Okay, Brian, today we're doing sentence transformation and tricky grammar. So we're going to be doing two parts of a lesson. First looking at how we can transform our our sentences, for example, simple into compound into complex, and then tricky grammar, like punctuation that comes along. So as I said, we convert between things like active and passive speech, direct and indirect speech. We're using looking at homophones and tricky grammar and then generally building our confidence as well as looking at different sentence types. So what is sentence transformation? Its sentence transformation is known as rewriting a sentence in a different form while keeping the meaning. Okay? So it's just another way to write the same sentence, having the same meaning, talking about the same object and subject, but rewriting it in a different way. Okay. So simple to compound sentence. We have a simple sentence, the girl laughed, the girl being the subject and her laughing being the verb. So I'll write that. So so she's the subject and she has the verb, which is simple. And it's turned into a compound because we've put two sentogether with a connective called and from fan boys, the girl laughed comma and the boy joined in. Okay. So how we've changed it is because we used one of the you use one of the fan boys. In this case, they've used and and they've added another part. Of sentence, okay, so it's just lengthened the sentence without changing the actual sentence altogether, okay? Because the girl is still laughing, she still laughed, but the boy joined in, okay? We then got simple into complex. So the dog being the object embarked being the verb. So the dog barked because it was excited. The dog barked. Okay. Do we see how we're adding in? Because giving a reason as to why the the dog was barking because he was excited, okay. So because it was excited or because he was excited, the dog bought changing it in from simple to complex. Okay. Then compound to complex is it rained and we stayed home. So because changing it complex, because it rained, we stayed home. Okay. Instead of for compound using one of the fan boys. We've used a connected tive word because okay. So I'm going to go back three spaces and I'd like us to write down these examples. So to compcompound simple, to complex and then compound to complex. So to make it compound, I'm just going to add here at the top, we add. A conjunction. Okay. And our conjunction. So for example, we've got things like and but also so. Okay. And the reason why this is, is because for a compound sentence, we have to have two main sentences. So the girl laughed and is the connective the conjunction the boy joined in is also a sentence of its own, okay? They're both independent clauses. 嗯。No no. Okay. Myself finished this one. Simple to complex. So remembering or reminding ourselves that complex sentence is we've got an independent clause. So it's an independent clause being a sentence that can just be by itself. And then we've got a dependent clause, okay? And they both are joined together or connected using a subordinate clause, okay? And the example of subordinate clause can be things like because. While. If. We so finished. And then the last one, compound to complex. So we've talked about compound sentence connected by a conjunction, whereas a complex sentence will have a subordinate claso. The conjunction for compound is and and the subordinate clause is because to transform it into a complex sentence. Until I finished. And then finally, complex. So going back from complex, sorry, complex to simple, when the bell rang we left to using the word when the bell rang we left. That's the dependent clause. And then a simple sentence would be the bell rang and we left, okay? Just because it talks about the object and the verb. So they they left being the verb and the bell wrg. So that's the kind of the object within this sentence, okay? For this one, you don't need to write it down, right? So talking about active to passive voice. So remember active is something that's happening in live, whereas passive is more of a casual tone saying Yeah in the same way, but putting always the the subject before the object. So in here, the cat is the object, the subject chaste is the verb, and mouse is the object, okay? Whereas the mouse, the object was chased is the verb by the subject, which is by the cat, okay? And that's how we can change it from active, facto, passive voice. So this is just a recap, a little reminder of when we did active and passive voice. Okay? So the cat chased the mouse and the mouse was making sure that we always speak in past tense as well. Was chased by the cat. Okay. Does that make sense? Say, Yeah. Written it down. Yeah Yeah. Okay, this one don't need to write down. So this is going from direct t speech to indirect speech. So direct speech is when someone says it. Indirect speech is when someone is telling someone about it, basically about something, what someone said. So in direct speech, Tom will directly say, I'm tired, okay? And it has to be in speech Marks as well as being said by the person. So I'm tired, Sir