Lesson video

Hello, everyone!

How are you today?

I hope you're feeling really good.

My name is Ms. Afzal and I'll be your teacher for this lesson.

I'm feeling pretty good about that because we've got such an interesting topic ahead.

I'm going to be looking at linguistic features and we're looking at a text about the Ancient Greeks.

Hope that sounds interesting to you.

Our lesson is called, "Linguistic Features of a Non-Chronological Report About Ancient Greeks," and it comes from the unit of work, "Ancient Greeks: Non-Chronological Report.

" So if you're ready to dive into this subject, if you have some energy, focus, and enthusiasm, we'll begin our lesson now.

The outcome for today's lesson is: I can identify and explain linguistic features of a non-chronological report.

I hope that sounds interesting to you.

We have some keywords in our lesson.

I'd like us to go through them one at a time, saying them out loud, my turn, your turn.

Non-chronological report.

Language.

Fronted adverbial.

It's good to hear those keywords out loud.

Pause here and share with someone nearby.

Do you know what any of these keywords mean?

Have you heard of them before?

Thanks for sharing.

Let's find out what these keywords mean.

A non-chronological report is a non-fiction text that informs about a subject or event, and that is written out of time order.

Language is a way of communicating, using words for expressing ideas, thoughts, and information.

And a fronted adverbial is a sentence starter followed by a comma.

These are our keywords: Non-chronological report, language, and fronted adverbial.

Let's look out for them, let's listen out for them, let's think carefully about these keywords that will be coming up in our lesson today.

Today's lesson is called, "The Linguistic Features of a Non-Chronological Report About Ancient Greeks," and it has three learning cycles.

Subject-specific vocabulary, fronted adverbials of cause, and viewpoint fronted adverbials.

There's a lot we're going to cover in today's lesson, and let's begin by diving into subject-specific vocabulary.

Non-chronological reports use subject-specific vocabulary.

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What do you think this means, subject-specific vocabulary?

Any ideas?

Thanks for sharing your ideas.

Let's find out what subject-specific vocabulary means.

It's related to the topic of the report, that is factual, often found in non-fiction texts.

Factual vocabulary about the Ancient Greeks includes words like these: Pause here and share with someone.

Do you know any factual vocabulary about the Ancient Greeks?

Thanks for sharing your ideas.

Let's have a look at some factual vocabulary about the Ancient Greeks.

The Parthenon.

Acropolis.

And hoplite.

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Had you heard of any of this factual vocabulary about the Ancient Greeks before?

Thanks for sharing!

Let's have a check for understanding.

What is subject-specific vocabulary?

Choose from this selection: A, words that describe a noun.

B, words related to a specific topic or subject.

C, a general word used in the English language.

Pause here while you decide what is subject-specific vocabulary.

Well done if you selected answer B.

Indeed, words related to a specific topic or subject.

That's subject-specific vocabulary.

And now it's time for your first task.

I would like you to circle the words that are specific to the topic of Ancient Greeks.

Here we have some words: Hoplite.

Soldier.

Parthenon.

City.

Acropolis.

Hill.

So pause here and circle the words that are specific to the topic of Ancient Greeks.

I'll see you when you're finished.

It's good to be back with you.

So how did you get on with that task of circling the words that are specific to the topic of Ancient Greeks?

So we had the words hoplite, soldier, Parthenon, city, Acropolis, and hill.

Did you circle hoplite, Acropolis, and Parthenon?

Well done if you did because these words are specific to the topic of Ancient Greeks.

Well done for having a go at this task.

And now we're onto our next learning cycle, fronted adverbials of cause.

A fronted adverbial is a sentence starter followed by a comma.

There are different types of fronted adverbial.

Pause here if you know what are some of the different types of fronted adverbials.

Share with someone nearby.

Thanks for sharing.

Let's take a look at some of the different types of fronted adverbials.

Maybe you came up with some of these.

Fronted adverbial of time, fronted adverbial of place, fronted adverbial of manner, fronted adverbial of cause, and viewpoint fronted adverbial.

Well done if you came up with any of these different types of fronted adverbials.

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

So here we have a cause and it leads to an effect.

A cause is an event or action that brings about another event or action.

It's what leads to something else happening.

An effect is the result that occurs as a result of a cause.

