9780008161521 by Keen Kite Books

Clauses Learning objective We are learning to recognise main clauses and subordinate clauses in writing and to use them correctly in our own writing.

What pupils already know • Pupils will have learned how to join clauses using ‘and’ in Year 1, and learned about subordination and coordination in Year 2. • They should be familiar with the term subject as the person, place or thing that is doing or being something in a sentence.

Key vocabulary clause, main clause, subject, subordinate clause, subordinating conjunction, verb

Teaching notes • Ask pupils if they can remember what a clause in a sentence is. If they do not know, use the following example: Theresa likes apple pie. • Explain that a clause is a group of words that contains at least one subject (Theresa) and one verb (likes). • If the clause makes sense as a complete sentence, we call it a main clause. In the example, the whole sentence is a main clause. Example 1: Underline the subject and the verb in the sentence. We enjoyed the show. Ask pupils to find the subject (we) and the verb (enjoyed). Then ask them if this sentence is a main clause (yes) and if so, how do we know? (because it is a complete sentence and makes sense). • Write up the following words: though, because, when, unless, until, while. Remind pupils that we can use these words to join clauses in longer sentences. Clauses that begin with these words are called subordinate clauses. Example 2: Underline the subordinate clause in the sentence. We went back inside when it started to rain. Ask pupils to identify the subordinate clause and point out how it starts with a subordinating conjunction (joining word), when. • Explain that a subordinate clause does not make sense on its own. It needs to be paired with a main clause in order to make sense (when it started to rain has a subject it and a verb started but it does not make sense by itself). • Show the class how the sentence can be rewritten with the subordinating conjunction at the beginning of the sentence (When it started to rain, we went back inside.). Point out where the comma is placed.

Independent activity Refer pupils to the Year 5 Grammar and Punctuation Pupil Book, pages 8–9. 8

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Clauses Use and apply Task A: Subordinate clauses Read the sentences below and identify the subordinate clause in each one. a) Unless we have sunshine in July, we won’t have a summer at all. b) I paid the fare when I got on the tram. c) Before he opened the letter, Holmes carefully examined the envelope. d) We decided to have our picnic even though it was raining. e) Jessie rode his bicycle on the pavement, despite the fact that he had been told not to. • Now rewrite the sentences by moving the subordinate clause to a different part of the sentence. Task B: Clause confusion With a partner, choose the correct subordinate or main clause to complete the sentences. a) Eat your dinner quickly

Freda checked the postmark.

b) Since the doorbell was broken,

they’ll miss the best bit.

c) You will never see them again

unless you apologise.

d) Before she opened the parcel,

so we can go out.

e) Unless they come soon,

I didn’t hear the delivery man.

Task C: Code breaker • Choose the most suitable subordinate conjunction to complete the sentence. • Rearrange the letters next to the correct sentences to find the hidden word. A B

While he was having breakfast, Rob noticed the toaster was on fire. Unless he was having breakfast, Rob noticed the toaster was on fire.

T U

Don’t bother to turn up when you bring a gift. Don’t bother to turn up unless you bring a gift.

S T

Since it was still light, we went out to play after dinner. Though it was still light, we went out to play after dinner.

C D

Come out, wherever you are! Come out, even though you are!

K L

Because you leave tonight, would you come to my office? Before you leave tonight, would you come to my office?

E F

Just as we were about to give up, the bus came. Despite we were about to give up, the bus came.

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Modal verbs Learning objective We are learning to recognise and use modal verbs in our writing.

What pupils already know • Pupils will already be able to use will to express future tense, and can and may as present tense verbs. • They will know how to talk about the past using have, plus the past participle of the verb.

Key vocabulary ability, certainty, modal verbs, necessity, past participle, permission, uncertainty

Teaching notes • Start with a modal verb with which pupils are already familiar: will + noun to express a future action. • Elicit from the class that ‘will’ shows your intention or purpose to do a future action. It expresses certainty. If we weren’t certain about an action, what verb could we use instead of ‘will’? • Explain that verbs that express certainty or uncertainty are called modal verbs. Example 1: Underline the modal verb in the sentences. I could go swimming.

I will go swimming.

Highlight the modal verbs in the sentence. Which of them is more certain to happen? Elicit that could expresses a possibility and is less certain than will. • Can they think of another use of could, i.e. when they ask someone if they can do something? Explain that another use of modal verbs is to ask for permission. Example 2: What is the modal verb in this sentence telling us? You must take your coat with you. Identify the modal verb must and elicit that must tells us about necessity – something we need to do. • Can pupils think of similar sentences using must, such as things we must do before we come to school? • Change the sentence, replacing must with should. The sentence has changed from an order to a piece of advice. Example 3: How does the modal verb change when we talk about the past? You should have taken your coat with you. • Explain that modal verbs do not change in the past tense. We simply add have + the past participle of the verb to the modal verb.

Independent activity Refer pupils to the Year 5 Grammar and Punctuation Pupil Book, pages 26–27. 24

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Modal verbs Use and apply

oug

Task A: Match a modal t

A game for 2 players.

can

Modal spinner

ill

shall

would

m ay

• Divide the cards between players. • To play, take turns to spin a modal verb and use one of your picture cards to make a sentence. • If you make a sentence correctly, you discard the picture card. • The player who gets rid of all their picture cards first wins.

