Lesson video

Hello, my name is Mrs Smart, welcome to today's English lesson.

In this lesson, we're going to be focusing on grammar and exploring word classes.

So if you're ready, let's get started.

In this lesson, you will need an exercise book or some lined paper, a pen or pencil to write with, add some coloured pencils or pens if you've got them.

If you don't have some of those items with you right now, just pause the recording and go and get them.

In our lesson today, we're going to start with our word class definitions, we're then going to move on to exploring nouns, adjectives, verbs and adverbs, and then finally, we're going to end with prepositions.

At the end of today's lesson, I will set up your independent task.

So we're going to focus on four word classes to start with, that's nouns, adjectives, verbs and adverbs.

And I'm going to teach you a definition for each one, that will hopefully help you to identify these word classes in sentences.

So I'm going to say each definition and you're going to repeat after me.

A noun is a PPT: a person, place, or thing.

Excellent, great job.

Okay, ready for the next one? An adjective describes a word.

It tells you what it's like.

Brilliant, well done.

Okay, even louder this time.

A verb, is a doing or a being word.

If you do it, or you are it, then the word is a verb.

Excellent, that was really loud that time.

And lastly, an adverb describes a verb.

It often ends in our -ly.

Excellent, great job.

We'll come back to those definitions as we go through today's lesson.

Let's see what you can remember.

So here I have removed the titles of the word class, but we've got the definitions in there.

Can you remember which one was an adjective? Is it option one, option two, option three, option four? Pause the recording if you need some time to think.

Okay, when you're ready, I'm going to count down from three and you're going to point to the option that is the adjective.

Ready? Three, two, one and point.

Excellent, option two.

An adjective describes a word, it tells you what it's like.

Right, ready for another one.

This time, I want you to tell me which one is a verb, but I've made it a little bit trickier.

I've switched around the definitions and they're not all in the same place.

Can you pause the recording, and work out which definition is for a verb? Right, when you're ready, on three, two, one and point.

Well done, option four is a verb.

A verb is a doing or a being word.

If you do it or you are it, then the word is a verb.

Good job if you've got that right.

Next one, what is a noun? Can you choose which option gives you the definition for a noun? Pause the recording to give you some time to think.

Okay, on three, two, one and point.

Excellent, option four.

A noun is a PPT: a person, place or thing.

Well done if you've got that right.

And lastly, which definition is for an adverb? Can give you some thinking time, pause recording.

Okay, last chance, on three, two, one, and point.

Well done, option three.

An adverb describes the verb, it often ends in our -ly.

Good job if you've got those right.

We're now going to move on to focus on nouns and adjectives.

Let's go through those definitions one more time to remind us.

I'm going to say them and then you're going to repeat back.

A noun, is a PPT: a person, place, or thing.

An adjective describes a word.

It tells you what it's like.

Excellent.

Hopefully those definitions are going to help us to identify some nouns and adjectives in sentences.

Now I've put these two word classes together because they are the best of friends.

Often, when we see a noun in a sentence, there is an adjective not too far away, because adjectives describe nouns.

They tell you what nouns are like and add more information.

So that's a really good way of trying to find adjectives, is to find the noun first, and then the adjective is often quite close by.

We're now going to read through three sentences and you're going to try and identify the nouns.

Now the sentences that I've included in today's lesson are all to do with the weather and nature, and things like the sun and moon and the stars, because we're going to be writing some poetry later on in this unit linked to those things.

So you might pick up some vocabulary in today's grammar lesson that you can use in your poetry writing in a few lessons time.

So I'm going to read each sentence to review.

"The starry sky twinkled above the still, silent land below.

Gradually, the hot sun dropped from the sky and disappeared behind London's tall skyscrapers" Skyscrapers, those really tall buildings that you often see in cities.

"Nina laughed joyfully as she danced in the warm rain." I now want you to pause the recording, read through those sentences again and see if you can point to the nouns.

