Year 7 Grammar Programme
Term 1 + 2
Stage one: How words work
Lesson 1: Verbs
Lesson 5: Prepositions
LO
L1
To be able to
define a verb
To be able to
creatively
use verbs to
enhance a
description
L2
To be able to
identify the
different
noun types:
proper,
common and
abstract.
Homework
Transitive vs
intransitive
verbs.
Activity 1:
Students
read through
definitions of
both
Activity 2:
Students
identify
whether
verbs within
a sentence
are transitive
or
intransitive
Activity 3:
Students
construct
five
sentences
using a
mixture of
transitive
and
intransitive
verbs to
describe the
action
presented in
a picture.
Activity 1:
identifying
verbs and
nouns
Activity 2:
Proper,
common and
abstract
Activity 3:
choosing
nouns for
effect
Lesson 2: Nouns
Lesson 6: Subject-verb
agreement
Starter
Students copy date
and title
What is a verb?
Students read
through passage
(used to describe a
hero) and highlight
verbs.
Feedback to arrive
at a definition of a
verb which
students write in
their booklet.
Lesson 3: Articles
Lesson 7: Tense
Introduction
Share with
students a
picture of a
villain.
Students
thought
shower, with
the use of a
thesaurus
and a
partner,
verbs to
describe the
movement of
the villain.
Feedback.
Ask the class
to choose the
five top
verbs.
Development
Students
construct a
short
paragraph
using
appropriate
verbs to
describe the
movement of
the villain.
Lesson 4: Adjectives
Plenary
Evaluation
What is a
verb?
How do verbs
help to
present a
character
more
effectively?
Selfassessment:
Students
justify their
choice of a
minimum of
two verbs.
How does it
contribute to
the
presentation
of a villain?
Share and
praise
excellent
verb choice.
Students copy date
and title
Do it now! Recap
questions:
1) What is a
verb?
2) What is
the
difference
between a
transitive
and
Recap three
different
types of
noun.
Hand
students
nouns on
cards and ask
groups to
sort into
three
columns:
Proper,
Students go
back to the
picture and
reflect upon
their noun
choices –
have they
identified
proper,
common and
abstract
nouns.
Students
swap their
pieces of
writing and
highlight the
choice of
nouns –
further
identifying
whether they
are examples
of proper,
common or
intransitive common and
verb?
abstract
noun sort.
Hand students a
picture of a hero / Feedback.
villain setting. Ask
students to label
all the nouns they
can see.
Students,
write a
description of
the hero’s
castle /
villain’s lair
using their
noun choices.
abstract
noun.
Comparative
– What is a
comparative
adjective?
Superlative –
What is a
superlative
adjective?
Students
write a
description
of their hero
–
incorporating
different
types of
adjectives in
the right
order and at
least one
example of a
comparative
or
superlative
adjective.
Students
choose one
noun usage
they
particularly
like and
explain why.
Feedback.
L3
To be able to
identify the
different
types of
adjectives
and
sequence
these
correctly
within your
own writing.
Activity 1:
Students
identify
adjectives
within a
passage.
Extension:
students
identify
types of
adjectives.
Activity 2:
Students copy date
and title
Explain that
there are
different
Share with
categories of
students an extract adjectives.
describing a scene
from a heroic tale. Students
Students highlight construct
the use of
sentences,
adjectives.
sequencing
adjectives
Feedback.
into the right
order.
Show
students a
picture of a
heroine.
Explain to
students that
there are
stations
organised
around the
room
according to
different
types of
adjectives.
Students
construct
adjectives
(for
upgrading
have
thesaurus’
available)
and then
post it note
to the
station.
Feedback
onto a chart.
Students
adapt
adjectives to
comparative
and
superlative
form.
Students
write one
comparative
and one
superlative
sentence
describing
one of the
three hero /
heroines on
the board.
Students
highlight
their choices.
L4
To be able to
explain the
difference
between a
definite and
indefinite
article.
To be able to
identify
prepositions.
Review
learning
questions.