Picture cards

You need: a modals spinner* and a set of picture cards*

t gh mi should

Task B: Three things

Three things sentence strips

A game for 2 players.

• What are three things you should have done last week, but didn’t do? • Can you name three things you might have done last weekend, but didn’t do? • Tell me three things you might do this weekend. What are three things you should do this weekend? • Can you give me three things you should do if you have a bad cold? • Tell me three things you may not do in class.

• Work with a partner. • Each choose a question to ask from the box. • Your partner must answer using a sentence for each thing named. Task C: Modal sort

• Complete the boxes with suitable modal verbs. • You can choose from will, can, could, may, might, shall, should, must, ought to. • For a) Which modals would you use if you are not sure something is going to happen? • For b) Which modal would you use if you are sure something is going to happen? • For c) Which modal would you use if you were giving an order? • For d) Which modals would you use to give advice? • For e) Which modals would you use to ask for permission? a)

You

be in bed by 7 pm.

Dan

get his hair cut.

rain tomorrow

go home at 3.30 pm.

I go to Jesse’s for tea?

Dan

get his hair cut.

I go to Jesse’s for tea?

*See Resources pages for a full-sized photocopiable version.

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Progress test 3 1 Which sentence uses inverted commas correctly? a) ‘I’m right and you’re wrong, said Matilda. b) ‘I’m right and you’re wrong,’ said Matilda. 2 Add commas in the correct places to the list below. In our High Street there is a chemist a greengrocer a butcher and a pet shop. 3 Add three commas to make this sentence correct. I don’t like liver onions green peas gravy or anything like that. 4 Add speech marks and the correct punctuation to this sentence. He yelled out two rights do not equal a left! 5 Add brackets to this sentence in the correct place. There’s nothing nothing at all that you can do about it. 6 Put the words in the right order to make a sentence that includes a comma. out Get David! 7 Insert two commas in the sentence so that it makes sense. All pupils including Year 5 pupils must attend assembly on Friday. 8 Add brackets to this sentence to show parenthesis. Use a pen do not use a pencil to complete the form. 9 Change the reported speech below into direct speech, using the correct punctuation. The pop singer exclaims that fame hasn’t changed her at all. 10 Add dashes to make this sentence correct. I think you may not agree that history is boring.

11 State one way that paragraphs are used in fiction texts. 12 Correct the punctuation in this sentence. ‘This is the best book I’ve ever read’ said Emma ‘I couldn’t put it down! 13 Use commas in this sentence so that the extra information is separated from the rest of the sentence. Connie an ordinary girl has an exciting adventure. 14 Rewrite this sentence, putting the additional information in brackets. It is all about Harry’s first year at Hogwarts a school for young wizards. 15 How many people were in the tree house? Before we met Dad, Joan and I were in the tree house. 16 State one way in which paragraphs are used in non-fiction texts. 17 Rewrite the dialogue changing the indirect speech to direct speech. Alan asked the teacher if he could leave the classroom now. The teacher told him to wait for five minutes. 18 Rewrite this sentence, using dashes instead of brackets. This (in my opinion) is the best film ever. 19 Add two commas to change the meaning of this sentence. The students who need extra help with fractions will stay after class. 20 Add brackets in the correct places in this sentence. They were cheap two for £2 so Sally bought six.

Score 44

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End-of-year test 1 Add speech marks and correct punctuation to this sentence. One of these days said Mum you’ll forget your own head 2 Complete the missing word with a correct prefix. flates. A punctured tyre quickly 3 Write a sentence that uses the adverbial of place ‘upside down’ correctly. 4 Which of these sentences is punctuated correctly? a) Tate Modern (in London is my favourite art gallery to visit. b) Pablo Picasso – a famous artist – was born in Malaga, Spain. 5 Identify the two misplaced commas in the sentence. Hand me the ice, cream, bowls and chocolate, sauce, would you? 6 Find the main clause in this sentence. After the party, everyone went home. 7 What does the modal in this sentence express? You must not leave your dog in a closed car on a hot day. a) necessity b) uncertainty c) ability

d) permission

8 Identify the subordinating conjunction in the sentence. When we get to granny’s, I want you to be on your best behaviour. 9 Rewrite this sentence so that the subject and verb agree. The bottles of milk was left out in the sun and the milk have turned sour.

11 Fill in the missing word. A new paragraph starts on a

line.

12 Use a suitable adverbial of time to complete this sentence. this week. It’s going to get hot 13 Which of these sentences is more likely to happen? a) It’s very possible school will finish early today. b) Maybe school will finish early today. 14 Choose the correct relative pronoun to make this sentence correct. Firefighters, which / who risk their lives to help people, are very brave. 15 Add a suffix to change these words into verbs: a) just b) class c) apology 16 Put a comma between the two clauses so the sentence is easier to read. I thought we were having chips for tea but we had pasta instead. 17 Which of these sentences contains a relative clause? a) You must have heard of Jane, who won the chess competition? b) Jane has been learning for three years. 18 Rewrite the sentence using direct speech instead of reported speech. The announcer said there will be a ten-minute delay. 19 Identify the correct form of the verb in this sentence: That cement mixer make / makes a terrific noise! 20 What is the function of the connective ‘furthermore’? to contrast to add to sequence

10 Add prefixes to complete these words. fair b) satisfied a) c)

behave

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