Hi hello hello. Or just 1s, the PowerPoint is taking about time to load. Hold on, bran. I'm just going to rejoin. For some reason, it's not loading up on second end. So we're going to be looking at two things today. So we're going to be looking at advanced punctuation and nominalization. Okay, which we'll cover in a second. So just to start with, let's recap over some of what we did last week. Let's rewrite without changing the meaning of these three sentences, and you can say them out loud. So the first sentence, the homework was finished by Sam. If we could say that in the active form. But how would we say the first sentence in the active form? The homework was finished by Sam. How that be? How can we say that in the active form without changing the meaning of the sentence? I'm finished the homework? So finished the homework. Good. Okay, second sentence, how can we turn? She might arrive late into a certain sentence. So. Sorry. What is certain for certain. So you know how we go from asking, like the different types of sentences that we can have. We can have ones with permission, ones with authority. So with certainty that it will happen is going to happen. So here they've used the word she might arrive late, which means that she may or may not arrive late. How can we turn that sentence to make it sound certain that she is going to be late? She will arrive. She will arrive. Another word we can say, she should arrive late as well. But Yeah, will arrive late is good. And then the last one, the teacher explained the rules. Can we say that in passive form? I'm sive, sorry. Pasremember when we did active and passive form. So active is when it's said the action is done where you put so for example, this is an active form because it's the teacher being the subject explaining the verb, the rules, the object. Whereas and that's active form. Passive form is when you put the object, the homework being finished, the verb by Sam, the subject. So turning it into passive means we make the the object, the start of the sentence. So making it passive would be the rules because that's the object were explained. By which is important, there is also important the teacher. Okay? So do you see how it takes the subject of the sentence the teacher and swaps it with the object of the sentence, which is the rules and the verb always stays the same. Okay? So it's like pattersive. It's so swap it. And Yeah, does that make sense? Should I write the definition of active and passive sentences out one more time just so we know the difference between the two? Yeah, Yeah, okay, right. Let me can write the the same down. Yeah Yeah you can write what the example down that we didn't know. So write that last sentence down. Write the PaaS the active form and then the passive form of it and then once you've written that, I'll write down the definitions of active and passive voice. Miss wrote it down. Okay. So what I'm going to write for you now, just so we remember ran. So when we have active voice, right. Active voice is usually when the subject. Is doing the action. To the object. Okay, so what we have is we have the start of the sentence, which will be your subject, then you'll have a verb and then you'll have your object. For example, let's say. The teacher. Hanit out. The test, okay? And that's an example of active form. That sive form is a little bit different, okay? Passive voice. Is when the object. Is having. The action done to it. Okay. So it means it is receiving. The action. And the way we would write a passive sentence is, I don't know if I move this down a little bit, okay? It would be object. Plus verb, so verb doesn't change and subject, okay. What we also need to know it will be usually mentioned in past tense. Okay? So the example for this sentence is. The test was handed. Handed out by the teacher. Okay. And just before we put in the subject, it's by the teacher is important. So do we see how they've both swapped and one is active and then the other one is passive voice? Does that make sense? So can we please write this down just so we remember for next time what the active and the passive voice is and the examples of them, and then we'll move on to what we are learning today. Okay, great. Okay, let's move along then. So what we're going to learn to do today is make sure we learn how to use advanced punctuation properly, okay? Use and understand what the word nominalization means and just improve our general writing. Okay? So starting with commas Brian. So one of the most common kind of punctuations to use is commas. And commas are usually used for when we have things like embedded clause and fronted adverbials. Okay? What that means. So for example, after the storm, the playground flooded, okay? So when we say embedded clause, it usually means something when you have like a main clause and two main clauses that are split up and they can be broken by a comma instead of a full stop. Okay? And in terms of the fronted adverbials, I write down the meaning actually, just so we know, with fronted da verbials, it's usually is basically a type of phrase or a type of word that is you know can be moved to the beginning of a sentence and be put before the verb of a sentence to give about extra detail. So for example, after here is your fronted adverbial, okay, so it's almost like an adverb like thing, an adverb like word, but we can just say a word or freeze. Moved. Before bub to give extra detail. And I've just put as an example, such as after or even like before, okay. So we know from the sentence that it was after that the storm had happened, the playground flooded. Okay. Does that make sense? So this will usually give you kind of a time. It can give you a place frequency as well. So how many times something has happened. Okay. Does that make sense about commas? So the example that I'd like you to write down with the comma sentence is after the storm, comma, the playground flooded. We can say the same actually. So we can say, for example. Questions? So I've just given another sentence example of what it means by saying. Adverbial fronted adverbials. And I've just put here as well so just how it says embedded clause, just so we know it's another way of saying a subordinate clause. Okay. Let me