Lesson video

Hi, I am Ms. Chu.

Welcome to this lesson.

In this lesson, I'm going to be teaching you about the linguistic features of a non-chronological report.

So when you are started and you are comfortable, let's get going.

Today's lesson outcome is I can identify and explain linguistic features of a non-chronological report.

The key words are here, non-chronological report, language, and fronted adverbial.

Do you want to have a good at saying them? Non-chronological report, language, and fronted adverbial.

Good job.

Should we look at what they mean? A non-chronological report is a nonfiction text that informs about a subject or event and that is written out of time order.

Language is a way of communicating using words for expressing ideas, thoughts and information.

A fronted adverbial is a sentence starter followed by a comma.

The lesson outlined for today looks like this.

It's split into three parts.

First subject-specific vocabulary, then fronted adverbials of cause.

And finally, viewpoint fronted adverbials.

Let's start looking at subject-specific vocabulary.

Non-chronological reports use subject-specific vocabulary.

It is related to the topic of the report.

It is factual and it's often found in nonfiction texts.

Factual vocabulary about the anglerfish includes words like these: Bioluminescence, esca and illicium.

Do you want to have a go at saying this? Bioluminescence, your turn.

Should we break the that word up? It's a little bit long.

Bio.

Lumi.

Nescence.

Let's put it together.

Bioluminescence.

What is bioluminescence? Bioluminescence is the ability of the anglerfish to produce light.

Can you see the part of the fish that has light? And they do this because they have special organs called photophores.

Let's move on to esca now.

Esca, your turn.

Es-ca.

Yes and this part of the fish is the fleshy, fleshy, can you do this with your hands? Flesh.

Show me fleshy.

Fleshy, luminous, so the bit that lights up.

So the fleshy, luminous tip of the illicium that functions as bait.

Do you know what bait is? Have you ever been fishing? Well, basically what it does is it draws its prey in using this fleshy part, its tip.

And then the third word is illicium.

Can you say illicium? Well done.

Illicium is actually a modified part of the fish's dorsal fin.

If you look at its fin, it's moved all the way up its back to the front of its head there.

Okay, there's my illicium.

I'm showing you my illicium.

And it's moved from the back of its spine.

Well, the dorsal fin spine to the front of its head.

And I wonder why it does this.

Well, because at the tip of the illicium is that fleshy part, the esca, and this is how they've adapted to survive in their environment.

What is subject specific vocabulary? Is it words that describe a noun? Words related to a specific topic or subject? Or a general word used in the English language? Pause the video and have a think about what the answer is.

Did you have a long, hard think? Let's look at what the answer is.

It is words related to a specific topic or subject.

We are onto task A.

I would like you to circle the words that are specific to the topic of anglerfish.

We've got esca, ocean, bioluminescence, fish, illum, and creature.

Now before you press pause, I want you to think about these words.

Which of these words are specific only to the topic of the anglerfish? So they are not words that we use in our everyday language.

Okay, pause the video and have a go.

Okay, let's have a look.

If you circled the same answers as I have, I circled esca.

Did you get that one? Esca, bioluminescence, and illicium.

Well done and why are those subjects specific to the topic of anglerfish? Well, we already spoke about which part of the body these words belong to and they are specific because it's part of the anglerfish's adaptations.

We are now onto the second part of our lesson fronted adverbials of cause.

A fronted adverbial is a sentence starter followed by a comma.

There are different, I nearly gave it away there.

There are different types of fronted adverbials.

There are fronted adverbials of time.

There's one, fronted adverbials of place, fronted adverbials of manner, fronted adverbials of cause, and then is that it? No, there's one more, viewpoint fronted adverbial.

A fronted adverbial of cause is a sentence starter that tells the reader the cause and effect of something.

Cause linking to effect.

A cause is an action or event that brings about another event or action.

It's what leads to something else happening.

An effect is the result that occurs as a result of a cause.

It's what happens because of the cause.

So you can see that they're linked.

True or false? An effect always follows a cause.

Pause the video and have a think.

Okay, shall we see if it's true or false? Yes, it's true.