Students copy date
and title
Show students a
couple of
sentences on the
board. Ask
students to
identify the nouns,
verbs and the
adjectives
Explain the
difference
between the
definite and
the indefinite
article.
Show
students a
variety of
sentences
and ask them
to identify
the indefinite
and definite
articles.
Feedback.
Show
students a
variety of
sentences
and ask them
to insert the
appropriate
article.
L5
To be able to
extend noun
phrases to
enhance
descriptions.
Activity 1:
Students
identify the
noun phrases
within the
stanza
Activity 2:
Students
expand a
series of
noun phrases
by adding
adjectives
and by
adding
prepositional
phrases
Activity 3:
Students
thoughtshower
expanded
noun phrases
and
Students copy date
and title
Go through class
review homework.
What is a
noun phrase?
In what ways
can a noun
phrase be
expanded?
On the active
inspire, ask
students to
drag out
sentences
and sort
according to
whether they
have been
expanded by
adding
adjectives or
by adding a
prepositional
phrase.
Introduce the
term
preposition
and read
through the
exemplar
sentences.
Students
share their
own three
sentences
Students read
through the
sentences
and identify
where
prepositions
have been
used.
Students
identify
whether the
prepositions
are to signal
time or place.
Feedback.
Students
insert missing
prepositions
into a few
key
sentences.
Feedback.
Show
students a
picture. Ask
students to
work as a
group to
produce a
poem using
the picture as
a stimulus.
Students
should focus
on the quality
of their
expanded
noun phrase.
Ask students
to choose 2
expanded
noun phrases
to share.
Students
explain how
they
expanded
their noun
phrase and
how it has
added to the
description.
incorporate
into a
written
description /
stanza.
Show
students a
stanza taken
from ‘The
Highwayman’
and ask them
to identify
the 5
expanded
noun
phrases.
Students
then expand
noun phrases
that are also
in this stanza
but not
expanded.
L6
To be able to
identify the
subject and
verb within a
sentence.
To be able to
identify
whether
there is
subject-verb
agreement
within a
sentence.
Activity 1:
recap
questions.
Activity 2:
Students
identify the
subject and
the verb in
each
sentence.
Activity 3:
Students
identify
whether the
subject-verb
agreement in
each
sentence is
correct.
Students copy date
and title
Share with
students a
sentence. Ask
students to
identify the noun,
verb, adjective and
preposition within
the sentence.
Extension:
students construct
three sentences
containing noun/s,
verb/s, adjective/s
and prepositions.
Feedback.
Explain that
most
sentences
contain a
subject and a
verb.
Students
identify
subject and
verbs within
a number of
sentences.
Feedback.
Explain the
importance
of the subject
and verb
agreeing with
each other.
Students rewrite three
sentences so
that they
have subjectverb
agreement.
Students read
through a
number of
sentences
and identify
the subject
and verb in
each but also
whether each
sentence has
subject-verb
agreement.
Students
correct the
sentences
they think do
not have
subject-verb
agreement.
L7
To be able to
identify the
different
tenses:
present
simple,
Review
Students copy date
learning from and title
this unit
ahead of test
next term.
Read through
information
on tense and
then the
present
simple.
Feedback.
Read through
information
on past
simple.
Students
write
Students
summarise
the what
they have
learnt about
the present
simple,
present
continuous,
past simple
and past
continuous.
Students
write
sentences
using the
present
simple.
Feedback.
Read through
information
on present
continuous.
Students
write
sentences
using present
continuous.
Feedback.
Students
read through
a number of
sentences
and identify
whether the
present
simple or
present
continuous
has been
used.
Feedback.
Students rewrite
sentences so
that
sentences
using present
simple then
use present
continuous
and vice
versa.
Feedback.
sentences
present
using the past continuous,
simple.
past simple
and past
Feedback.
continuous.
Read through
information
on past
continuous.
Students
write
sentences
using past
continuous.
Feedback.
Students read
through a
number of
sentences
and identify
whether the
past simple
or past
continuous
should be
used in each.
Feedback.