Lesson video

Hey there, everyone.

I am Ms. Boyle and I'm back to teach you how to write the second section of your explanation text on the digestive system.

And I'm really excited.

For this lesson, you need to be listening and looking carefully.

There will be tasks where you need a partner to talk to and you will need a pen or pencil and piece of paper for writing.

I hope you're feeling excited and ready to learn.

Your learning outcome for this lesson is, I can write detailed paragraphs to explain what happens to food when it leaves the stomach.

Here are our key words.

Let's practise saying them.

My turn, your turn.

Are you ready? Subject-specific vocabulary.

Fronted adverbial of cause.

Viewpoint fronted adverbial.

Complex sentence.

Well done.

Let's take a look at their definitions.

Subject-specific vocabulary is vocabulary used when writing about a particular subject.

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

A viewpoint fronted adverbial is a sentence starter that introduces facts and emphasises the writer's opinion.

A complex sentence is a sentence formed of at least one main clause and a subordinate clause.

There are three parts to today's writing lesson.

In the first part, we will be looking at what happens to food when it leaves the stomach, so that you have all of the information you need to write.

In the second part of the lesson, we will be planning the second section.

And in the final part of the lesson, you will be writing the second section of your explanation text.

So, let's begin with looking at what happens to food when it leaves the stomach.

Our explanation text on how the digestive system works is structured into four sections.

Introduction, section one, what happens when food enters the body? Section two, what happens when food leaves the stomach? And a conclusion.

In this lesson, we are writing the second section, what happens when food leaves the stomach? What are the key body parts involved in the digestive process when food leaves the stomach? So, to recap, we know that food enters through the mouth.

It moves to the back of the throat, down the oesophagus, and to the stomach.

Now, where do you think it goes next? You should be able to recall this from science or have a little think about what you know happens to food after you've eaten it.

When the food leaves the stomach, it is pushed into the small intestine.

Inside the small intestine, enzymes are produced, which break the foods down even further.

Some food is absorbed through the lining of the small intestine into the bloodstream of the body.

That is how humans receive their nutrients.

Any food that cannot be digested easily passes into the large intestine, and what cannot be absorbed by the large intestine leaves the body as faeces.

Let's check your understanding.

Circle the four body parts that are involved in the digestive process when food leaves the stomach.

Then, number them one to four to show their order in the process.

Pause the video and have a go now.

Let's check the answers.

From the stomach, the food moves to the small intestine, which absorbs nutrients from the food and delivers it to the bloodstream.

What cannot be absorbed in the small intestine moves to the large intestine.

Well done.

It's time for your task.

Put the following processes in the order that they occur when food leaves the stomach.

Number them one to four.

I'm going to read them to you.

Some food is absorbed through the lining of the small intestine into the bloodstream of the body.

When the food leaves the stomach, it is pushed into the small intestine.

Any food that cannot be digested easily passes into the large intestine.

What cannot be absorbed leaves the body as faeces.

And inside the small intestine, enzymes are produced which break the food down even further.

Pause the video and number these one to four now.

Let's take a look at the answers.

First, when the food leaves the stomach, it is pushed into the small intestine.

Then, inside the small intestine, enzymes are produced which break the food down even further.

Some food is absorbed through the lining of the small intestine into the bloodstream of the body.

And finally, any food that cannot be digested easily passes into the large intestine.

What cannot be absorbed leaves the body as faeces.

Well done.

So, let's move to the second part of our lesson, planning the second section.

The second section will follow this structure.

Subheading, what happens to food when it leaves the stomach? Paragraph one, the food moving from the stomach to the small intestine, and what is absorbed into the bloodstream.

Paragraph two, what could not be absorbed by the small intestine, moving to the large intestine, and leaving the body as faeces.

You will orally rehearse your paragraphs using subject-specific vocabulary, which you have lots of after everything we just revisited.

This section needs to include the following.

Detailed, specific facts about what happens to food when it leaves the stomach.

Subject-specific vocabulary.

For this lesson, that means scientific vocabulary linked to digestion and the human body.

Fronted adverbials for ordering, place, cause, and viewpoint.

And text flow, which means using a range of simple, compound, and complex sentences, so that the text flows for the reader.

Fronted adverbials support text flow.

And we want to use a range of these in our writing.

We can use ordering fronted adverbials like first, next, finally.