It is what happens because of the cause.

So we have a cause and it leads to an effect.

Let's have a check for understanding.

True or false?

An effect always follows a cause.

Pause here while you decide: Is this statement true or false?

Well done if you selected true.

And now I'd like you to justify your answer by choosing from one of these two statements.

A, a cause comes before an effect.

Or B, a cause and effect are not linked.

Pause here while you decide which of these statements justifies your earlier answer.

Well done if you selected statement A.

Indeed, a cause comes before an effect.

This justifies your earlier answer.

Here are two fronted adverbials of cause.

As a result, as a consequence.

And remember, we have a cause which leads to an effect.

The Ancient Greeks had democracy.

We could say this is the cause.

And citizens were allowed to participate in decision making, this is the effect.

Other countries followed their example by having their own kind of democracy in their countries.

This is also an effect of the cause that Ancient Greeks had democracy.

So we can say, "The Ancient Greeks had democracy," this is the cause.

Then we can use "As a result" as our fronted adverbial of cause.

So, as a result, citizens were allowed to participate in decision making.

If we put that all together, we've got: "The Ancient Greeks had democracy," that's our cause.

And then, "As a result," that's our fronted adverbial of cause.

"As a result, citizens were allowed to participate in decision making.

" That's our effect.

So we have the cause and the effect, and in the middle we have our fronted adverbial of cause.

"As a result," links the first sentence to the second sentence.

The first sentence is the cause, the second sentence is the effect.

Let's have a check for understanding.

True or false?

"As a result," links an effect to a cause.

Pause there while you decide: Is this statement true or false?

Well done if you selected true.

And now I'd like you to justify your answer.

Choose from one of these two statements: A, an effect is linked to a cause.

B, an effect has no link to a cause.

Pause here while you decide which of these statements justifies your earlier answer.

Well done if you selected statement A.

Indeed, an effect is linked to a cause.

This justifies your earlier answer.

Let's take a look at another sentence.

The Ancient Greeks had democracy.

That's the cause!

And the effect is: Citizens were allowed to participate in decision making.

So we have our cause and our effect.

Another effect of the Ancient Greeks having democracy was that other countries followed their example by having their own kind of a democracy in their countries.

This is an effect of the Ancient Greeks having democracy.

So here's our cause: The Ancient Greeks had democracy.

Here's our fronted adverbial of cause: As a consequence.

And here's our effect!

And we can start our second sentence with our fronted adverbial of cause.

As a consequence, other countries followed their example by having their own kind of democracy in their countries.

And we can put this all together, our first sentence, our second sentence, and we can link them with the fronted adverbial of cause.

Let's read these two sentences.

"The Ancient Greeks had democracy.

As a consequence, other countries followed their example by having their own kind of democracy in their countries.

" "As a consequence," links the first sentence to the second sentence.

The first sentence is the cause, the second sentence is the effect.

Let's have a check for understanding.

Which of these are true for a fronted adverbial of cause?

Select from the following: A, it links a cause to its effect.

B, it lists two adverbs to describe a noun.

C, it links one sentence to the next sentence.

Pause here while you decide which of these are true for a fronted adverbial of cause.

Well done if you selected answer A, it links a cause to its effect, and answer C, it links one sentence to the next sentence.

And now it's time for your next task.

Use the fronted adverbial of cause to link the two sentences.

Use a comma after the fronted adverbial.

So here's our cause: The Ancient Greeks started using democracy.

And here's our effect: Regular people could help make decisions and that made the government fairer.

And there in the middle is our fronted adverbial of cause: As a result.

And don't forget the comma.

So pause here while you link these two sentences together with the fronted adverbial of cause.

I'll see you when you're finished.

It's good to be back with you.

How did you get on with that task using the fronted adverbial of cause to link the two sentences, and using a comma after the fronted adverbial?

Perhaps your answer looked like this: The Ancient Greeks started using democracy.

As a result, regular people could help make decisions and that made the government fairer.

And note the comma after "As a result.

" Well done for having a go at this task.

And now we're onto our final learning cycle: Viewpoint fronted adverbials.

Non-chronological reports are written out of time order.

Each section is about the theme related to the subject.

Viewpoint fronted adverbials introduce facts within a section.

They emphasize the writer's opinion.

