Hi, Aiden. Hi, Aiden, how are you? And luta, how are you? Good. I'm good. Thank you. Okay, didn't get time to home. I assume you couldn't do the homework like like Mike couldn't either. Yeah, that's fine. I'll get someone to help you. I've sent a message to get someone to help you with the homework for the next time. Okay. Hi. Right? So we are going to focus on today some sentence hookstuff and some paragraphs because this is something that I noticed we needed from our trial lesson that we did a couple of weeks ago. We need to that's a little bit more confident with how we build our sentences and also making sure we're using paragraph if we're writing you know quite a long passage. So starting a very, very simple sentence, Aiden, the most simple sentence that you can write needs three things in it. Do you know what those three things are? Happy, angry. Happy, angry, those are adjectives. Oh. Big small color, big small color. And what is like. Not quite. It's three types of words that we need really. A non adjective, proper noun. Now definitely part of it. What about words like jump, kicked, sang? You know what type of words they are. I don't know. Okay. So what we need are these three bricks here. One is a subject, one is a verb, and one is an object. So a subject agent, if I show you one here. Is a noun. The noun that does the verb. Then we have the verb, which is an action word. And then we have the object, which is a noun affected by the verb. So an example would be. The girl, she's the subject brushed. That's what she's doing. Her hair, that is the thing that is being brushed. Does that make sense? Can you see how we've got subject verb object? The girl brushed her hair. Yeah, Yeah, Yeah. So this is what we would call a super simple sentence. It's what we call an svo sentence because we've got a subject, a verb, and then an object. Super simple. Yeah. Well, we can make lots of different types of svo sentences. We're going to make some on the board. I will do one first. Mine is going to be. The trees. Maybe we'll make this a silly sentence. The trees hooked the food. Doesn't make sense. Doesn't matter. I've got my subject, my verb and my object. Can you see I've used these. Look, the trees boooked the food. Do you think you could have a go at creating an svo sentence using those words at top? I think as my dad cooked the food, I know I was making a silly sentence. You can make the sentence say whatever you want it to say, as long as it's svo. If three writon the board or or notes, or in the, you can write one on the board for me, you just do one. Okay. So you're not allowed to use the ones that I've just used. You make your own sentence. There's so many options on there. Not. Working. Make sure that you've clicked on the t and then you click on the board. Wait, I ask the class and do one more time. Okay, okay, is it working now? I'm not sure I'm going to send a message to see if someone can help you. The text is not working, so make sure that you, make sure that you click the t. Have you clicked the t? Then I kthe Teoh, now I can see it. And see it. Yeah. Okay, my dad kicked kicked A A ball. Good. Perfect. So svo nice simple svo sentence. So what we're going to look at now is basically building on these sentences. So what we want to add, making sure you know when we said like the girl or my dad, we're using what's called determiners in those subjects. Can you say that with me? Determiners? So these are words that come before a noun, and they basically just introduce a noun. They kind of tell us a little bit more about it. Can you read these examples for me on the board? Yeah, I know on the tree, the two dog, my dher finger and octopus, how to make a sentence this. We will use those to make sentences. Remember, those are just the subjects and the objects. Yeah, we're not making sentences just with those words, cause we need to have a verb in our sentence to make it a sentence. We can't create a sentence just with those, can we? So here we've got our sentence. The girl brushed her hair. Now we're going to add in some adjectives to make them a bit more exciting. So could you read this example for me? Whether they've added in some adjectives, little girl, brush her curly here. Good. So what are the adjectives that they've added there? They like describe describe something. But which words are the adjectives in this sentence? Which ones. Little, it's good. So we're describing the girl as being little and her hair is being curly. So I want you to have a go at putting some adjectives between these determiners and nouns. What words, what adjectives could we use to describe these nouns? You have a think. The whole tree, the big elephants, some. Some big sits for little four big four little casules. So four little castles. Yeah Yeah what else? More colorful castle, but we've done the castles now what about the other ones? Some big sweets, okay? What about the other ones, whogot trees and elephants? The small elephants. Okay, well, let's try and think of an adjective that isn't describing the sound of something. The hungry elephants. Oh, that's nice. The tall tree, the tall trees, very good, well done. Okay, so now we can create some full sentences with some adjectives inside them. Do you think you could write