Okay, let's go through the answers.

So the first sentence our nouns were sky and land.

Our second sentence, the nouns were sun, sky again, London and skyscrapers.

Do you notice anything about London? Excellent, well done.

London's got a capital letter.

That's because it's a proper noun.

What is it, it's a proper noun.

Proper nouns are names of people and places.

So your name probably starts with a capital letter as well 'cause your name is a proper noun.

Nina is also a proper noun.

So you'll notice this one has a capital letter.

It is at the beginning of the sentence, but wherever it fell in the sentence, it would have had a capital letter because it's someone's name.

And then second noun in the sentence is rain.

Well done if you've got those right.

We're now going to look at the same three sentences, to see if we can identify the adjectives.

Now remember, we know where the nouns are, the adjectives are often not too far away because they are very good friends.

The starry sky twinkled above the still, silent land below.

Gradually, the hot sun dropped from the sky and disappeared behind London's tall skyscrapers.

Nina laughs joyfully as she danced in the warm rain.

Pause the recording, read through these sentences again and see if you can point to the adjectives.

Okay, let's go through the answers and see how you did.

The first sentence we had starry describe the sky.

And then we have two adjectives to describe the land.

We had still and silent.

What do you notice between still and silent? Yeah, it's a comma.

That's because we've got two adjectives.

So actually is a list of adjectives, so you need a comma to separate them.

But in our next sentence, we have the hot sun, and the tall skyscrapers.

And lastly, we have the warm rain.

Well done.

If you've got all of those correct.

We're now going to move on to looking at verbs and adverbs.

So let's go through those definitions one more time to remind ourselves.

A verb is a doing or a being word.

If you do it or you are it, then the word is a verb.

An adverb describes a verb.

It often ends in -ly.

Okay, and similarly to adjectives and nouns, verbs and adverbs are very good friends as well.

Because adverbs describe verbs.

They add more information to verbs.

So often if we can find the verb, the adverb isn't too far away.

Another really good top tip for finding adverbs, is they often end in -ly.

Not always, and not all words that end in -ly are adverbs.

But that is one way that we can try to find them, is looking for the -lys.

So again, we're going to read through three sentences, and you're going to try and find the verbs.

"The wind blew wildly on their faces while they don't joyfully in the warm rain.

I was excited when the rain rattled noisily on the old tin roof.

Strong gusts of wind howl furiously through the tree tops and leaves violently quiver with fear." I now want you to pause the recording, read through those sentences again and see if you can point to the verbs on the screen.

Okay, let's go through the answers and see how you did.

So the first sentence, our verbs were blew, and danced.

Now you might notice dance ends with -ed.

And that is a common suffix, a common letter string that we have at the end of past tense verbs.

But not all past tense verbs follow that pattern.

So you can see blew is also the past tense of to blow, but it doesn't have -ed on the end.

The next sentence, there was a really tricky verb.

I wonder if you got it right.

Well done if you did.

The verb was, that comes from the verb to be.

So remember a verb is a doing or being word.

So sometimes we're not really doing anything, we're just being.

So I was excited is telling me how I am, how I'm being right now.

And it can come in different forms. It could be I was, I am, they were, she is, all of these different forms, and they all sound quite different, which makes it quite difficult to find the verb to be sometimes.

And then we also had the verb rattled, which was a little bit easier to spot because it had that -ed suffix on the end.

And lastly, we have got a sentence in the present tense.

I wonder if you spotted that.

So the verbs here are both in the present.

They're happening right now, rather than in the past.

So we have the verb how, and the verb quiver.

What would they be in the past tense? Yeah, you're right, they'd be howled and quivered.

They both have -ed on the end because they have a regular past tense verb pattern.

We're now going to look at the same three sentences, but this time we're going to try and identify the adverbs.

"The wind blew wildly on their faces while they danced joyfully in the warm rain.

I was excited when the rain rattled noisily on the old, tin roof.

