Lesson video

Hi, I'm Mr. Buckingham, and I'm so glad to see you here for today's lesson.

We're going to revise some really important topics today, and I'm really looking forward to helping you the whole way through.

Let's get to work.

Today's lesson is called further word-level revision, and it comes from my unit called Review, including word class, sentence types, tense, commas, and colons.

By the end of today's lesson, we'll be able to practise word level test questions.

So today we'll be looking carefully at several different types of word and thinking about what they do in sentences, and how we can identify them really accurately.

And as we learn, we'll practise lots of different test questions to really boost our confidence.

Let's get started.

Here are today's keywords.

My turn, your turn.

Word family, synonym, pronoun, possessive pronoun, and preposition.

Well done.

So a word family is a group of words common in feature, pattern or meaning.

That means they have a feature, pattern, or meaning in common.

A synonym is a word that has the same or similar meaning to another word.

A pronoun is a word that we use in place of a noun or noun phrase to avoid repetition, to avoid repeating ourselves.

A possessive pronoun is a word that shows possession of a noun by another noun, and a preposition is a word that connects a sentence to a noun or noun phrase to show where, when, or why something is happening.

So let's look at our lesson outline for today.

We're going to start off by looking at word families, synonyms, and antonyms, and we'll move on to looking at pronouns, possessive pronouns, and prepositions.

So you can see we've got lots of different types of word to cover today.

Let's get to work.

So if we start with one word, we can often create a word family of words linked to it, maybe linked by meaning, a letter pattern, or a shared feature.

So I start with the word happy.

Other words in that word, family would un unhappy, happily, unhappily, happiness, and unhappiness.

So you can see we've added prefixes, and suffixes to change the word, and to change sometimes the word class.

And remember, a prefix is a group of letters at the start of a word we add, and a suffix is a group of letters we add at the end.

And you can see them here.

We've added un, ily, and ness to these words to change the word and the word class sometimes, because happy and unhappy are both adjectives, aren't they? They would describe how someone's feeling.

Happily and unhappily are adverbs that describe how we did something.

And then happiness and unhappiness are both nouns.

They're abstract nouns, they're feelings we might encounter.

So we've changed the words and changed the word class by adding those prefixes and suffixes, but these are all part of the same word family.

So we have to choose from within that word family for different purposes depending on our sentence.

So let's look at this sentence.

"He blank supported the team, even though he was not selected." I think we could use, I agree, happily there as our word from that word family.

We've used an adverb that time.

Let's look at this sentence.

"He was filled with blank when the team won; he from grinned from ear to ear." So I think we could say he was filled with happiness, that would be an abstract noun.

What about this one? "He was blank with their performance." We could say unhappy or we could say happy with their performance.

So we've used different words from that word family, which have different word classes for different purposes.

So I wonder if you can complete each sentence here with a word from the same word family as hopeful.

So think of other words that are linked to hopeful, and see if you can choose one to complete each gap.

Pause the video and have a try.

Well done, great effort.

So hopefully you thought of it.

A, we could say "The situation was totally," well done, "Hopeless, we were lost," For B, I could say, "I was," good, "Hoping that we would find a way out." Now, we can't use hopeful, because we're trying to use a different word, but hopeful would work in that gap.

For C, we could say, "Filled with hope, I strode into the interview." So we've got hopeless, which we would say would be an adjective.

We could say hoping is a verb, and then, hope is a noun.

So we've used different word classes from the same word family.

Let's try another one.

Here, we've got two sentences in purple.

For the first one, I want you to think which adjective form from the verb, play, could complete this sentence.

So we need to make it a describing word for a noun using play as our root word.

And then for the second one, which noun from from the verb, solve, could complete that sentence.

Have a think as you pause the video.

Well done, good thinking.

So in the first one, we could say, "The playful puppy jumped up at me from the floor." That's an adjective in the same word family as play.

And then for solve, this one's not so easy to spot, but we could say, "The solution to the problem was absolutely clear." Solve and solution are in the same word family.

They both have a linked meaning about fixing things or finding an answer to something.

Really good job if you spotted those two, good work.

Now, we can add prefixes and suffixes to a given word to create words in the same word family.

So if I start with this word, dark, I could add prefixes the suffixes to make another word in the same word family, to fit this gap.