Is it true because a cause comes before an effect or is it true because a cause and an effect are linked? Point the answer with your finger.

I want to see that your finger.

Well done.

A cause comes before an effect.

Good pointing.

Here are two fronted adverbials of cause.

My turn, as a result, your turn.

Great, as a consequence, your turn.

We normally use these fronted adverbials to introduce the effect of the cause.

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

The anglerfish has evolved to live in deep sea.

What is the effect of that? Well, we can say it has developed unique features like bioluminescence.

We can also say that another effect of that is that it has a specialised hunting strategy to capture prey in the dark.

So there are two effects there that we can focus on, but we're just going to look at the first effect for now.

So if we take the cause again, the anglerfish has evolved to live in the deep sea and we use the fronted adverbial of cause as a result, then we can introduce our effect.

As a result, it has developed unique features like bioluminescence.

What does that look like if we put the sentence together? The anglerfish has evolved to live in the deep sea.

As a result, it has developed unique features like bioluminescence.

So to summarise as a result, links the first sentence to the second sentence.

The first sentence is the cause, and the second sentence is the effect.

True or false? As a result, links an effect to a cause.

Pause the video and get ready to point after you have worked out the answer.

Okay, get ready to point in 3, 2, 1.

It is true, yes, an effect is linked to a cause or an effect has no link to a cause.

Well, we know an effect is linked to a cause.

Let's look at another example.

We're going to take the same 'cause.

The anglerfish has evolved to live in the deep sea.

There it is.

And then let's look at the effect of that cause.

It has developed unique features like bioluminescence and it has a specialised hunting strategy to catch a prey in the dark.

We've already looked at the first effect, so let's now look at the second effect.

The anglerfish has evolved to live in the deep sea as the cause.

We're going to use the fronted adverbial of cause as a consequence this time to start our effect sentence.

As a consequence, it has a specialised hunting strategy to capture prey in the dark.

Let's put those two sentences together and see what they sound and look like.

The anglerfish has evolved to live in the deep sea.

As a consequence, it has a specialised hunting strategy to capture prey in the dark.

Let's summarise again.

As a consequence links the first sentence to the second sentence.

The first sentence is the cause and the second sentence is the effect.

Let's do a quick check for understanding.

See if you've been listing and paying attention, which of these are true for a fronted adverbial of cause? It links a cause to its effect.

It lists two adverbs to describe a noun.

It links one sentence to the next sentence.

Pause the video and think about which of these are true.

Get ready to point to the correct answer or answers.

Ready and yes, it links a cause to its effect.

Is there another one? Yes, it does link one sentence to the next sentence.

Well done.

Task B, you're going to use the fronted adverbial of cause to link the two sentences below.

use a comma after the fronted adverbial.

Let's read them.

The deep sea environment has shaped the anglerfish's appearance.

That's our cause sentence.

As a result is our fronted adverbial of cause.

And that's going to introduce our effect sentence.

It has physical features that serve as adaptations essential for survival.

What I would like you to do in your task is I'd like you to link the two sentences, pause the video and have a go at doing this task now.

Great, let's have a look at what your two sentences should look like when you've linked them.

The deep sea environment has shaped the anglerfish's appearance.

As a result, it has physical features that serve as adaptations essential for survival.

Well done.

We are now onto the third part of our lesson viewpoint fronted adverbials.

What are viewpoint fronted adverbials? Well, non-chronological reports are written out of time order.

We know that.

Each section is about a theme related to the subject.

Viewpoint fronted adverbials actually help to introduce the facts within a section by emphasising the writer's opinion.

An opinion is what someone thinks or believes.

For example, I think that chocolate cake tastes really delicious, but I don't think that lemon cake tastes nice.

That's my opinion.

Using viewpoint fronted adverbials gives the writer a tool to share their opinion.

The writer tells the reader their opinion by choosing the viewpoint fronted adverbial carefully.

There are lots of different types of viewpoint fronted adverbials but we're going to explore three in this unit.

Might tend to say it impressively your turn.

This is used to introduce the fact that makes you think, wow.