Strong gusts of wind howl furiously through the treetops and leaves violently quiver with fear." Pause the recording, read through the sentence again and see if you can point to the adverbs on your screen.

Right, let's go through the answers and see how you got on.

So in our first sentence, we have the two adverbs wildly, to describe how the wind blew, and joy for me to describe how the people danced.

But in our next sentence, we had the adverb noisily, describe the noise of the rattle of the rain.

And then lastly, we have the adverb furiously to describe the howl of the wind.

That's the noise that's making a bit like the howl of a wolf.

And we have the adverb violently to describe the quiver of the leaves.

So those leaves must have been moving a lot to be violently quivering with fear.

I guess the wind will be blowing so much that it's moving the leaves a lot.

We're now going to learn one more word class in this lesson, and that is the word class called prepositions.

Prepositions.

So preposition links a noun, a pronoun or noun phrase to some other word in the sentence.

So we know what a noun is already, a pronoun replaces a noun.

So words such as he or she, they, I would all be examples of pronouns.

And a noun phrase, is where a noun has extra information.

So for example, it might have some adjectives to add information to the noun, then it becomes a noun phrase.

Prepositions often describe location, so where things are.

And the way I remember that, is you can see Word position in preposition, it's telling you the position of where something is, the location of it.

Or it tells you the direction.

So which way something's going or moving.

But it can also describe other things such as relations of time.

So it can tell you where something is, but it can also tell you when something's happening in terms of time.

Let's look at some examples.

"The blazing slots arm slipped behind the hills." So we can see there that sentence, that preposition is telling me where the sun went.

It went behind the hills.

So that would be telling me the location.

"I walked through the rain towards my house." So in that sentence, it showed me the movement or the direction of my movement as I walked through the rain.

I went through the red towards my house.

And then lastly, "The stars twinkled in the inky-black sky at night." That sentence the preposition is telling me when something happened.

So the stars with twinkling at night.

So at, is the preposition there.

So, as I said prepositions can often tell us the direction and location of something.

So there's some different examples here that you can see on the screen.

We've got prepositions such as between, in front of, behind, to the left off, under or below, on, next to, to the right of.

And there are lots of others as well.

We're now going to look at some sentences and you're going to try and identify the prepositions which tell you the direction and the location of a noun.

"The glowing moon drifted across the dark, grey, sky.

Heavy rain rattled on the roof.

The inky blue ocean shimmered underneath the blazing sun." So I want you to pause the recording, read through those sentences again, and points to the prepositions in the sentences.

Off you go.

Okay, let's go through your answers.

So the first sentence, the preposition was across.

That's telling me the movement, the moon made.

It drifted across the sky.

Then we've got the preposition, on.

The heavy rain rattled on the tip on the roof.

And then lastly, we had the preposition underneath.

So the ocean was shimmering underneath the sun.

The sun was above it.

Well done, if you've got those right.

Those were quite tricky.

We're now going to think about prepositions of time.

And there are three main prepositions of time.

They are in, on and at.

And what makes them a little bit complicated, is they can also be prepositions of location.

So you can see here we use, in, when we're talking about years, or centuries or decades, months or weeks.

We can also when we're talking about in a country or in a city.

We use on, when we're talking about days.

So you might say, on my birthday, or on Tuesday.

We can also use on, when we're talking about streets.

So for example, on Oxford Street, there are lots of shops.

And then we can also use the preposition, at, to describe time and location.

So we'd use, at, when we're talking about a specific time.

So I might say I eat my breakfast at 7a.

m.

But I can also use at to describe location.

So I might say the shop was at 734 Oxford Street.

I'm giving you a really specific location.

Okay, we're now going to go through some sentences and see if you could find the prepositions of time.

So here's the first one.

"The sky filled with sparkling stars in the evening.

Warm rain poured down on a summer's day.

The moon glowed in the sky as I close my curtains at bedtime." Remember, you're just looking for the prepositions of time this time.

