause the video now.

Okay, welcome back.

So, the first one, number one, "Introduce the subject of the report, King Tut." That's your introduction.

Number two it's, "A paragraph that gives information about the life of King Tut." Three, "A paragraph that gives information about the death of King Tut." And then four, "A summary of the key information from the text or conclusion." Well done everybody! So it's time for task B.

You need to match the sentences to the section that you would find them in.

So you've got an introduction, section one about the life of King Tut, section two, about the death of King Tut and then your conclusion.

And here are your four sentences.

"Interestingly, king Tut was nine years old when he became Pharaoh." "In summary, king touch was an important figure in ancient Egyptian history." "In this non-chronological report, you will learn about the life and death of this Pharaoh." And finally, "When he died, his body was mummified.

So his body was preserved for 3000 years." So you need to draw lines from the sentence to the section you would find them in.

Pause the video now and off you go.

Well done everybody, welcome back.

Let's go through the answers.

So the sentence from the introduction.

"In this non-chronological report, you will learn about the life and death of this Pharaoh." "You will learn," is in the future tense.

So when you carry on reading, you'll learn more about this.

Section one, "Interestingly, King Tut was nine years old when he became Pharaoh." Section one is all about the life of King Tut.

So that happened when he was alive.

It's a big moment in his life.

Section two was all about the death of King Tut.

So, "When he died, his body was mummified.

So his body was preserved for 3000 years." And then finally in the conclusion, "In summary, King Tut was an important figure in Ancient Egyptian history." We're summarising the key information.

Well done everybody.

Okay, it is time for the third section of our lesson and we are going to be looking at some of the linguistic features of a non-chronological report.

"Non-chronological reports have specific linguistic features." These include that they're written in both the past and the present tense.

They contain subject-specific vocabulary, which we've looked at already.

They maintain a factual and formal tone.

We want to sound like we really know what we are talking about and that we are giving information and facts.

So we're not trying to make the reader laugh, we are not trying to be really descriptive or create suspense, we are giving facts in a formal tone.

And non-chronological reports contained fronted adverbials and different types of fronted adverbials as well.

So we're gonna have a look at that.

They have a range of conjunctions for text flow.

So let's have a look at the fronted adverbials.

"A fronted adverbial is a sentence starter and it's followed by a comma.

Each type of fronted adverbial has a different purpose and we use a range of fronted adverbials to improve text flow," and to engage the reader even more.

So there are different groups of formal fronted adverbials.

Formal fronted adverbials are more formal in tone, so we find them in nonfiction texts like non-chronological reports.

And there are different types of formal fronted adverbials.

We have are and formal fronted adverbials and we have our but formal fronted adverbials.

So let's have a look at these in a bit more detail.

And formal fronted adverbials include, in addition, additionally and, also.

And these all, "Build on a point from the previous sentence." Let's have a look at these in an example.

So your first sentence is, "king Tut was mummified when he died." And then we're going to build on this point using an and formal fronted adverbial.

"In addition, when he was discovered, they found he was buried with almost 5,000 treasures." So let's check for understanding, true or false.

"And' formal fronted adverbials build on a point from the previous sentence.

Pause the video now.

That is true, well done.

Can you use A or B to justify your answer? A, "There are different formal fronted adverbials, B, "And,' formal fronted adverbials are used to stretch one point over more than one sentence.

Pause the video now.

That's right, B.

"And,' formal fronted adverbials are used to stretch one point over more than one sentence." Well done! We also have but formal fronted adverbials.

And these include, in contrast and however.

And these, "Introduce a contrasting idea from the previous sentence." So let's have a look at what things could look like in an example.

"The young king only ruled Egypt for 10 years, however," that's your formal fronted adverbial, "He achieved many great things during his short time as Pharaoh." So that's kind of a contrasting idea from the point in the previous sentence.

So let's check for understanding.

"Which of these are true of formal fronted adverbials?" "A, they're followed by a comma, B, they're formal in tone, or C, they mark the end of a sentence." Pause the video now.

That's right, it is A and B.

They do not mark the end of a sentence, because a formal frontal adverbial comes at the start of a sentence, a sentence starter, well done! So, "Non-chronological reports are written out of time order." So that means that, "Each section is organised by a theme related to the subject." So we have a section about the life of King Tut and then we have a section about the death of King Tut in our non-chronological report.

And, "Viewpoint fronted adverbials are a really interesting way to introduce facts within a section." And, "They emphasise the writer's opinion." "An opinion is what someone thinks or believes.

Using viewpoint fronted adverbials gives the writer a tool to share their opinion or their point of view.

The writer tells the reader their opinion about the point in the sentence by choosing the viewpoint fronted adverbial carefully." So, "There are two different viewpoint fronted adverbials we will explore in this unit." And they are amazingly, my turn, you turn, amazingly.

And, "This fact makes you think wow!" So you'll have amazingly at the start of your sentence and it tells the reader you think the fact that's coming up is amazing, it's a wow fact.

And interestingly, interestingly.

And, "This fact is interesting!" So you're telling the reader that your point of view, is that this is a really interesting fact.

So checking for understanding.

"Match the viewpoint frontal adverbial to it's meaning." You have amazingly and interestingly, and, "This fact is interesting!" Or, "This fact makes you think wow!" Pause the video now.

That's right amazingly is, "This fact makes you think wow!" And interestingly is, "This fact is interesting!" Well done.