I can't say "The cave was filled with dark." I would have to say "The cave was filled with darkness." So I'm starting with an adjective, and I'm ending up with darkness, an abstract noun.

So I've gone from an adjective to an abstract noun, but I've kept in that same dark word family.

What about this one? "Anger is a blank emotion." This time I'm starting with an abstract noun, power, but I need another word in the same word family.

And this time I think I'll add another suffix.

I could say powerful, couldn't I? And this time I've made an adjective.

So we've added suffixes in these cases to change our word class, but within the same word family.

So let's see if you can do it.

I'd like you to add a suffix to the words in the boxes to complete the sentences.

So you've got warm, fear, and child.

So pause the video and add a suffix to each of those words to create another word in the same word family that would work in those gaps, have a go.

Well done, fantastic effort.

So we could say, "We relaxed as warmth flooded our aching bodies." We would say, "The fearful," or you could say, "Feared creature roared." And for the last one, I could say, "What childish behaviour." So look, I've valid a suffix to each of those words to make another word in the same word family that fits that gap, and those suffixes are groups of letters added at the end of the word.

Good job.

So synonyms are words that have the same or similar meaning to another word.

I bet you've practised this before lots when you're writing in English.

So if we take the word happy again, synonyms for happy, and notice these are different to word families, because they don't have the same letter patterns, they have the same or similar meaning, but not the same appearance.

So these are synonyms for happy, joyful, content, delighted, overjoyed.

For looked, we could say gazed, peered, stared, and glanced.

And synonyms of angry might be furious, irate, incensed, and enraged.

So here we can see groups of synonyms for a particular word.

So let's look at this sentence, "Laura was exhausted after her long hike and her dad was completely drained from his lengthy journey." I think we've got some pairs of synonyms here.

We've got exhausted and drained, those are synonyms with a similar meaning.

They both relate to being tired, and I've also got long and lengthy, those are synonyms. They have a similar or shared meaning.

So in each of these sentences, can you find the pair of words that are synonyms? So two words with the same or similar meaning.

Pause the video and have a go.

Well done, good job.

Hopefully you spotted in A, we've got confusion and bewilderment.

And in B, you should have crestfallen and devastated.

So these pairs of words are synonyms with the same or similar meaning, great work.

Now, antonyms are words that have the opposite meaning to another word.

So grinned is opposite to grimaced.

Vast is opposite to minute.

Elated is the opposite of depressed.

Near is an antonym of far.

And raced is an antonym of shuffled.

Now, often we can create antonyms by adding a prefix to another word.

And common prefixes we use to create antonyms are things like un, in, I'm, ir, dis, mis and anti.

For example, lock has an antonym as unlock with that prefix, un, added.

We could have possible, and you're right, impossible.

So you can get this one, complete and incomplete.

Look how I've added that prefix, in.

We could have understand and misunderstand, social, and good one, antisocial, and replaceable and irreplaceable.

So look how we've added those prefixes to create the antonyms. These are pairs of antonyms. So can you think of an antonym for each of these words? You might be able to think of more than one, have a go.

Pause the video, and have a think.

Well done, good thinking.

So for weak, we could have strong, robust, sturdy, vigorous, healthy, those are all antonyms of weak.

For brave, we could have cowardly, fearful, yellow-bellied, spineless, and timid, those are all antonyms are brave, and for success, we could have failure, disappointment, and loss.

So look, we can see that sometimes adjectives have antonyms, like brave and weak, but success is a noun, and we've given some nouns which are antonyms to it.

So failure, disappointment, and loss are all abstract nouns.

So what about these? Can you add a different prefix to each word to make its antonym? Pause the video and add a prefix to each one.

Well done, good thinking.

So for A, the antonym of judge would be misjudge.

The antonym of direct could be indirect.

And the antonym of belief could be disbelief.

So you could be full of belief, or you could be full of disbelief.

It's the opposite, these are antonyms. Great thinking.

So let's do our first task for this lesson.

For each word you've got friendly, build and run.

I want you to generate a word family, a list of synonyms and a list of antonyms, and highlight any prefixes and suffixes you use along the way.

So I've done this for happy.

I've done my word family of words which are linked in a letter pattern and a meaning, like unhappy, happily, unhappily, happiness, and unhappiness.

Then I've done some synonyms of happy, elated, joyful, exuberant, delighted, content, at peace.