Wow, that's impressive.

Intriguingly, your turn.

We use intriguingly when we want to introduce a fact that is very, very curious.

And the last one significantly.

Your turn.

This is used to introduce a fact that is very, very important.

I would like you to match the viewpoint fronted adverbial to its meaning.

Let's just go through what the viewpoint fronted adverbials are again.

We've got impressively, intriguingly, and significantly, and the meanings could be depending on what you match up.

This fact is curious.

This fact is very important.

This fact makes you think, wow! Which one of those viewpoint fronted adverbials link to the meanings? Pause the video and have a go.

Impressively is used to introduce a fact that makes you think, wow.

Intriguingly is used to introduce a fact that is curious and finally significantly is used to introduce a fact that is very important.

Let's look at these viewpoint fronted adverbials used in a sentence or remember impressively is used to introduce a fact that makes you think, wow.

For example, you could say impressively, the esca can mimic the movements of potential prey, which makes it an effective tool for hunting.

That is very impressive.

I wish I had something like that to attract my food so that it can come towards my mouth, so I don't have to go to it.

That's just being quite lazy though.

The next one is intriguingly.

This is used to introduce a fact that is curious.

Let's look at an example of when it's used and how it's used.

Intriguingly, certain species of anglerfish emit light with a bioluminescent bacteria.

That is very, very curious.

Wonder how they do that and significantly is used to introduce a fact that is very important.

Significantly anglerfish have adapted to survive where sunlight does not penetrate because they live in extremely deep habitats.

That is very significant because not many animals can survive in those extreme environments.

Which of these are viewpoint fronted adverbials then? Is it quickly, interestingly, significantly, or suddenly? Pause the video and have a think.

Okay.

Point to the correct answer.

You ready? I've chosen interestingly and significantly.

Well done.

Now we're onto an I do we do.

I'm gonna to have a go and then you are going to have a go.

We're going to say a sentence using the viewpoint fronted adverbial impressively.

And then say where the comma comes after the fronted adverbial by making this sound (instructor vocalises).

Can you try that? Ready.

3, 2, 1.

(instructor vocalises) Well done.

Impressively, (instructor vocalises), the curious diligent student learned a lot of facts in his science lesson today.

That is so impressive.

Now it's your turn to practise.

You're going to say a sentence using the viewpoint fronted adverbial intriguingly.

And you're going to say, where the comma comes after the fronted adverbial by making this sound (instructor vocalises).

Can you try? 3, 2, 1.

(instructor vocalises) Pause the video and have a go at saying a sentence using the viewpoint fronted adverbial intriguingly.

And remember to go (instructor vocalises) after the fronted adverbial.

Off you go.

Okay.

Say your sentence to me so I can hear it.

Wow, that's a really good sentence.

Shall I show you a sentence that I've come up with using the viewpoint fronted adverbial intriguingly? I said intriguingly (instructor vocalises) the well-adapted anglerfish lives in the darkest parts of the ocean.

I've got another one here.

Intriguingly, (instructor vocalises) some animals in the deep sea can create their own light.

How very intriguing.

We are now onto task C.

You are going to write a sentence using the viewpoint fronted adverbial significantly.

Remember to use a comma after the fronted adverbial.

Here is a sentence scaffold to help you to structure your sentence.

So we've got the first part of our sentence followed by a comma (instructor vocalises).

And then the second part of the sentence followed by a full stop, because it's the end of that sentence.

Pause the video and have a go at writing your own sentence about anything using the word significantly to start your sentence.

Good job.

Let's have a look at my sentences starting with significantly.

Significantly, (instructor vocalises), the octopus can swiftly change both colour and texture to camouflage in its surroundings.

Significantly, (instructor vocalises) male seahorses carry and nurture developing eggs.

To summarise, a non-chronological report uses subject specific vocabulary.

Fronted adverbials of cause link an effect to a cause.

And finally, viewpoint fronted adverbials introduce facts within a section and they are used to emphasise a writer's opinion.

I hope you have enjoyed learning the linguistic features of a non-chronological report today with me, because I have really enjoyed teaching you.