So let's have a look at these in some example sentences.

"Amazingly, King Tut was just nine years old when he became Pharaoh." That is amazing, imagine becoming a king at nine years old! I think that is amazing.

Interestingly, "Interestingly, the Ancient Egyptians believed the artefacts they were buried with helped them in the afterlife." I think that's a really interesting fact that I would want the reader to know as well.

So which of these are viewpoint fronted adverbials.

Let's check for understanding.

A, quickly, B, interestingly, C, amazingly or D, suddenly.

Pause the video now.

It is B and C, quickly and suddenly are fronted adverbials of manner, well done! So another linguistic feature of an non-chronological report are conjunctions.

"They ensure that the text flows so that all the different pieces of information are linked together clearly." They include coordinating conjunctions.

Let's do my turn, your turn, coordinating conjunctions.

We have three coordinating conjunctions we use, and, but, and or.

Let's have a look at these in an example.

"The Boy King became king at nine years old and he ruled the country for 10 years." So in a compound sentence, you use a coordinating conjunction and you have your first main clause, "The Boy King became king at nine years old," you have your coordinating conjunction and then you have your second main clause, "He ruled the country for 10 years." We also can use subordinating conjunctions, subordinating conjunctions.

So for example, "He was known as the Boy King, because, because, he became ruler at such a young age." Or, "When his father died, king Tut became Pharaoh of Egypt." So because and when are your subordinating conjunctions and they come at the start of your subordinate clause.

Remembering that a subordinate clause does not make sense by itself.

So let's check for understanding, true or false.

"Conjunctions are an important part of non-chronological reports." Pause the video now.

That is true, well done.

Can you use A or B to justify your answer? A, "A range of conjunctions helps us to link the information in the text together.

B, a range of conjunctions doesn't really improve text flow." Pause video now.

That's right, it's A, well done.

"The subordinating conjunction allows us to join the adverbial subordinate clause to a main clause to make an adverbial complex sentence." So let's have a look.

In the first complex sentence, we have our main clause first and then we have our subordinate clause.

"King Tut's body was preserved for 3000 years as it had been expertly mummified." So that's an example where the main clause comes first and then as is your subordinating conjunction.

But you can also switch the main clause around.

So in this sentence, the subordinate clause comes first.

"As it had been expertly mummified, King Tut's body was preserved for 3000 years." So the subordinate clause came first and it started with a subordinating conjunction, as, at the beginning.

And you'll notice there that you had to have a comma at the end of the subordinate clause to separate your subordinate adverbial clause and your main clause.

Just remember, the adverbial, the adverbial subordinate clause, relies on the main clause to make sense.

It cannot make sense by itself, so it has to be joined to a main clause.

So these are just two examples of complex sentences using the as subordinate conjunction.

Let's check for understanding.

"Select the examples of adverbial clauses containing a subordinating conjunction." You have, "A, because he was such a young pharaoh, B, he ruled for 10 years, C, so his body was preserved for 3000 years, D, many great things as Pharaoh." My top tip for you is say them out loud again and check if they make sense by themselves.

Pause the video now.

Okay, so our adverbial subordinate clauses were A, because you have the subordinating conjunction, because, and C, because you have the subordinating conjunction, so.

Well done everybody.

So in the first part of task C, you need to fill in the blanks with the most appropriate fronted adverbial.

So your options are additionally, however and amazingly and here are your sentences.

"Archaeologists are not exactly sure how King Tut died." Blank, "They think it was most likely an infected leg or from malaria." Two, blank, "King Tut became king when he was only nine years old." Three, King Tut was found buried with 5,000 treasures, blank, they discovered the tombs of two mummified children." So pause the video now and have a go at filling in the blanks with the most appropriate fronted adverbial.

Off you go.

Welcome back everybody.

Let's go through the answers.

Number one, "Archaeologists are not exactly sure how King Tut died," you can say this with me, "However they think it was most likely an infected leg or from malaria." Two.

"Amazingly, King Tut became king when he was only nine years old." Three, "King Tut was found buried with 5,000 treasures.

Additionally, they discovered the tombs of two mummified children." Well done everybody! Okay in the second part of task C, you need to select an appropriate subordinating conjunction to complete and write the following adverbial complex sentences.

So I'm going to read them out loud and you can be thinking about which subordinate conjunction would be the most appropriate.

Number one, "King Tut was known as 'Boy king,' blank, he became Pharaoh at nine years old." Two, "King Tut was expertly mummified, blank, his body was well preserved for 3000 years." Three, blank, "His father died, King Tut had to become Pharaoh straight away." Pause the video now and off you go, filling in the blanks.

Welcome back everybody, let's go through the answers and I wanna to hear you saying the subordinating conjunction.

"King Tut was known as, 'Boy King,' because he came Pharaoh at nine years old." Two, "King Tut was expertly mummified, so his body was well preserved for 3000 years." And three, "When his father died, King Tut had to become Pharaoh straight away." Well done everybody.

Here is a summary of everything we've learned today.

"The purpose of an non-chronological report is to provide facts about subject.

The structure of a non-chronological report can follow this, introduction, sections split into subheadings by theme and conclusion.

Subject-specific vocabulary and a formal tone are used.

Conjunctions are used to ensure that the text flows and fronted adverbials are used to improve text flow." Great job everybody, well done.