And some antonyms of happy, unhappy, sad, miserable, depressed and devastated.

And look how only one of those antonyms was I able to use my prefix to make it, which was unhappy.

So you need to think of some other antonyms, which you don't just make using a prefix.

So pause the video to see if you can do all three of these for friendly, build and run, have a go.

Really well done, good effort there.

So for friendly, your word family might have been friend, friendship friendless, friends, look at those suffixes I've added at the end there.

For synonyms, I could say kind, considerate, pleasant, affable, and for antonyms, rude, obnoxious, unfriendly, and hostile.

And notice how, again, only one of those was made with a prefix, unfriendly.

The rest are just other antonyms for friendly.

For build, my word family might be build, a building, or rebuild, builds, all with prefixes and suffixes.

My synonyms might be create, produce, construct, and grow, And antonyms might be destroy, deconstruct, devastate and ruin.

And then for run, my word family might be runner, runny, running, runaway.

My synonyms might be race, sprint, dash, tear, lope and gallop.

And my antonyms might be amble, waddle, walk, stumble, and shuffle.

So hopefully you've come up with some really imaginative ideas for your synonyms and antonyms, and as big a word family as you could manage for each of those words.

A really good effort, well done.

So we've talked about word families, synonyms, and antonyms. Now, we're going to move on to looking at pronouns, possessive pronouns, and prepositions.

So pronouns are words that we use to avoid repeating nouns and noun phrases in our sentences.

So let's take a look at this paragraph.

"Sofia and Izzy raised their hands.

Sofia and Izzy wanted to be in the competition when the competition opened for entries." Can you see how it had some repetition there? Instead, let's write it with pronouns.

We could say, "Sophia and Izzy raised their hands.

They wanted to be in the competition when it opened for entries." So we've used they to refer to Sophia and Izzy to avoid repeating that.

And we've used it to revert to the competition to avoid repeating that.

And can you see how this text has much more cohesion now? It flows much more easily for our reader, it's so much easier to understand, because we haven't repeated those nouns once we've mentioned them the first time.

Let's see another example.

"When the storm started, the storm scared Jacob.

Jacob hid under the covers and his mom comforted Jacob." Hmm, there's lots of repetition there, which actually makes it hard to understand.

So instead we could say, "when the storm started, it scared Jacob.

He hid under the covers, and his mom comforted him there." It refers to the storm and he and him both refer to Jacob.

So we've avoided that repetition, and really added to the cohesion of our writing.

So for each of these passages, can you replace the highlighted words with the correct pronoun? Pause the video, and have a think.

Well done, and good thinking.

So in A, we could say, "When Miss O'Neill came in, she gave us a job to do," instead of Alex and me.

Instead of Alex and I, we'd say, "We had to shred some papers for her," instead of Ms. O'Neill.

"We got the shredder from the office and turned it on." We wouldn't want to say the shredder twice there, so we've used it as our pronoun instead.

For B, we could say, "Laura and Andeep wanted a job too.

They asked Miss O'Neill and she said they could tidy the library before long it was in perfect condition." So in that sentence, the first they refers to Laura and Andeep, the she refers to Miss O'Neill, and it refers to the library.

Really well done for finding the right pronouns to replace pronouns and noun phrases.

Now there are many different pronouns in English.

So for now, let's just focus on two types, and I've given us some stem sentences here to help us think about them.

We could say, "I did it" or "He gave it to me." Those are both pronouns.

You could say "You did it" or "He gave it to you." I bet you can finish these sentences for me.

I could say "He did it" or 'He gave it to him," "She did it," "He gave it to her." Well done, "It did it," "He gave it to it." Now that one sounds a bit funny, but that's the correct pronoun.

We could say, "We did it." "He gave it to," good, "Us," and we could say "They did it." "He gave it to them." So these are all pronouns.

And we can tell these are pronouns, because they could replace nouns and noun phrases.

Instead of Alex, we could say he or him.

Instead of Alex and I, we could say we or us.

Instead of Alex and Sofia, we could say they or them.

Instead of Sofia, we could say she or her.

Instead of the dog and the cat, we could say they and them, and instead of the small dog, we could say it.

So these are pronouns, because they can replace these nouns and noun phrases.

So can you identify all the pronouns in the sentences below? Pause the video, and have a look.

