Lesson video

Hello everyone.

It's Mr.Brown here with your English lesson for today and we are going to be looking at something called formal conjunctions and we remember what formal meant, didn't we? We all do our top buttons up and sit up nice and straight.

So it's going to be something along those lines.

Let's dive into it.

Our learning objective for today is to develop an understanding of how to use formal conjunctions.

In this lesson you're going to need an exercise book or some paper, a pencil or a pen and your brain.

Our agenda for today we're going to be revising formal conjunctions because you have had looked at this before in previous units with other teachers.

We're going to look at types of formal conjunction and we're going to be using formal conjunctions.

But let's get warmed up first.

I thought 'coz it's a conjunction lesson we should start with some conjunctions that I know you are all amazing at which is your coordinating and subordinating conjunctions.

We know coordinating conjunctions join two main clauses together.

Subordinating conjunctions join a main clause and a subordinate clause together.

I've got an example here of one, two, three, four, five, six, seven conjunctions.

Some are coordinating conjunctions some are subordinating conjunctions.

Your job is to work out which is which.

So can you draw a line down the middle of your page write coordinating on one side, subordinating on the other and have a good think about these conjunctions and try and sort them into subordinating and coordinating.

Pause the lesson over to you now.

Off you go.

Welcome back let's see how you got on.

Here are the answers.

If you've made any mistakes, do not worry just cross that one through and write it in the correct box.

So we know that and, but and or are coordinating and of course we use BOA to help us remember that B-O-A that snake BOA, a coordinates injunctions.

Subordinating we have when, while, as.

They are really good for telling us if two things that are happening at the same time.

When I was brushing my teeth it started to rain.

While I was walking down the street the sun rose.

As I was sitting in my chair a dog walked past.

And then because explains why the first thing happen.

So I put my umbrella up because.

why do I put my umbrella up? Because it started to rain.

I looked in the mirror because I needed to check my hair.

How about this one though? How about 'if'? Where should 'if' be placed? Is if a coordinating conjunction or a subordinating conjunction? 'If', have a think about that.

Pause the lesson have a go at putting it in one of those boxes.

Try have a reason why you put it there maybe write a sentence and see if you can get it to work in the role of a coordinating conjunction with two main clauses and a subordinating conjunction with a main and a subordinate clause.

Off you go.

So 'if'.

If is actually a subordinating conjunction.

It joins a main clause and a subordinate clause.

Let's have a bit of a closer look.

Now if is actually a conditional subordinating conjunction and these are all examples of conditional subordinating conjunctions.

Conditional means something will happen on the condition that something else happens.

I will only put my umbrella up if it starts to rain.

That's the example we'll use to help us to understand this.

So we've got if, only if, unless, providing that, and assuming that.

Let's have a look.

Here's our example.

If it starts to rain, you should use an umbrella.

My main clause is if it starts to rain? Or you should use an umbrella? what do you think? My main clause.

Yeah you should use an umbrella.

Coz you can say to someone.

Can you? you should use an umbrella.

That works.

If it starts to rain.

Well, you're just going to be left wanting to know what.

Like if I said to you Oh listen to my sentence it's really really good.

If it starts to rain.

You'd be like where's the rest of the sentence here? If it starts to rain what? What's going to happen? That's how the conditional subordinates conjunction works.

It says if it's starts to rain and then it tells you what you should do.

You could also flip it around because you could say "You should use an umbrella if it starts to rain." So you can have main clause, subordinate clause or subordinate clause, main clause.

And they both work exactly the same way.

You can play around with any of the others, can you? Only if it starts to rain, should you use an umbrella.

Providing that it starts to rain, you should use an umbrella.

Unless it starts to rain, you do not need to use the umbrella.

You can play around with those.

Here's some other examples.

Providing that to you make this change many children will be happier at school.

So that's an example that we can use actually in our persuasive letter.

Assuming that you respond to this problem, parents and carers will have one less thing to worry about.

I quite like that assuming that you will respond to this problem coz it's using a little bit of presumption too, isn't it? Assuming that you will respond to this problem.

You will respond to this problem.

Good job Let's revise a formal conjunctions.

First of all what is a conjunction? I've got that image there to help you.

A conjunction links two words, phrases or clauses together.

Coordinating conjunctions join two main clauses but, or, and, we looked at those.

And subordinating conjunctions join a main and a subordinate clause.

so, because, when, etc.

A formal conjunction.

You know what the word formal means and you know what conjunctions are.

So what do you think of formal conjunction is? Can you use your detective skills to work it out? A full conjunction is used at the beginning of a sentence followed by a comma.

For example, furthermore.

It links two senses together.

Provides a formal tone and that's the key thing.

That's where formal comes from.

It provides that formal tone.

These are not the actual words that you will use in the playground talking to your friends.

You will not say, shall we, shall we play football today? Furthermore, shall we? It just doesn't work.

You won't use these.

These are formal conjunctions.

So here are our different types of formal conjunction and they're split into three categories.

You have and conjunctions, but conjunctions and causal conjunctions.

They're all formal conjunctions.

They all do a good job in a formal letter like we're writing but they have slightly different ways of being used.

And conjunctions.

In addition, furthermore, moreover, also,.

They start the sentences and they are perfect for when you are going to add another sentence talking about the same subject.

So if in my letter I am talking all about The pressures on children at school.

and then I'm going to write another sentence talking about the pressure of being able to decide what to wear each day.

