Topic: KS3

Starter

Last lesson, you saw how suffixes could make nouns into people or objects that do a job. E.g.

• write - writer
• boil - boiler

Look at these three other examples. What's different about them? 

• arrive - arrival
• boy - boyhood
• happy - happiness

These three examples all use different suffixes to create abstract nouns.

Starter

In the last two lessons, we looked at how compound words are formed. But there are other ways of making new words and changing word classes. Look at these two words for example:

teacher, unkindness

What do these two words have in common? How are they formed? Are they compound words? 

Both these words:

Starter

Last lesson we saw how adjectives can be combined with nouns to make compound nouns, such as blackbird or red card.

Are these next two examples the same or something different?

• grass-green 
• lifelong

These words are both examples of compound adjectives.

Starter

Look at this list of words. What do they all have in common?

alarm clock, birthday, football, homework, sunflower, weekend

How are these words different to ones like car, dog or house?

These words are all nouns which are made by combining two nouns together.

These types of words called compound words or in this case compound nouns.

In part 1, you looked at Adverbials and how they are formed. 

In this lesson, you will look at three texts and see how Adverbials help to organise information. 

Warmer

Soon, you will read three non-fiction texts. Before you do, discuss these quesitons: 

Warmer

1. What is an Adverbial? 
2. What kind of grammatical units (structures) can function as Adverbial?
3. What is a 'fronted Adverbial'? 
4. Why do writers use Adverbials? Why do they move them around in sentences? 

An adverbial:

Warmer 

Discuss with a partner: 

• What adverts did you see on the way to school today? What made them memorable?
• What advert have you seen recently that stuck in your mind? Why? 
• What kind of writing and information do we normally see in adverts? 

Activity 1 

In pairs or small groups, read Adverts A and B. Take turns describing each text, and then discuss with your partner: 

Goals: 

• Identify common discourse and register features of advertisements
• Analyse how these features are used to achieve the desired effects 
• Plan, write and evaluate an advert using the same features 

Lesson Plan

Before this lesson, you may want to complete the lesson An Introduction to Genre, so that learners are familiar with the key terms discourse structure and register