Tom is direct speech. Indirect speech would be Tom said that he was tired, okay. It is more about a statement rather than speech. So when it comes directly from someone, it's speech. When it said in indirect form, it becomes a statement, okay? So let's have a go at changing this sentence. So it says here that that the boy, it says something about the boy is running. So it says, why is the boy running? Okay, that being the question, the boy is running because how can we change the question form? How can we change the sentence form? How can we add it? And what type of sentence will this become? Complex. Yeah it will become complex. Good. And how can what can we add to the sentence? So why do we think what can we work? Why does the the reason no. So let's say, for example, we we let's say the simple sentence was the boy was running. Okay, let's say that was the same simple sentence and we want to sign it into a complex sentence. So what can we add to the rest of this new sentence? The boy is running because. I'm the boys because. Okay, you can say so we can say the boy. Is running. Because. He was late for the bus. Okay. And do we see how we've changed it from a simple sentence where the boy is running and we've added to the sentence to give it more information. And we've said the boy is running because making a complasentence, he was late for the bus, so he's trying to catch the bus, which is why he was running. Does that make sense? Yeah Yeah, okay. So we have a little bit of grammar. And when we talk about grammar, these are homophones. Do we know what homophones are? Not yet not okay, so it's words that's sound the same. Okay? So they sound the same but are felt t differently. So they spell the same, but they're spelled differently and have different meanings. Okay, so if we're not sure what homophone ed means, let's write down the in a second we'll write down the definition. Okay, so that's what homophones are and these are examples of very common homophones that come up within the the language and grammar. Okay, so for example, we have 23 types of there, there, there, there do you see how they all sound the same? But there the first there means kind of their property okay. Over there T E R E is location okay and there with apostrophe I re is plural they. So there, there there all sound the same but all have different meanings. Same thing with your and your with an apostrophe. Your is arsenal, okay? And it usually refers to someone's property, so someone directly so direct. So for example, your capped, okay, or your t shirt or your friends. But if I say your apostrophe, this basically means you are so this will not be the same. And that can be for example, you're angry, okay, which is the same way as saying you are angry, so your and your can be different. And the other one is it's and it's so looking at the fact that they're both the same, one just has an apostrophe, but both of them have different meaning. So one is it's there or it's so when we say it's it's anything with an apostrophe, it's usually shortened. So for example, do not can become, don't. And becomes can't okay. So the same way it and is it works it with an apostrophe actually means it is what we shorten it and call it it's okay. So Brian, can we. Write down the definition of homophones and write these three examples down of different types of homophone grammar. So the three different types of homophone grammar that we can have, and then the definition of homophso, words that sound the same but spiled differently and have different meanings. So I don't need to write the bits up. No, that's just for your reference. So you know when we use, for example, the apostropes, okay, that's just for your your knowledge. I saw a finish. Okay, so there's more, a little bit more on tricky grammar and the different types of words that we can have in a kind of tricky grammar, okay? So these are words that again, can sound the same, but we'll have different meanings, okay? So when we have effect, it means you are basically affected by someone. So you can be affected, for example, let's say, by someone's actions, okay? And it affects you in a personal manner. So that's where we use the affwith aff ects. Okay. So it's it's to either we can say to make a difference. Or to have. An effect on something, okay, have an effect on, okay? So for example, I might have affected you with my words, okay? Whereas effect is a little bit different. So effect is E, F, E. And this one means it's a, it can be basically to, let's say someone can feel the effects of a cold, okay? So it's a change which is a result of an action. Result. Of an action. Okay. I'll give you examples of where we can use something. So the for this one, we can say. So let's have a think. Lily was affected. By the cold. And then we can say. Sweets. Have and effects on on your teeth. Does that make sense about the difference between the two words? Yeah Yeah. Okay. So affected and affokay. And the second example is quiet and quiet. So the first one, this means to be quiet like you're studying in a library, please be quiet. Okay? And then the