Well done, good effort.

So in A, we've got he and me.

In B, we've got she and us.

And then in C, we've got we, them, and we.

So if you look at that second one, the waitress said that she was getting tired of us, that she is replacing the waitress, isn't it? We could have said the waitress said that the waitress was getting tired of us, but that wouldn't work in English.

So we use the pronoun, she, to replace that noun phrase.

Great job for spotting those.

So what does the pronoun, us, refer to in this sentence? And what about the pronoun, he? "Although Jacob and I are always kind to Alex, he is not always very kind nice to us." So what does the us refer to, and what does the he refer to? Pause the video and have a think.

Well done, you're right.

The pronoun, us, refers to the noun phrase, Jacob and I, and then the pronoun, he, refers to the noun, Alex.

So "Although Jacob and I are always kind to Alex," we wouldn't say, "Alex is not always very nice to Jacob and I," we would say, "He is not always very nice to us." So we've replaced those noun phrases with the pronouns.

Great job.

Now, there's another type of pronoun, which is a possessive pronoun, and these show that something belongs to another noun.

So I've got two different stem sentences here to help us think about these.

I could say "That's my bike," or "The bike is mine." See if you can finish my sentences again.

I could say "That's your bike," "The bike is yours," "That's his bike," "The bike is his," those are the same.

"That's her bike," "The bike is hers," good.

"That's it's bike," "The bike its." Now again, we probably wouldn't use that one.

"And that's our bike, the bike is," good, "Ours." And lastly, "That's their bike, the bike is theirs," so all of these are types of possessive pronoun.

So we could use them like this, "She needed to borrow my boots because hers were at home." My and hers are our possessive pronouns.

They're showing that the boots belong to me and hers are the boots that belong to her, which she's left at home.

We could say we walk back to his flat because ours is being renovated.

That means one flap belongs to him, and one flap belongs to us.

"When Jun's pencil broke, he borrowed mine the pencil belonging to me." "It's not mine, it's theirs." So we've got something belonging to me and something belonging to them.

So these possessive pronouns help us to show that nouns belong to another noun.

So can you identify all the possessive pronouns in these sentences? Pause the video and have a careful look.

Well done, nice work.

So in A, we've got, "When I walked in, Jun was sitting in Aisha's seat and Jacob was in mine." There's our possessive pronoun.

"Sam gave me a hand with the poster because hers was finished." There's our possessive pronoun, and "Because theirs were missing, Alex and Andy borrowed school PE kit." So mine, hers, and theirs are our possessive pronouns.

Let's try another one.

Can you choose an appropriate possessive pronoun to complete each of these sentences? Pause the video, and see if you can fill the gap with a possessive pronoun, have a go.

Well done, good thinking.

So in A, we would say, "Laura told Lucas that her flat was bigger than his," good job.

And in B, we'd say, "Mr. Martinez told us to write our names on the project that was ours." So we've used his and ours as our possessive pronouns.

Really good work.

Now, we've talked about pronouns and possessive pronouns.

Let's talk about prepositions now.

Prepositions are words that come before a noun or a noun phrase to link it to the rest of the sentence.

And they must be followed by a noun or a noun phrase, or they're not acting as prepositions.

Now, prepositions can have several different functions.

Let's start off by looking at prepositions of time.

We could say something happened at 3:45 PM, at is the preposition there.

It could be on Tuesday evening, in the days to come, since last Thursday, for five long hours.

Can you see how those prepositions all become before a noun or a noun phrase? The days to come, five long hours, and they will be able to link this to the rest of the sentence that might come before it.

We can also have prepositions of place, in the village, at the bus stop, on your chair, under his table, below the ground, in, at, on, under, below are all prepositions that are coming before a noun or a noun phrase here, and they could link that noun phrase to the rest of the sentence.

We also have prepositions of cause.

So we could say because of his strong views due to the temperature as a result of this.

So because of, due to, and as a result of, are prepositions coming before a noun or a noun phrase to link it to the rest of the sentence.

A preposition can show other things too.

For instance, with my cousin, in spite of the rain by the author, and on behalf of the government, all of those prepositions coming before a noun or noun phrase, and they're able to link it to the rest of the sentence.

So how are these different from determiners? Well, you may know that determiners are words that introduce nouns and noun phrases as well.