This shows the order of the process.

We want to use fronted adverbials of place like at the back of the throat or inside the stomach.

This signals to the reader which part of the body the process is happening in.

We can use fronted adverbials of cause.

For example, as a result of or consequently.

This shows cause and effect.

And we can use viewpoint fronted adverbials.

For example, interestingly, impressively, significantly.

These types of fronted adverbials highlight something important and offer an opportunity for the writer to express their opinion.

Fronted adverbials of cause and viewpoint fronted adverbials are a key part of explanation texts.

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

Let's take a look at an example of how this is used.

The food mixes with acids and enzymes inside the stomach.

As a result of this, the food is broken down further.

This fronted adverbial of cause as a result of this is being used to signal that the food is broken down further as a result of the sentence before it.

A viewpoint fronted adverbial is a sentence starter that introduces facts and emphasises the writer's opinion.

Let's look at an example of how this is used.

Significantly, the walls allow the stomach to expand as it fills.

Using this viewpoint fronted adverbial highlights that this piece of information is significant, which means important.

Or interestingly, this is how our body's cells receive nutrients.

The writer has been able to include their opinion here by communicating that they think this fact is interesting.

Let's check your understanding.

Match the type of fronted adverbial to the example given.

Our fronted adverbial types are ordering fronted adverbial, fronted adverbial of place, fronted adverbial of cause, and viewpoint fronted adverbial.

The examples are as a result of this, finally, impressively, and inside the small intestines.

Pause the video and match them now.

Let's take a look at the answers.

The ordering fronted adverbial is finally.

The fronted adverbial of place is inside the small intestines.

The fronted adverbial of cause is as a result of this.

And the viewpoint fronted adverbial is impressively.

Well done.

It's time for a task.

Choose a fronted adverbial of cause and viewpoint fronted adverbial to fill in the blanks appropriately.

Then, practise saying the sentences out loud.

I will read this to you.

After arriving in the small intestine, the partly digested food encounters enzymes that have been secreted there.

The food is broken down even further.

Some food is absorbed through the lining of the small intestine into the bloodstream.

Fronted adverbials of cause could be consequently or as a result of this.

Viewpoint fronted adverbials could be interestingly, crucially, importantly.

Pause the video and do the task now.

Let's take a look at the possible answers together.

After arriving in the small intestine, the partly digested food encounters enzymes that have been secreted there.

Right then I've got a blank space for either a fronted adverbial of cause or a viewpoint fronted adverbial.

But the main clause is the food is broken down even further.

Hmm.

I wonder what made the food break down even further.

Let me look at that first sentence again.

The partly digested food encounters enzymes.

Okay, so that is what causes the food to break down further.

So, I must want to use a fronted adverbial of cause.

As a result of this, the food is broken down even further.

Okay, good.

All right, the last sentence.

I've got a blank face and it says, the main clause says some food is absorbed through the lining of the small intestine into the bloodstream.

Well, I haven't used a viewpoint fronted adverbial yet, and I do think this is a really interesting fact.

So, importantly or interestingly or crucially, you could have chosen lots of different options for a viewpoint fronted adverbial here.

Importantly, some food is absorbed through the lining of the small intestine into the bloodstream.

Well done.

A range of simple, compound, and complex sentences are used in explanation texts to effectively communicate the process.

A compound sentence is formed of two main clauses and a joining word.

Some food is absorbed into the bloodstream and it is transported around the body.

The coordinating conjunction, and, has been used to join these main clauses and form a compound sentence.

An adverbial complex sentence is formed of a main clause and an adverbial clause, which is a type of subordinate clause.

After the food has been absorbed into the bloodstream, don't forget the comma, it is transported around the body to deliver nutrients.

A relative complex sentence is formed of a main clause and a relative subordinate clause.

The large intestine, which is the final organ in the food's digestive journey, absorbs vitamins and water from the food.

This relative clause has been embedded within the main clause to offer extra detail about the preceding noun, the large intestine.

Let's check your understanding.

Match the sentence type to the examples given.

We have compound sentence, adverbial complex sentence, and relative complex sentence.

Our sentences are, when the food reaches the small intestine, it is mixed with enzymes.

The stomach, which can store food for hours, then pushes it into the small intestine.

And food is absorbed by the small intestine into the bloodstream, but the process is not over.

Pause the video and match these now.