So when something is happening, and they're often those small words with just two letters.

Pause the recording and see if you can find them.

Okay, let's see how you got on.

The first one was in the evening, telling me when the sky filled with sparkling stars.

The second one was on a summer's day.

So the warm rain poured down on a summer's day.

It's giving me the type of day it was.

And then the last one was, at.

So the moon glowed in the sky as I closed my curtains at bedtime.

Well done if you've got those, right, because they were super tricky.

We're now going to look at those three prepositions of time in a bit more detail 'cause I often find in class that children and adults get in, on, at a little bit mixed up.

And sometimes they use them in the wrong context.

So I'm going to show you three sentences, but they've got a gap where the preposition of time should go and you need to decide whether it should be in, on or at.

So you need to choose the correct preposition to fill the gap in each sentence.

Let's have a look.

"The cockerel crows loudly the morning.

Midday the sun shines high in the sky.

We are having a party Friday." So see if you can go through this three sentences and put in in, on, at.

Say the full sentence to help you.

Pause the recording now.

Okay, we are doing so well.

We have learnt so many word classes in today's lesson.

I'm really really impressed with how hard you are working.

Let's go through the answers to those last three sentences.

So, it should be the cockerel crows loudly in the morning.

So that's the big male hen that makes that really loud noise in the morning.

At midday, the sun shines high in the skies.

And midday is 12 o'clock.

Sometimes it's called noon.

It's around lunchtime and it's when the sun is highest in the sky.

Often it's when it's the hottest as well, especially on a summer day.

We are having a party on Friday.

So when we're talking about a day, or we're talking about a specific day like a birthday, we would use the preposition on.

Well done if you got those right because they were super tricky.

We have done so well with our learning today.

We have learned five different word classes.

We have learned nouns, adjectives, verbs, adverbs, and prepositions, and we've identified them in sentences.

So now we're going to do one last recap before your task.

So as you can see, I've got lots of words on the screen.

I want you to write down the five different word class titles, and then write down each of these words under one of the word class titles.

A really good way of trying to work out what word class a word belongs to, is to put it into a sentence.

So you're not sure? Put the word into a sentence and see if that helps you.

So pause the recording and off you go.

Okay, let's go through our answers.

So, first one, our two nouns we had was sun and rain.

Then our adjectives were silent and warm.

Our verbs, we had rattles, danced and quivered.

That all had that suffix -ed on the end to show that they are regular past tense verbs.

We also have that irregular verb, blew, which is in the past tense as the past tense have to blow, but it doesn't have -ed on the end.

And then we had that really tricky one from earlier, that I am excited, which is the verb to be.

So well done if you've got that one.

Then we've got our three adverbs, joyfully, furiously and noisily, which we can spot because they all have -ly on the end.

And lastly, our three prepositions are on, in and behind.

Amazing work, well done if you've got some of those right.

So, your task today is to apply all of your learning from this lesson.

I would like you to write five sentences and you can write about anything you want.

If you want to write them about the weather, or nature, like I did, you can, or you can write about something else.

You might want to write about things that you've done recently, you might want to write about people that you know, or a story that you've read recently.

So if you write five sentences, and I either want you to underline, colour code or label the five different words classes.

So if you've got some coloured pencils, you can underline them, or you can even write them in colour to show each word class.

If you haven't gotten any colour pencils, that's absolutely fine.

You could just underline or come up with some sort of code, or label each of the word classes.

We've got nouns, adjectives, verbs, adverbs, and prepositions.

And as an example for you down below, it looks a bit like a rainbow sentence with all those colours.

So we've got, "Wide smiles spread across the young children's faces as they danced joyfully in the warm rain." Try be really ambitious with your vocabulary.

Think carefully, in particular about the adverbs and the adjectives you're using to add more information to your nouns and your verbs.

So you've finished today's lesson congratulations.

If you'd like to, please share your work with your parents or carer.

I will see you in your next lesson.

Goodbye.