And they tell us which nouns we're referring to.

That's the important point here.

Determiners tell us which nouns we're talking about.

For instance, the soft bread, my little brother, those children, a few days, these people, several restaurants, but prepositions don't say which nouns we're referring to.

Instead they link the whole of that noun phrase, including any determinants to the rest of the sentence to show something like when, where, why, or some other function.

So I could say, "I spread it onto the soft bread." Can you see, we've got the noun phrase there, "The soft bread." And we've put the preposition in front of it, "Onto the soft bread" and it links it to the rest of the sentence.

"I spread it." We could say, "She went with my little brother," "She went" is a complete sentence.

We've got the preposition, with, and then the noun phrase, my little brother.

We've got, "To those children, it meant a lot." Here, the prepositions at the start of the sentence in this front adverbial clause, but it's still followed by a noun phrase, "To those children." And then we've got the rest of the sentence, "It meant a lot." "For a few days, it was fun." For has come before a few days, and then we've got the rest of the sentence.

"I've had enough of these people," of is the preposition before the noun phrase, these people.

And finally, "We ate at several restaurants." We ate ais a complete sentence.

We've joined it with this noun phrase, several restaurants using that preposition, at.

So notice how the preposition can be a part of a front adverbial, "To those children for a few days," but it's always in front of a noun phrase.

So can you identify all the prepositions in the sentences below? Remember you're looking for a word that links the rest of a sentence to a noun or noun phrase.

Pause the video, and have a think.

Well done, great thinking.

So in A, we've got up before the noun phrase, the stairs, we've got into before the noun phrase, the wall, and out of before the noun phrase, my skin.

So three prepositions.

In B, we've got two before the noun phrase, the cinema, on before the noun, Tuesday, and then, in, before the noun phrase, the car.

And then in C, we've got with before the noun phrase, a knife.

Through before the noun phrase, the vines.

And from before the noun phrase, our prison.

So that's every time the preposition comes before a noun, or a noun phrase.

Let's try another one.

Can you choose an appropriate preposition to complete each of these sentences? Pause the video and add a preposition into the gap before the noun phrase that it's linking to the rest of the sentence.

Have a go.

Great job, well done.

Let's have a look.

You could have said for A, "Alex pushed me into the swimming pool.

For B, we could say, "For a few days we were happy together." For C, we could say, "It'll be ready in a few months." Now you might have had slightly different ones, but what you need to make sure is that the preposition always introduces a noun or a noun phrase.

We've got into the swimming pool, for a few days, and in a few months.

So the preposition is joining the rest of the sentence to that noun phrase that comes after it.

Really well done.

Okay, let's try our final task for this lesson.

I'm gonna show you some sentences, and in each one I'd like you to annotate the highlighted words as pronouns, possessive pronouns or prepositions using the code I've given that.

So here are the sentences I want you to look for Pronouns that have replaced nouns and noun phrases to avoid repetition, possessive pronouns that show a noun belonging to another noun, and prepositions which connect a noun phrase to the rest of the sentence.

So pause the video and see if you can label up those highlighted words.

Fantastic effort, well done.

Let's find the pronouns first of all.

We've got she, we, and they replacing nouns.

Let's look for the possessive pronouns, we've got mine, theirs, and ours as our possessive pronouns.

They're showing that something has belonged to another noun.

And finally, the prepositions we've got on, in, and for.

Notice how they come before a noun phrase, on the pile, in church, and for three weeks, that's what tells us that they're prepositions.

Brilliant job if you've managed to label up all those words accurately, you've done really, really well.

Let's summarise our learning in this lesson.

We've said that using a root word, we can create word families of related words of various different words classes, and often we can add suffixes and prefixes to do that, we've said that synonyms are words with the same or similar meaning, and antonyms are words with opposite meanings, and sometimes we can create antonyms by adding prefixes.

Pronouns like I and Me are words that replace nouns to avoid repetition and possessive pronouns, like my and mine show that a noun belongs to another noun.

And prepositions always come before a noun or noun phrase and connect it to the rest of the sentence.

You've done a really good job today to master all this technical grammatical vocabulary, and I'm really impressed with how well you've done at labelling up our sensitive and identifying all these different types of word.

Really well done, and I hope to see you again in a future lesson.

Goodbye.