them on the board this time? I didn't think you could do it. Donus working well, it was working a minute ago, wasn't it? I know, okay, I'll send another message to get someone to help you. Okay I've sent a message so to bbe Eva and they will talk to your mum to get someone to help you because I'm not sure what's was going on with the keyboard. It should work should it was working for your brother. It's been working in my other lessons today. This work, I think you just like the talking talking thing is like little bit hard to work work. I'm not sure either. That's why I've sent a message, so someone can talk to your mum and she can come and help you. Because we're in an English whip. Can you see at the top Aden, can you see what it says at the top of class in you know where it says your name above the picture of the video? What does it say at the top there? Yeah, it says writing, doesn't it? So we are doing writing in these lessons. So it's really important that we're able to write on the board, isn't it? We're not doing speaking lessons. Obviously, we are talking to each other in these lessons. But yes, we can write like that. Yeah but we also want to be able to type two so that we can write you know longer sentences and things on the board. If you want to write in these gaps with your pen, that's fine, but I think you can also type as well. Yeah, so why don't you have a go at typing on the board for me, see what happens. Oh, perfect. I can type on the you can type. There we go. So do you think you could type in these Boes your objectives? They can type on the like the talk. But why don't you just type it on the board and then I will move it for you? Okay, let's stop doing that, please aid in no scribbling. Okay. Okay, so all you needed to do, Aiden, was give me the adjectives. So actually all I needed is can you see what's on here? Aden, can you see these sentences? The something boys are watching a football match. So you're just giving me the adjectives to go into these gaps. Just that's it. Okay. So. How could we describe these boys? What do you think? The little boys a great food spomark, okay, good. So you can write little on the board for me. Perfect ltl. Good. The little boys are watching a. Great football match, perfect. Okay, to something ducks. How could we describe the ducks? Mm, good. Yeah like that to happy ducks ate some all describe the bread. Now I'm going to challenge you not to repeat the same adjective. We already use that up here to think we can use a different word. Always this word delicious. Aiden, yes, Yeah, so delicious is actually D L. L Yeah deli, do you want to go back and I can help you spell from the start? Okay, can you write so here? Look. Delicious. It's quite a strange spling, isn't it? It's like delicious. Yeah, can you see how different it is? Aden, can you see my spelling? Delicious yes Yeah delicious. Good okay a something clown. I can change it. Yeah, you can change it. Perfect. Oops. Okay, what about a clown? How might we describe a clown? Bunny clown, two good, five tiny balls good. Very good. So can you see how already these sentences are much more interesting? We've gone from the boys are watching a football match to the little boys are watching a great football match. Makes it, you know if someone was reading this, they would be able to pick to this much you know more easily in their mind because we're giving them more description. Next ones that we want to do, we're going to add in some adverbs. Do we know what an adverb is? Adverb. You mean I'm sick? A verb. A verb is a doing word like brushed. An adverb is a little bit different. Pink. I don't know. An adverb basically describes the verb Aiden. So you know how an adjective describes a noun. An adverb can describe a verb or an adjective as well. Actually. It basically tells us maybe when or where or how the verb happens. So here we've got an example. Could you read it for me? You think about how the action has happened. Oh, little group carefully brushed her curly here. Good. So the the adverb is carefully. So it's like, how did she brush her hair? She brushed it carefully. Yeah, it doesn't it doesn't describe the girl or her hair. It describes how she did the verb. Does that make sense? So let's have a go at putting an adverb in front of each of these verbs. So what you want to think is how you know, how did they run? How did they cut? How did they walk? How did they jump? And we usually want to have lat the end. To make it an adverb Yeah, like carefully. Fastly lonely. Oh, slowly, slowly, slowly good, slowly for slowly ran. And. Quietly walking, quietly walk. Cuts ts Yeah could you carefully. Fantastically. Like or hi juthat's, not quite an adjective that doesn't quite work in that way. Slowly. We've already used slowly. Stly, now we don't say fastly, we use another word that starts with a cuthat means the same thing. We, so can you think of a word that means the same as fast, but starts with a cuue instead? Dly, okay, so I was thinking of quickly quickly dumped. Okay, last one smiled. When he smiled funally, it would probably be, but I'm not really sure that kind of works. We'll put it anyway funnily smiled that kind of words. Okay, good. So now we've got some sentences, and then you're going to write them in this time, aren't you? Like last time? So we've got my lovely mum, something washed her dirty hands, some playful boys, something kicks the orange leaves tired and eat ater something ate a delicious sandwich. My. My了。