know when you've written down the example and we'll move along. So finished, I think. Okay, so the next type of punctuation we have is colons. Colons are used to introduce either a list or sometimes we use for an explanation. So a colon is an example of just two dots like that. She pack three things, food, water and a coat. So usually a list, let's say for example, like a shopping list, okay? Or it can be the introduction or an explanation. So sometimes you might see like a movie name, and it might be the main movie name, and they might do a part three of it. So theyuse a colon and say, part three, okay? So used two things, an explanation and for listing. Okay, so can we put this example down of what a colon can be useful? She packed three things. You can just write three as in the number. She packed three things, food, water and a coat. Make sure we mention the colon. Next up, finish. Okay, next one is semicolon. So a semicolon is a dot with a comma like so okay, and it joins two related main clauses. So it connects Oh, sorry, it connects. Two main sentences. Without a full stop. Okay, so instead of putting a full stop, we can use a semicolon. So it was raining is main clause. It's a sentence that it can be on its own and we stayed inside can also be a main clause row. It's a sentence that can mean independent and both of them are joined together by a semicolon. Okay, it was raining, we stayed. And any questions about that? So let's write the definition of a semicolon down. So a semicolon joins two related main clauses, which is two main sentences without using a full stop. Okay okay. Yeah, okay, no worries. Let finished, excellent, good, kind. Yeah Yeah sure you can. So the next punctuation that we want to look at is dashes. Okay? So dashes are used when we want to add in extra information or some sort of emphasis. So emphasis means when we want to kind of expand. Or add detail just so we know what emphasis means. And dash is literally just a line like that. Okay? It's usually used more so in in formal text. We don't really use it as as formally, but it can be used formal sometimes. But in this example, we've got the dog dash exhausted and muddy collapsed. Did do you see how it just saves a few kind of words instead of a light blowriting at a whole sentence saying the dog came in exhausted and a muddy, he then collapsed. Okay. So it gives us extra information or emphasis without having to add in extra detail. Does that make sense? So they can also you need to make sure that we don't confuse them with phens. Okay? Hyphen is a different type of punctuation. So a hyphen is usually something that is added to link words together. Okay, and they look the same in terms of punctuation because a hyphen is also something literally is like a line like that, okay? But it links words together. So let's say, for example, you know when people say up to date, okay, that is when a hyphen is used, whereas a dash, or it is called an n dash or m dash, you could, but you can own it is just dash. It's a way of of showing kind of a range or emphasis on language. And dashes can also have kind of longer spaces in comparison to hyphens. Okay? So that's kind of the difference. Same thing if I said, for example, so there's two types of dashes that we have we have built. The one we're looking today is is called m dashes. Okay? So all just dashes for today. So saying Bob was tired, exhausted, really, that he knew he could not rest. Okay. And that would use a dash. Another way of saying a sentence is, hmm, let's have a thing. What else could we say? Could say Charlie. Bed ed up an angry dash went straight to bed. Okay. Or we can say, for example, let's say with you, let's say I blame one person, and instead of taking a full stop or a pause as a pause, I blame one person. Okay. So dashes add extra information or emphasis? And then could we write the example of the dash down? You can say another example, the dash would be the train was late dash again. Okay. Just gives us a bit more detail. We written. It down. Yeah, Yeah, okay, right. Let's move along again. So let's have a go at putting some punctuation into these three sentences. So before the test, the students revised. What punctuation do we think we need in these sentences? We need in those sentences. I think. A okay for the first one because and the second one, I think. So for the first sentence, where do we think the comma is going to go of the test? Good. Excellent. Well done. Yeah. After so before the test, the students revised. Excellent. What about the second sentence? She had one more thousand eight, I say. So what we've we learned today, we've learned a comma. We've got colon, we've got stemiccolon, and we've got a dash. I think that yes, she had one fear. We can say she had one fear spiders, or we can say she had one fear. And then we can also use a colon, actually, spiders. But I agree with your answer as well. I think both of dash can be used as well. Good. And then third sentence, it was late. We decided to leave. I think this. A. Sti olon excellent. Yeah good. And where do we think the semicolon is going to go also? Because it could be two things. Like it was late and we decided out. So do we think it's gonna to go in between those two? Yes. Yeah, excellent. You're absolutely right. Well done. Good Brian. It was late. We decided to looleave f. And you're good at saying that we've got two lots of main clauses, right? It was late. Sorry, I've put in the wrong place. Then it was late and then two, so we've got two main clauses, two main sentences that's connected by a semicolon. It was late and we decided to leave. Well done. Good. Okay, right. So we're going to do a bit more practice on punctuation next week, but I wanted to us to to move on to looking at nominalization. So sounds like a very tricky word, nominalization. But normalization basically means turning either a verb, a doing word, or an act, or an adjective, a descriptive word, into a noun. And it's usually used to sound more formal. So remember when we did formal and informal language? This is used to make it sound more formal. And what I mean by that too, we just get that definition down. It's turning a omalization. It's turning a verb or adjective into a