An opinion is what someone thinks or believes.

Using viewpoint fronted adverbials gives the writer a tool to share their opinion.

The writer tells the reader their opinion by choosing the viewpoint fronted adverbial carefully.

There are three different viewpoint fronted adverbials to explore in this unit.

Pause here and share with someone.

Do you know any viewpoint fronted adverbials?

Thanks for sharing.

The ones we'll be exploring are: Impressively, this fact makes you think, "Wow!

" Intriguingly, this fact is curious!

And significantly, this fact is very important!

These are the viewpoint fronted adverbials that we'll be exploring: Impressively, intriguingly, and significantly.

Let's have a check for understanding.

Match the viewpoint fronted adverbial to its meaning.

So we have impressively, intriguingly, and significantly.

And the meanings are: This fact is curious, this fact is very important, this fact makes you think, "Wow!

" Pause here while you match the viewpoint fronted adverbial to its meaning.

Well done if you matched the fronted adverbials to the meanings in this way.

Impressively, this fact makes you think, "Wow!

" Intriguingly, this fact is curious!

Significantly, this fact is very important.

So we have our viewpoint fronted adverbials here.

Impressively, this fact makes you think, "Wow!

" Let's see this viewpoint fronted adverbial in action.

Impressively, the philosophers like Plato and Socrates laid the foundation for modern philosophy.

Let's look at the viewpoint fronted adverbial "intriguingly" in a sentence.

And remember, you use intriguingly when the fact is curious.

Intriguingly, the Greek alphabet, with 24 letters, is used in modern English and other languages.

And now let's take a look at the viewpoint fronted adverbial "significantly" in a sentence.

And we use this one when a fact is very important.

Significantly, the Ancient Greeks introduced the Olympic Games in Olympia, featuring sports like running, wrestling, and discus throwing.

Let's have a check for understanding.

Which of these are viewpoint fronted adverbials?

Choose from the following: A, quickly.

B, interestingly.

C, significantly.

D, suddenly.

Pause here while you decide which of these are viewpoint fronted adverbials.

Well done if you selected B, interestingly, and C, significantly.

These are both viewpoint fronted adverbials.

And now I'm going to say a sentence using the viewpoint fronted adverbial "impressively.

" And I will say where the comma comes after the fronted adverbial.

Impressively, the young inventor built a robot from spare parts in the garage.

And my comma came after the fronted adverbial "impressively.

" And now it's your turn to practice.

Say a sentence using the viewpoint fronted adverbial "intriguingly," and remember to say where the comma comes after the fronted adverbial.

Pause here while you do this.

Well done for having a go.

Perhaps you said something like this: Intriguingly, the mysterious treasure map led us to a cave filled with ancient artifacts.

And the comma went after the viewpoint fronted adverbial "intriguingly.

" Here's another example.

Intriguingly, the magical book revealed a world of spells to the wizard.

And there's our comma after "intriguingly.

" And now it's time for your final task.

I would like you to write a sentence using the viewpoint fronted adverbial "significantly.

" And remember to use a comma after the fronted adverbial.

So pause here while you have a go at this task.

I'll see you when you're finished.

It's good to be back with you.

How did you get on with that task of writing a sentence using the viewpoint fronted adverbial "significantly," and remembering the comma after the fronted adverbial?

Let's have a read.

"Significantly," there's a comma, "the talented artist painted a masterpiece.

" Fantastic!

And another one.

"Significantly," there's our comma, "the clever inventor's creation amazed everyone.

" What fantastic use of the viewpoint fronted adverbial "significantly.

" And well done for remembering the comma after the fronted adverbial.

In our lesson, "Linguistic Features of a Non-Chronological Report About Ancient Greeks," we've covered the following: A non-chronological report uses subject-specific vocabulary.

Fronted adverbials of cause link an effect to a cause.

Viewpoint fronted adverbials introduce facts within a section and are used to emphasize a writer's opinion.

Well done everyone for joining in with this lesson.

It was great to explore the linguistic features of non-chron reports, and it's great to get into the subject of Ancient Greeks.

Well done for using these fronted adverbials of cause and viewpoint fronted adverbials, and I hope you enjoyed this lesson.

I really enjoyed teaching you and I'm looking forward to seeing you at another lesson soon.

Bye for now!