Let's take a look at the answers.

The compound sentence is food is absorbed by the small intestine into the bloodstream, but the process is not over.

But is our coordinating conjunction here.

The adverbial complex sentence is, when the food reaches the small intestine, it is mixed with enzymes.

This sentence has a fronted adverbial clause.

And the relative complex sentence is the stomach, which can store food for hours, then pushes it into the small intestine.

This relative clause has been embedded within the main clause.

Well done.

It's time for another task.

Fill in the blanks to complete these sentences appropriately.

Then, practise saying the sentences out loud.

Make sure the sentences include a compound sentence, an adverbial complex sentence, and a relative complex sentence.

I will read the extract to you.

After, comma, any food that cannot be digested easily passes into the large intestine.

The large intestine, which, absorbs vitamins and much of the water that food contains.

Eventually, anything that cannot be absorbed is passed out of the body, it leaves as faeces.

Pause the video and do the task now.

Let's take a look at the answers together.

Okay, the first sentence.

Well, I can see the coordinating conjunction, after, at the beginning.

So, this must be beginning a fronted adverbial.

This must be my adverbial complex sentence.

Okay.

So, after something, any food that cannot be digested easily passes into the large intestine.

So, I need to think about what happens before the food passes into the large intestine or before that it's in the small intestine.

And it only goes into the large intestine if it can't be absorbed into the bloodstream.

So, I could say after the small intestine has digested and absorbed what it can, any food that cannot be digested easily passes into the large intestine.

Okay, great.

We have our adverbial complex sentence.

Let's look at the next one.

The large intestine, which.

Well, which is a relative pronoun.

And my blank space is embedded within a sentence, within a main clause.

So, this must be my relative complex sentence.

I need to add detail about the preceding noun, the large intestine.

Okay, so the large intestine, which absorbs vitamins and much of the water that food contains, I could say the large intestine, which is the final organ in the food's digestive journey, absorbs vitamins and much of the water that food contains.

Okay, I have my relative complex sentence.

That leaves me with a compound sentence.

Eventually, anything that cannot be absorbed is passed out of the body, it leaves as faeces.

So, I can see my two main clauses.

I want to use the coordinating conjunction, and.

Eventually, anything that cannot be absorbed is passed out of the body and it leaves as faeces.

Well done for doing this task.

Now, read the sentences out loud to your partner to orally rehearse them.

I am sure you did a fantastic job at saying those out loud.

It's time for the most exciting part of the lesson where you get to write the second section yourself.

Let's take a look at the success criteria together.

I have written the subheading, what happens when food leaves the stomach? I have used a range of fronted adverbials, including for cause and viewpoint.

I have used a range of simple, compound, and complex sentences.

I have written two clear paragraphs to explain what happens when food leaves the stomach.

I am now going to model to you how to write the subheading and beginning of your first paragraph, If I look at the first point on my success criteria, it says I have written the subheading.

So, that's the first thing I'm going to do.

What happens when food leaves the stomach? And I do not want to forget my question mark.

And then, because it's my subheading, I am going to use a ruler to underline it nice and carefully.

Right.

Now, I need to think about what I want my first sentence to be.

Well, I know I'm talking about what happens when food food leaves the stomach? And I know that it goes to the small intestines next.

So, I want to think about it arriving in the small intestine and what happens there.

So, I know that it arrives in the small intestine and it encounters enzymes there.

But I would like to use a fronted adverbial.

So, I'm going to say, after arriving in the small intestine.

Oh.

The food.

Oh, I could include an adjective here to describe the food.

I'm going to say the partly digested food, and what happens next? I know that it encounters enzymes.

Okay, so I'm going to say encounters enzymes.

And what effect does that have? Well, no, actually, I don't want to talk about the effect yet.

I want to say where the enzymes come from.

So, I know that they are secreted by the small intestine.

So, after arriving in the small intestine, the partly digested food encounters enzymes that have been secreted there.

Full stop.

Now, let me just check that.

I have used a fronted adverbial.

Which piece of punctuation comes after a fronted adverbial? I need a comma to separate that from my main clause.

Brilliant.

Okay.

Now, I want to think about the impact that this has.

So, I know that this breaks the food down further.

And because I'm thinking about cause and effect, I could use a fronted adverbial for cause.

Brilliant.

So, I'm going to say, consequently, and remember my comma, the food is broken down further.