They don't have a uniform that will work really nicely without in addition or a furthermore, or a also, moreover.

They do the same job.

They basically tell the reader Oh, this sentence is going to be about the same thing.

I'm adding.

That's why the add symbol is there.

I'm adding more information about the same topic.

But conjunctions You know really well how this symbol works.

It's exactly the same.

However, nevertheless, despite this, although, that works really well as well.

They just are exactly the same as your but conjunctions you're using when you're using an actual but in a sentence.

These do the same job but instead of having it all in one sentence it's across two sentences.

For example.

In a letter we might say "children are meant to have the time of their lives at school and enjoy themselves.

However, so I've gone from they're going to enjoy themselves at the time of their lives at school.

New sentence.

However, the pressures of deciding what to wear each day can be draining.

Nevertheless, the pressure is the same thing.

Despite this.

Now causal conjunctions are the trickiest one to get our heads around.

As a result, consequently, therefore, something in order to something.

that's a tricky one as well.

Causal conjunctions will help us to be able to explain that because this has happened, this will happen.

So if I'm saying "Lots of children feel the pressure to be able to find interesting outfits to wear each day to school to impress their friends.

As a result, so now I'm going to say what has happened because of that previous sentence.

As a result, lots of children are late to school because they are deciding what to wear.

Consequently, children have been late to school.

Therefore, children are late to school deciding to wear.

Let's have a go at identifying types of formal conjunction.

I'm going to read you two sentences which have a formal conjunction in the middle.

You need to tell me if it's an and conjunction, a but conjunction or a causal conjunction.

How well have you remembered.

Feeling the need to impress their friends can be a source of great pressure for children.

In addition, worrying about owning the latest clothes will only increase that pressure.

What do you think? You can pause the lesson if you need some time to think and conjunction, but conjunction or causal conjunction.

It's an and conjunction.

Well done if if you got that correct.

Next example.

I understand that parents and carers still need to buy new uniforms. However, they will save so much money due to their children wearing this uniform over and over again.

What do you think? I understand that parents and carers would still need to buy new uniforms. However, they will save so much money due to their children wearing this uniform over and over again.

Did you pick it up? I understand that parents and carers would still need to buy new uniforms. Buy those new uniforms that's not good is it? However, they will save so much money due to their children wearing it over and over again.

It's a but conjunction.

Instead of going from a positive to negative it's gone from negative to positive.

It's exactly the same way.

Next one.

Making this change should be swift so that every school has a uniform as soon as possible.

As a result, children who might be worrying about what to wear each day will be able to relax and enjoy school.

As a result, can you remember? It's a causal conjunction.

Children are going to be able to relax and enjoy school because of, when we go back to the sentence before that's what causal conjunctions do, because that the change has been made swiftly.

Time for us to start practising using a formal conjunctions.

So I've got an example for you here of two sentences.

The second sentence has a formal conjunction at the start of it but it's missing.

Your job is to decide what form of conjunction should go in the gap.

Let's go through this first one together.

The average cost of a child's wardrobe is very high.

Hmm.

Many parents and carers do not have enough money to spend on essential such as fresh fruit and vegetables.

So I'm saying that the cost of a child's wardrobe is very high, and then because of that parents and carers don't have enough money to spend on essential such as fresh fruit and vegetable.

Which one was for the because ones? Was it and when you were saying more about the same thing? But is when you switch it round.

So if I were saying that, let's just use the but the average cost of a child's wardrobe is very high.

That's a negative thing.

And then my next sentence was parents and carers not having enough money that's also a negative thing so it's not but.

So could it be a causal conjunction? As a result or consequently.

Let's try it.

The average cost of a charge wardrobe is very high.

Consequently, many parents and carers do not have enough money to spend on essentials such as fresh fruit and vegetables.

That sounds good.

Consequently it is.

Let's try another one.

Bullying can be a serious problem in schools.

Children can be teased for not having the latest clothes.

So I'm talking about bullying being a serious problem in schools then I'm talking about being teased.

Seems like it's the same thing.

I think that's going to be an in addition or furthermore.

What should I go for? Furthermore it is.

Bullying can be a serious problem in schools.

Furthermore children can be teased for not having the latest clothes very nice good.

Let's try another example.

Feeling the pressure of finding something to wear each day can be exhausting.

You have the power to change this.

So feeling the pressure of finding something to wear each day.

That's clearly negative, isn't it? But then you having the power to change this.

Well that to me seems like a positive thing.

So however, or nevertheless.

which one do you think I should try? However, let's check if it all make sense.

Feeling the pressure of finding something to wear each day can be exhausting.

However, you have the power to change this.

Works really well.

It time for your task.

I want you to write three pairs of sentences using each type of formal conjunction to link them together.

So you have got to write three pairs of sentences.

It's crucial that it's pairs of two sentences because you need the formal conjunction to link the two together.

I want you to use your PEPS plan from last lesson.

Under the point of school uniform should be compulsory because it stops competition between pupils.

So using this plan and then your and, but and causal conjunctions write three pairs of sentences.

So six in total but they're going to be in pair of something Best of luck.

We've revised our formal conjunctions.

We've looked at types of formal conjunction and we've used our formal conjunction today.

Well done.

Really good lesson.

Brilliant word today.

I think you are ready to write our persuasive letter That's what we'll be doing next lesson.

I'll see you then.

Bye.

Bye.