noun. Finish. Excellent. Good. Okay, so let's go into an example of how we can turn a verb into a noun. So decide to decide is a verb, right? To think and to make A A choice. Turning that into a noun becomes decision. Okay? So instead of going I have to decide, you can say I have to make a decision. Okay, fail as well. So fail to fail is to not succeed, to not PaaS, not do well. It's to fail. And that can be turned into a noun, into a failure. So instead of saying I failed the test, you can say I am a failure, okay? And that turns it into a noun. And then the third sentence, sorry, the third word is improved. So to improve means to get better at something, whether that's spor studies, and by changing it into a noun would become improvement. Okay? So we have improvement. We can say, for example, Brian. As stone. Improvement. In his writing. Okay. And that's how we can use that noun or that nominalization into a sentence instead of saying I have to improve. My. Football skills. Do you see how they're different sentences? Sorry, once again. Sorry about that everyone. An so you've gone has shown improvement. So where it's a noun instead of I have to improve meaning like doing a verb, you have to improve, you have to do something. Okay, it's an action. Okay, so let's let's write these three examples down. You don't need to write the sentence down, but let's write the the verb to the noun examples. So decide to decision, fail to failure and improve to improvement. Miss finish. So just having a look at a few more examples. When we write an informal, so remember, informal being a friendly tone, maybe, so speak to friends or just in a casual way, the committee decided to cancel the trip. Do we see here? They made the decision, they decided the verb, the action to cancel the trip. Whereas in a formal setting, making sure that we're using nominalization, the committee made the decision to cancel the trip. And this is a noun. Why? Because the decision has already been made. There is no action going on. It's finalized. Okay. So that is the difference between using the two. But changing informal sentence to mal sentence is like just changing the verb to a oun almost. Yes. So how we this is one way we can change an informal sentence to a formal sentence is by changing the verb into a noun form. Yeah so so it sounds like the committee has already made the decision to cancel the trip rather than deciding to cancel the trip. Okay. Decided isn't as formal of language, but a decision is permanent. It's being finalized. Okay? So that's why we can change. And when we change that verb to a noun, it becomes formal language. Okay? So I'll just write it down. It's one way to write. From informal to formal, okay, you don't have to write this down. But just so we know for our knowledge, does that make sense? Yeah, okay. So why do we use nominalization? Well, there's a few reasons why we use nominalization. First of the reasons is to make writing formal, okay? It's it takes out the action or the doing word out of it and so then it becomes formal. Next, it makes it sound more objective. Do we know what objective means? Yeah, what does this objective mean? A objmeans nothing it means I don't really know. No, that's okay. So was so objective is like when you know it's not when someone has a clear opinion and it's not changed by someone, okay? So that's why it's we use normalization because subjective means like when. You have a difference of opinion, whereas objective is way. That's what you think is the fact and that's what you think is the truth, okay? So when people say that it sounds more objective, it means that it sounds more certain, okay? So it can mean it sounds more certain. Or objective can also mean when you have things like nouns or pronouns, it means the kind of the the object of that verb, okay? So that's why we use objective in this because why we're turning that noun into a all that verb, even into a noun. Okay. Does that make sense? We're not not sure what that means. Yeah Yeah and then finally, it's common in reports and exams, so that's why it's used informal. So maybe if you get your report card from your teacher, she will write in nominalization where her decision is final. She has made this conclusion about your studies. Okay, so now let's quickly just to finish off Brian, have a go at one of these sentence or two of these sentences. Okay, we I'll write them out for us, but let's have a go at these two and rewrite them using nominalization. What can we say to turn it from a. A verb into a noun and the teen is failure. Yes. So you can say is you can see that the or you can see the you know, the team failed. We can say the faya. Of the team was clear, okay, or we can say instead of clear, we can say it was obvious, but Yeah, good. We use the word failure. Excellent. And then the second one, the school improved results. So improved is the verb how do we change this into a noun? The results of the school have a lot of improvement. Yeah. So the schools result, we can say the schools. School result, add a lot of improvement, good. Or we can say it the opposite way. We can say there was an improvement in the schoresults. Okay, does that make sense? But yes, you're right. Improvement is the correct words. So good final one. The judge decided quickly. I'm the judge this. Decision, but the decision of the judge was quick or you're right with the decision judges decision. Was quick, or we can use a new word and say rapid, which is another way of saying fast or quick, okay? But yet the judge's decision was, so we can always keep the object, the subtary, the subject of the word, the same at the start. So like the teams, the schoresult the judge's decision, okay? So we can keep the subject the same. The only thing that we're trying to change is maybe add a bit more detail into the sentence and change it into a noun from a verb, okay? But don't worry Brian, for our next lesson we'll practice this a little bit more so we feel a bit more confident with nominalization. Okay, I'm going to set some homework as well for this week just to practice on what we've learned together today. Okay, so on punctuation and on nominalization, okay. All right, then, Brian, I will speak to you next week. I see you. I see you.