Lesson video

Lesson 3 of Unit 23: Grammar Capital letters and irregular verbs Hello, and welcome back to the grammar unit, lesson number 3, Capital letter and irregular verbs with me, Mr. Halpin.

I hope you're all okay, I'm feeling great.

I've managed to get to the barber's and look a whole lot less grizzly.

Super! Let's begin.

And, as always, you will need a pen, some paper, and to engage your brain today.

Please pause your video if you need to collect any of that equipment.

Well done! Superb.

Let's begin.

This is what our lesson is going to look like today.

We're going to recap some previously taught ideas, we're going to look at a new rule with capital letters, we're going to move on to look at some irregular verbs, then you're going to have a go at writing, and then you're going to ace your quiz.

Okay? Let's go.

So, our recap.

Can you remember what a subject is? A subject is a special part of a sentence.

Can you remember what it is, though? I have four options on the board for you.

You can pause your screen, or listen to me read them aloud.

Option number one: The subject is a word that tells us who the sentence is about.

Option two: The subject is a word that tells us the main action someone did.

Option three: The subject is a word that describes something in a sentence.

Or option four: The subject is a word that tells us when something happened.

Point to your screen or shout out loud 3, 2, 1.

What is the subject? Of course, well remembered.

The subject is a word that tells us who the sentence is about.

So remember, subject: a word that tells us who the sentence is about.

Words like I, we, or the cat.

Quick challenge for you now.

Can you see any subjects around you? Well done.

Can you identify the subject in this sentence? The strange man spoke.

The strange man spoke.

Option one: the man.

Option two: spoke.

Option three: the strange man.

Option four: strange.

3, 2, 1.

The strange man! Wonderful if you got that correct.

Better luck next time if you didn't.

How about this one.

Can you identify the subject of this sentence? Yesterday, that dog bit Sarah.

Option one: Sarah.

Option two: yesterday.

Option three: that dog.

Or option four: bit.

3, 2, 1.

That dog.

Fabulous work, well done.

Now moving on to a new capital letters rule.

And here it is.

Use a capital letter if a word is the name for a specific person or place.

That rule again: Use a capital letter if a word is the name for a specific person or place.

Capital letters.

Use capital letters if a word is the name for a specific person or place.

And again, I have some examples for you.

Words like: Edward, United Kingdom, or Wednesday.

Your turn now.

Which of these three words should have a capital letter? Which of these three words names a specific person or place? Jess, sister, the boy.

Count of three, touch your screen or call out loud your answer.

1, 2, 3.

Jess.

Well done.

Fabulous work.

Okay.

Capital letters should be used when naming a specific person or place.

I have some more examples on this slide for you.

The column on the left, not specific.

The column on the right, specific.

So not a specific person or place: this country, the boy, brother.

Specific person or place, the right hand side of this table: Words like George, England, or Oliver.

And as you can see here, I've underlined the capital letters at the beginning of all of these words.

Your turn now.

I would like you to pause your video.

If you would like to, draw a table.

I'm happy for you to do that.

Or, write a list of the words.

Completely up to you.

Pause your video, write the non-specific words in lowercase letters, and find those specific people or places and write them with a capital letter.

Three minutes should be enough.

Resume your video once you are done.

How did you get on? Let's have a look.

This is what your table, or your list, should look like.

On the left hand side here, not a specific person or place.

Words like uncle, town, and home.

Congratulations if you got those correct.

Well done! And the other column, the other half of your list.

Specific person or place: the country India, Uncle Ali, or the city Bristol.

Fabulous effort.

Well done.

Moving on to the next part of our lesson now.

Irregular verbs.

And another rule for you to try and remember.

Previously, we've looked at changing from what happens to what happened by adding that -ed.

And hopefully you'll remember that from previous lessons.

Some verbs, however, the irregular ones, cannot be changed from what happens to what happened simply by adding that -ed ending.

And we're going to have a look at some of those right now.

So remember, irregular verbs: Some verbs cannot be changed from what happens to what happened by adding -ed.