other type of quiet has a different meaning, but sounds exactly the same. The qi quiet is means this or do not know me, write it down. So. Why it's like that. It means to have, for example, let's think of how we can write this. So it can basically be something that can be completely or entirely okay. So maybe to a certain level. Okay, you can be completely agree, for example as well. Okay, so let's say an example of that word where I said at the bottom, I feel quite tired, okay? That is to a certain level of I feel quite tired and then, then and then so when we talk about then it's for example, more than or less than okay, whereas then it tells you about a time frame, okay, this happened then or I fell over then, okay. So it gives you then is a time frame okay? Can we write these three examples down? And any definitions we don't know, can we write them down? So for example, if you don't know effect, to write the definition, if you don't know effect and if you don't know quiet. Okay, only the ones that on you might not know might be a new word for you. And then on the right here then is usually for a comparison. And then is usually for after talking about something coming after or it can be like in continuation for a story like then this happened, then that happened. Okay, so this is after or a time sequence, we'll say. Okay. Okay, all right. So so what I would like you to do is have a go now at transforming these sentences. So the first one, I would like you to make it a complex sentence, the same thing for the second sentence. So it's going from a compound to a complex. The first one is simple to complex. Second one is compound to complex. And then the last one is complex to making it in too simple. So can we please have a go at changing these three sentences? I say it, Yep, the girl smiled because of the junclock, so the girl smiled because of the joke. Yes, good. Okay. And what about the sentence? The dog box because he was angry. So making sure that we continue with this sentence as well or add it in and let's try to use the different let's not try to use because. The dog. And he ran away. Not quite. Okay. So so for example, we can say the dog barked and it ran because it's a compound one it's been connected by and we can change it by adding any new kind of, what do we call it, subordinate subordinate clause, right? So because while so then we can say when for example, when the dog barked. It's run okay. Or we can say, although. The dog barked. It ran although the dock barked. We can add to it and actually say it ran away. So do you see how we're not changing the sentence talk? Yeah, really. No. 你上这来一下呀。Next, so I've just added in, the only thing that we change out, the second sentence to make it from compound to complex is we get rid of the word and okay, because that is one of the fanboys, right? It's is one of the one of the conjunctions. So instead we can say when the dog barked, it ran. Although the dog barked, it ran away. Okay. And then could we have a go at the last sentence, please? So because it was called, we left trying to change it into simple. So it's a complex sentence. We need to transform into simple. So we can just say making sure that it stays the same and it's simple. It was cold, so we left. You see how that changes it into a simple sentence because we got rid of the word because it was cold. We just changed it to it was cold, so we left. Okay. So remember, simple sentence will only have one main clause, okay? And we change it because we get rid of that subordinating clause because and keep the main one clause. It was called so we left. Okay, okay, so I would say maybe, Brian, maybe write the third one down and write one of these examples so you can write the although one, although the dog barked, it ran away. I'd say write that one down and then write sentence three down. It was cold, so we left. You finished. Okay, right. So we have come towards the end of the lesson Brian, but let's just quickly before we end just have a go at fixing two of these sentences. So let's just do number one and number two and then we'll end the lesson. Okay, so it's the first sentences they're going to school and I would like you to fix the grammar mistake they are going to so Yeah, so they are or what we've learned is when we want to make it shorter we can say they are there going to school. Okay so they're going to school means the same as saying they are all right and then you're very kind. What can we change that to? I think the same we all very good. Yeah so you are very kind but changing it into our abbreviation what word we've used your your Yeah the different type of your okay. And the last one, what do we think it could be? The effect was huge. The effect Yeah effect was huge. Good because that was the one that caused the change. All right. Okay, so Brian, the start next lesson will continue on with what we were doing from today and then it will also be a new topic. So we'll just finish the task off from today and then we'll start a new topic for next week as we do. All okay. All right, then Brian, I'll speak to you later. Bye bye.