To write complex sentences

Key Stage 2

English

Chocolate Making - Explanation writing

﻿Hello, everybody, it's Mrs. Hardisty here again for your English lesson for today. I hope you are well. In today's lesson, we are going to be focusing on complex sentences. And this is to help us prepare for when we start writing all about chocolate. So when you're ready, let's start. This is what we're going to be doing in our lesson today. We're going to have a quick recap of the chocolate making process. If you haven't done the lesson where you learn how chocolate is made, you need to make sure you do that before you carry on. And then we're going to look at complex sentences, what they are and how they're formed. We're going to look at the adverbial clauses and how we can use them in our writing. And then we're going to finish by looking at more detail at relative clauses. For this lesson you will need an exercise book or paper and a pencil. So please can you make sure that you have those things and then we can start our lesson. We'll begin with some key vocabulary. My turn your turn. Clause. So a clause is a group of words that contain a verb. subordinate clause. So this is a clause that can't be used as a sentence but is linked to a main clause. Relative clause. So a relative clause is a subordinate clause that describes or changes a noun. And then finally, adverbial clause. So this is a clause that acts as an adverb. So it describes who, where, when, how, or why. Time to recap what we have learned about how chocolate is made. So you can see here that I have got some pictures in boxes. I've got four boxes, and they show how chocolate is made. the different stages. But those boxes have got mixed up. So it's not in the correct chronological order. Can you pause the video and work out which picture goes first and then point to it. Which picture goes second and point to it. Third, and fourth. And then while you're doing that, think about what the pictures are showing. So what's happening in the first section, what's happening in the second. Pause your video and see if you can put those pictures in the correct order. Good job, let's see the answer. So to start with, we have our harvesting. So the cocoa pods grow up the trunk of the cocoa tree, and then they're chopped down with a machete. And the beans are scooped out and then put in a big tray. And then they're covered in those large banana leaves in order to ferment and to break down turning from white to brown. And then before they're packed, they're spread out on the straw mats, aren't they? For, can you remember how long it was for? That's right for a week, so that the sun can dry them out. And can you remember why they have to dry out? It was because that otherwise they'll go mouldy in the bags so they have to dry out first. And then when they get to the factory, they're put in an oven, to roast. And remember they rotate the beans around to stop them from roasting unevenly. And can you remember how hot that oven was? It's 250 degrees Celsius really hot. And then the beans are they soft or they hard after they've been roasted? Yeah, they're hard. And so then they get put in this machine can you remember what it was called? A winnower. And in the winnower, they are ground down and crushed, and the shells are removed and those shells are really light. So they're blown away by a fan in the machine. And all that is left is those little centres which are called. Can you remember what they're called? The nib. And then those nibs are ground down under those heavy rollers. And then they're mixed with milk and sugar to form the chocolate. And then before they can be turned and put into the mould, they're put through those rollers over and over again to smooth them out and to push out any of the lumps. And then different ingredients and fruit and nuts and caramel might be added. And then the chocolate is poured as a liquid as a melted liquid into the moulds. So now we're going to work on the main part of our lesson which is thinking about adverbial complex sentences. Can you remember what a main clause is? Do you know what a main clause is? So a main clause is a group of words that contains a verb. So a doing or being word and a subject. So the person or thing that is doing or being. Which makes complete sense on its own. So here we have our Mr. Main. He is the main clause, he makes sense by himself. He can do things by himself. And so here is an example of two main clauses. The beans are ready to be packed. So the beans, beans are our subject, and packed is the verb, it makes sense by itself. Or the chocolate can be poured into moulds. So our subject what it's about is the chocolate. And our verb is, what is it? Poured well done. And so this makes sense by itself. It's the main clause. Now can you remember what a subordinate clause is? we did look at this in our key vocabulary. So subordinate clause does not make sense by itself. And here's some examples. So we've got after they have dried for a week, doesn't make sense by itself or once the chocolate is melted. So our subordinate clause is like our helper. Our helper helps our main clause, but can't do things by himself. So let's see how they work together now. So together a subordinate and a main clause make a complex sentence. So here's the examples we've already looked at. After they have dried for a week, comma, the beans are ready to be packed. So in this sentence, it starts with our subordinate clause, and it finishes with the main clause. And so our subordinate clause is helping explain more about the main clause. Is it's acting as an adverb, it's telling you when in this example. So the beans are ready to be packed when they were ready to be packed? After they have dried for a week. So it's telling your reader when something going to happen. It's helping explain the main clause. Now you can start with them at the start of a sentence. And if that happens, you need to have a comma after the subordinate clause. But can you see here what have I done? I've swapped them over. So now I've got the main clause first, and then the subordinate clause, and I don't need a comma. The beans are ready to be packed after they have dried for a week. Here's another example. So once the chocolate has melted, comma, it can be poured into moulds. So did my subordinate clause start first or second? That's right, it started the sentence. So it's first. And again, in this example, it's explaining when the main clause can happen. It's helping explain when the chocolate can be much put into the moulds. So once it has melted, the chocolate can be poured into moulds. And here we've got it swapped around, so now my subordinate clause is second so it doesn't need a comma. So there are lots of different ways that you can start an adverbial clause. And here are some examples. So we've got when, before, once, after, while or whilst. And all of those explain when something happens. And then the other ones have different meanings. So because, so why something happens, although, if, so, and even though. So some of them might explain when something happens, some of them might explain why or how something happens. So now it's your turn to choose the correct word to go in the gap in each of my sentences. So you could have when, before, once, after, or while or whilst. so the last one, that means that something's happening at the same time as something