Great.

Okay.

And what's the really important thing that happens inside the small intestine? That is where the food is absorbed, isn't it? Okay.

Now, if that's really important, and I think that as the writer, I could use a fronted adverbial to communicate that viewpoint.

So, I'm going to choose the word crucially.

Crucially, comma, some food is absorbed through the lining of the small intestine.

Brilliant.

Okay, so I know I've got my subheading and I definitely used a range of fronted adverbials.

I know I have a complex sentence.

And I'm not going to worry about this yet, because this is only the first paragraph.

It's now time for your task.

Use the success criteria to write the subheading and the first paragraph of section two.

Remember, an adverbial complex sentence contains a subordinate clause and a main clause.

If the subordinate clause comes first, you need a comma.

Some affronted adverbials of cause that you could use are, consequently or as a result of this.

Viewpoint fronted adverbials you could use are interestingly or crucially.

And your key subject-specific vocabulary is stomach, small intestine, enzymes, absorbed, bloodstream, and nutrients.

Pause the video and write your first paragraph now.

Let's take a look at an example of what you might have written.

So, I begin with my subheading, what happens when food leaves the stomach? After arriving in the small intestine, the partly digested food encounters enzymes that have been secreted there.

Consequently, these enzymes break the food down even further.

Crucially, some food is absorbed through the lining of the small intestine into the bloodstream and it is transported around the body.

Interestingly, this is how our body's cells receive the nutrients they need to function properly.

Now, let's look at the success criteria again.

I can see that I have written my subheading.

I have used a range of fronted adverbials, including for cause and viewpoint.

Yes, I can see a fronted adverbial in my first sentence, after arriving in the small intestine.

Hmm, but that's not for cause or viewpoint, but I used consequently, crucially, and interestingly, so I can check that.

And I have used a range of simple, compound, and complex sentences.

I know that I have used all kinds of these sentences in my writing, so I can tick that too.

Well done.

I am sure you produced some fantastic writing.

Make sure you read back over your paragraph and check it against the success criteria.

It's time for your final task where you will be finishing the second section by writing the second paragraph.

Remember, an adverbial complex sentence has a subordinate clause and a main clause.

If the subordinate clause comes first, it needs a comma to separate it.

A relative complex sentence has a subordinate clause that is embedded within the main clause to give extra detail about the preceding noun.

Your key vocabulary is large intestine, absorb, vitamins, water, passed, and faeces.

Pause the video and write your paragraph now.

Well done for your fantastic writing.

I can't wait to read it.

Let's take a look at an example together.

After the small intestine has digested and absorbed what it can, any food that cannot be digested easily passes into the large intestine.

The large intestine, which is the final organ in the food's digestive journey, absorbs vitamins and much of the water that food contains.

Eventually, anything that cannot be absorbed, like fibre and dead bacteria, is passed out of the body and it leaves as faeces, a human waste product.

Let's check this paragraph against the success criteria.

I have used a range of fronted adverbials, including for cause and viewpoint.

Well, I can see I have got fronted adverbials in there.

After the small intestine has digested and absorbed what it can, and I can see I've got eventually.

Now, those aren't for cause and viewpoint, but that's okay, because I made sure I included those in my first paragraph.

So, I can still tick this.

I have used a range of simple, compound, and complex sentences.

Well, I know I have adverbial complex sentences in there.

My first sentence is one.

And I can also see my second sentence has a relative clause embedded in it.

So, that is a relative complex sentence.

Great, I can tick that.

And now, we've come to the end of the lesson.

I can have a look at that last point on my success criteria.

I have written two clear paragraphs to explain what happens when food leaves the stomach.

I can tick that too.

Make sure you reread your paragraph and check it against the success criteria like I did.

We have come to the end of our lesson and I am so proud of all of your hard work writing your explanation text.

Let's go over a summary together.

Sections of an explanation text are organised by subheadings and contain paragraphs explaining the process chronologically.

Subject-specific vocabulary ensures the reader learns accurate information.

Fronted adverbials of cause are used to signify cause and effect between two steps of a process in an explanation text.

Viewpoint fronted adverbials are used to highlight specific or interesting elements being explained.

And using a range of simple, compound, and complex sentences supports text flow and communicates information effectively.

I really enjoyed teaching you today and I hope you enjoyed learning.