Hold you spell quickly, cue you. I ck, Oh, you're writing it all without me. Like this. Can you see? Bird. Quickly washed. Wrongly kicked slowly. Eight Yeah, very good. Much more interesting sentences. Now we've got adjectives and adverbs added into them. Really good. Okay. So you're going to have a go doing this yourself for me now. What? Are you okay? So Aiden, it wants you to rewrite the full sentence. So for example, if I let me do you an example, if I had the man, what I would change it into? The interesting man. Walked quietly, can you see? Okay. Do you think you could add some adjectives as well, Eden? I can invite them in for you. How could we describe the police or maybe the park? What adjectives could we use? You tell me. Okay, good. Okay, the strong band, let me help you with some of these speldings. So we've got carefully. And searched. We are missing search to be ear, but can you see carefully. I can help you correct it. If it's a bit difficult for you, I can help you like that carefully. Good. Really good. Well done. We've got adverbs, adjectives. And again, what about this one? The witch climbed onto her broom. Hmm, maybe we could use an interesting adjective to describe the witch. She. The funny witch slowly climbed onto her broom. Good. Very good, doing really well, Aiden. We've only got 15 minutes left, so you're doing fantastic. Yes. And then the say my video. You think you could add an adjective for hill as well for me when you get there? Man, the brave man walked up the something hill, maybe. I hell Yeah, good. And the other thing adden is kick needs to be kick. The tfootball has strongly kicked the ball. And that's correct. No good. Last one for this one. I'm going to challenge you as well. Ada den, do you think you can change the verb into a more interesting verb? Okay. What does it say? The cat tree? Try, try. I'm not quite sure that works. That isn't a word. Aiden, try like that. Well, I think we need to change that a little bit. How to spell, do you want to say tried? So it's like tied, but it would have to be the cat tried walking. Does make sense to say the cat tried de walked. The cat tried walking along the short wall. Good. Well done. Very nice. Well done Aiden. But we've only got about eight minutes left so we will just get started on the paragraphs and we can finish these in our next lesson. So what do you know about paragraphs? Aiden? If I say that word, do we know what they are? Paragraphs? Like one like one sentence is equals one power. Okay, it's not always one sentence. Lots of sentences can make up a paragraph. It doesn't actually matter how many said. It's not a number, specific number. Let's read what it says here. Can you read this board for me? A paragraph is a group of sentences. Raa, piece of writing is writing about the same idea or topic. Hair gloves are often is by missing a line between them. Good. Can you read the next part for me as well? Graphs are used to show a writer has time. Please were are Germans. When they do this, they will start the new paragraph. In a non fiction text, we usually see a substitubefore, each paragraph telling us what it will be about. So we change the paragraph if the time, the person, the place, the topic changes. So it's not always a specific amount of sentences. It's about what you're writing about. Okay? These things tell us about why we use paragraphs as well. Could you read these out for me? The author has changed time, place. Argument, arguments, the to explain or describe an idea in detail, to organize what is being explained in seeing a text, to make the text easier to read. Two. Ideas together. Good. Okay, I think we will come to this in our next lesson eight. And if we start this now, we probably won't have enough time to do it all. So can we finish the class earlier? No, I just need to set you your homework and explain to you what your homework are going to be. We don't, we don't ever finish early. 嗯。So let's have a look at what we can do for homework. Okay. Okay. Cool. You need to rub it all out from the agent so the boards clean. Go on, I need to rub it all out. So the board's clean. The board isn't clean here. Oh, just. Okay, so for your homework Aiden, you need to basically write describing a day in your life. Okay? But what I want you to focus on is using those interesting sentences that we've practiced today, Yeah using those adjectives, those adverbs, interesting verbs, Yeah to make your sentences more interesting, not to simple and boring. And I've given you an example on the board just to remind you. Okay. Okay. And then next lesson we'll finish off with the paragraphs because we still need to do a few tasks practicing using those. So don't worry too much about the paragraphs in your homework because we haven't had time to look at those really yet today. We'll focus on that next week. Okay, okay. And I will send the homework onto the chat in class in so that you can find it. Yeah. Okay. Thank you very much, Aiden. Good work today, worked very hard. I'll see you next week. Bye bye bye.