else. So I'm going to read them through and then you're going to pause and write down which word you would have for each sentence. One. Hmm, the chocolate is still liquid, it is poured into moulds. Two. Hmm, the beans are packed, they must first be dried. So first gives you a clue as to which word to use at the start of that sentence. Hmm, in the oven, the beans are roasted and ready. And then four. Hmm, the beans are fermented, they turn from white to brown. So pause your video write one two three four and then which word would go in each gap. Lovely. Let's look at the answers. Number one, while the chocolate is still liquid, it is poured into moulds. So if you remember I said that while means happening at the same time. So it's poured into moulds at the same time is at it's liquid. Number two, before the beans are packed, they must first be dried. So that first told you that something needs to happen before then, so it needs to be the word before. Number three, after two hours in the oven, the beans are roasted and ready. So I added in some detail here. You might have had something else. So after some time in the oven, or after 30 minutes depending on what fat you decided to put in. And then number four once the beans are fermented, they turn from white to brown. So it's your turn again. This time, I would like you to write a complex sentence about the beans being laid out on the straw to dry. And you can use any of these starters. So when, before, once, after, while or whilst. So you might want to think about the fact they need to dry, before they then get packed away. So can you now pause and write your sentence. Well done. This is my example. So I chose after, after the beans have been placed on the mats, comma. 'Cause I'm starting with my subordinate clause. They dry in the hot sun for a week. What did you use? Did you use after? Or did you use something else? Did you remember to do that comma after your subordinate clause. So those were complex sentences with a subordinate clause that described when something happens. Now we're going to try and use some of the other words. So just as we did before, you need to choose what's going to go in the gap. I am going to read them out and then you're going to pause and write down your ideas. One. The paste is rolled smooth, Hmm it is still too crumbly at this stage. Two. The beans are placed under banana skins hmm that they can ferment. Three. Hmm it takes longer, the pods are harvested by hand. Hmm the beans are not rotated in the oven, they can end up burning on one side. So in each of these do you need because, although, if, so, or even though? Pause your video write one two three and four and your answer next to each number. Well done. Let's see. So the paste is rolled smooth, because it is still too crumbly at this stage. Two. The beans are placed under banana skins, so that they can ferment. Explaining why something happens. Three. You could use two here so I put both of them down. Although or even though it takes longer, the pots are harvested by hand. And then number four, if the beans are not rotated in the oven, they can end up burning on one side. So give yourself a tick if you've got those correct, change any that you might have got wrong. And now it's your turn to write another complex sentence. So this time I've got the winnower, the winnowing machine. And probably you want to use because but you might want to use one of the other ones. Can you write a complex sentence that explains what the winnowing machine is for? And you probably want to use because in that sentence. Pause your video, and write your complex sentence. Lovely. Let's look at what I put. So I said, the beans are passed through winnower, so that the shells can be removed. Or you might have done something very similar but using the word because. So the beans are passed through a winnower, because the shells need to be removed. And now we're going to think about how to write complex sentences, with relative clauses. So a relative clause is another example of a subordinate clause. And it explains or describes or changes a noun. So let's look at this sentence now, this is a complex sentence. It's made up of a main clause and a relative clause. And that relative clause is describing the noun. All relative clauses start with? Can you remember we did do this in lesson one, which or who. So let me read it to you. They cut the pods open and scoop out the white seeds, which are inside the pod. So in this example, my relative clause, is the bit that reads, which are inside the pod. And what are they describing? The white seeds. So the white seeds are inside the pod, and I've described that using a relative clause. Now for this sentence, my relative clause isn't at the end, I have school washed it into the middle of my sentence. So my relative clause here is describing the pods. The pods, which are the size and shape of a rugby ball, grow all along the tree trunk. So here, my relative clause is it giving more information about the pods. I could take that relative clause out, and my sentence would still make sense. The pods grow all along the tree trunk. But by adding in that relative clause, my reader now knows more about the pods. And can you see because I've put it into the middle of my sentence, I've put it straight after the noun it's describing. I've got a comma before which, and a comma at the end of my relative clause, the pods, comma, which are the size and shape of a rugby ball, comma, grow all along the tree trunk. Let's have a practise of that now. So I've got two complex sentences. And all you have to do is decide whether you'd use the word which, at the start of the relative clause, or who at the start the relative clause. I'll read them to you. And again, you'll pause right one and two and then which word you would have. Number one. The harvesters. comma, hmm each use a machete, comma, cut down the ripe pods. Number two. The beans still have a rough, brittle shell, comma, hmm needs to be removed. So pause your video and write what you would have for sentence one and sentence two. Good job. Let's have a look. So for number one, we use the word who because it's about some people. And for number two, we use the word which because it's about a thing, about the shell. And now this is the last thing that you need to write today. I have started a complex sentence. And I have started my relative clause and I'd like you to finish it off. I would like you to write that whole sentence, so that you get a practise of writing a whole complex sentence with a relative clause, not just the relative clause. So let me read it to you, the nibs then go into a machine with large heavy rollers which, what? So, what do those rollers do? I want more information about those rollers, which. So can you pause now and finish that sentence. This is how I finished mine, the nibs then go into a machine with large heavy rollers, which grind them into a paste called chocolate liquor. Well done everyone, you have done super work today. We've talked about clauses. We've talked about complex sentences. We've talked about adverbial clauses and relative clauses. And I know that these are going to help make your writing really interesting. Good job.

To write complex sentences

To write complex sentences

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UnitEnglish / Chocolate Making - Explanation writing

English