And I have some examples for you.

Words like brought, drank, gave.

Your turn now.

Remembering that some verbs cannot be changed from what happens to what happened by adding -ed, which of these three verbs is irregular? Helped, climbed, caught.

Count of three, point or scream.

1, 2, 3.

caught! Well done if you got that correct.

Excellent work.

Your turn again.

I want you to write the correct words in the columns.

If you wish to draw the table, you can, or just a list is equally good.

Let's have a look at an example before I let you go off and do it yourself.

So on the left here, what happens.

Bring, hold, write, all actions taking place.

All verbs.

But there verbs are irregular in the past tense.

What happened: bring, "bringed" Hmm, "bringed" doesn't quite sound right, so we can't follow that -ed suffix rule.

Hold, "holded." Again, it just doesn't sound right when you hear it.

Write, "writed." Hmm, no, that's not right either, is it? So bring becomes brought, hold becomes held, and write becomes wrote.

They all now tell what happened, but none of that have that -ed ending like we've seen previously.

Just be careful with words like these.

Okay.

Ready? Your turn now.

Pause your video, change the words from what happens into what happened.

Resume your video when you're ready.

How was that? Tricky? Let's have a look at the answers.

Stand, meet, and run, all become stood, met, and ran.

Really impressive if you managed to get all of those correct.

Fabulous work, well done.

Now, we're going to move on to our writing section for today.

Remember, in these lessons, you'll be writing mini stories based on a picture.

I'll show you that picture in a moment.

And at the start of this programme, we're keeping it writing short so you can concentrate on getting everything right.

Because each time you do a piece of writing, you'll be aiming to complete some writing checks.

Here are the writing checks I want you to focus on today.

Check number one: I have written the correct subject and verb for each sentence.

Check number two: I have put capital letters on specific names and places.

Check number three: I have not put any capital letters on any other words.

Try and keep those in your mind whilst you're writing.

Okay.

And a final reminder before we see the image.

Make sure that your writing is telling what you know happened.

This will help your writing be more believable and realistic.

Ready? Okay.

Here is your image for today's lesson.

Feel free to pause the video if you like, and spend a good thirty seconds looking at this image, trying to think about who and what.

Who do we see in this image? Well we can see Jasmine, we can see Dawn, and we can also see the hose.

What is happening in this image? Shout out some verbs for me.

1, 2, 3.

Well done if you've said anything like scrubbed, or held, or sprayed.

And these are words you can think about using in your writing.

Remember, when you're writing, to make sure your sentences tell what happened.

Do these two sentences tell what happened in this picture? A.

Jasmine hated Dawn.

B.

The dog barked loudly.

Do these sentences tell what happened in the picture? 1, 2, 3.

No! Of course they don't.

Your turn now.

Pause your video and write your wonderful mini story based on this picture.

Remember your writing checks? Also, resume your video once you're finished.

Have you written something amazing? I really hope so.

Let's have a look at some sentences you might have used.

Jasmine blank a bucket of water.

What words do you think we might put in these blank spaces? Jasmine blank the car with blank.

Hmm.

Dawn blank the car with blank.

What do you think? Let's have a look at what I've suggested.

Jasmine held a bucket of water.

Jasmine scrubbed the car with a sponge.

Dawn sprayed the car with a hose.

Fabulous work if your writing is similar to mine.

Well done! Now, looking at your own writing, have you met all of these writing checks? Check number one: Have you used the correct subject and verb in all of your sentences? Check number two: Have you used capital letters for specific names of people or places? Check number three: Have you made sure that you haven't used any capital letters for words that aren't specific people or places? Fantastic work if you've met all of those writing checks for today's lessons.

Very well done! Now, please remember to complete your quiz.

Continue to show off all of that wonderful knowledge you have learned.

And if you would like to, because I'm sure you are producing wonderful pieces of work, if you would like to share them, please ask your parent or carer to share your work on Instagram, Facebook, or Twitter, tagging @OakNational and #LearnwithOak.

That brings us to the end of lesson three.

See you next time!.