2. To discuss rules of transformation
To test transformation of sentences
Learning Outcomes
3. What are the rules for transformation?
Transformation of Sentences
We can change the form of a sentence containing the adverb “too”, as
shown below:-
4. What are the rules for transformation?
Transformation of Sentences
As the following examples show, it is possible to change the Degree of
Comparison of an Adjective or Adverb in a sentence, without changing
the meaning of the sentence.
5. What are the rules for transformation?
Transformation of Sentences
Interchange of Affirmative and Negative forms:-
6. What are the rules for transformation?
Transformation of Sentences
Interchange of Assertive and Interrogative forms:-
7. What are the rules for transformation?
Transformation of Sentences
Interchange of Assertive and Exclamatory forms:-
8. What are the rules for transformation?
Transformation of Sentences
Converting Simple to Complex forms:-
9. What are the rules for transformation?
Transformation of Sentences
Converting Complex (Noun Clause) to Simple forms:-
10. What are the rules for transformation?
Transformation of Sentences
Converting Complex (Adjective Clause) to Simple forms:-
11. What are the rules for transformation?
Transformation of Sentences
Converting Complex (Adverb Clause) to Simple forms:-
12. What are the rules for transformation?
Transformation of Sentences
Converting Compound to Complex forms:-
13. What are the rules for transformation?
Transformation of Sentences
Converting Complex to Compound forms:-
14. To discuss rules of transformation
To test transformation of sentences
Learning Outcomes
How confident do you feel?
15. To discuss rules of transformation
To test transformation of sentences
Learning Outcomes
How confident do you feel?
16. Rewrite the following sentences so as to get rid of the
Adverb 'too'!
Transformation of Sentences
17. Change the Degree of Comparison without changing
the meaning!
Transformation of Sentences
An overview of the content of the lesson
Must be in the form of a question where appropriate
Students should be able to answer the question at the end - either fully, partly or in a way that demonstrates they understand what gaps in their knowledge they need to address
Verbs such as to understand / to know / to gain confidence / to learn
Ask students to give the question a go and point out that, at the end of the lesson, they should be able to answer fully
Measurable outcomes that students can demonstrate and self-assess against
Must be written using Bloom’s taxonomy verbs
Verbs based on students ability and pitch of lesson
It must be clear that students understand the outcomes before moving on
Make an activity of this slide:
Ask students to read this aloud
Ask them to paraphrase
Ask that they explain what they mean
Ask what they already know related to these outcomes
There may be as few as 2 outcomes, or max 4
The next slides should be focused on achieving first outcome
Make reference to the outcome in the teaching
Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
The next slides should be focused on achieving first outcome
Make reference to the outcome in the teaching
Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
The next slides should be focused on achieving first outcome
Make reference to the outcome in the teaching
Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
The next slides should be focused on achieving first outcome
Make reference to the outcome in the teaching
Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
The next slides should be focused on achieving first outcome
Make reference to the outcome in the teaching
Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
The next slides should be focused on achieving first outcome
Make reference to the outcome in the teaching
Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
The next slides should be focused on achieving first outcome
Make reference to the outcome in the teaching
Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
The next slides should be focused on achieving first outcome
Make reference to the outcome in the teaching
Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
The next slides should be focused on achieving first outcome
Make reference to the outcome in the teaching
Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
The next slides should be focused on achieving first outcome
Make reference to the outcome in the teaching
Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
The next slides should be focused on achieving first outcome
Make reference to the outcome in the teaching
Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
Revisit the first outcome and use the polling function to allow students to privately self-assess
You may feel that the students do not need privacy to self-assess and in this instance, the chat box may be used
Polling must be used until you can fully assess their confidence to use the chat box and express honesty
If students self-assess as a 4/5, ensure that you are fully confident in their assessment
Ask questions
Ask for examples
Students to ask each other questions
If a few students self-assesses as a 3, but others as a 4/5, discretely ask the higher ones to give examples and to explain their achievement/understanding
If all students are a 3 or below, do not move on. Move to a blank page at the end of the presentation and use as a whiteboard to further explain
If students are ½, go back to the beginning
Always ask students what the gaps are and help them to identify these in order to promote metacognition
1. The outcome changes colour when achieved to the same colour as the objective to demonstrate the connection, progress and what happens next
The next slides should be focused on achieving first outcome
Make reference to the outcome in the teaching
Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
The next slides should be focused on achieving first outcome
Make reference to the outcome in the teaching
Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
The next slides should be focused on achieving first outcome
Make reference to the outcome in the teaching
Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
The next slides should be focused on achieving first outcome
Make reference to the outcome in the teaching
Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
The next slides should be focused on achieving first outcome
Make reference to the outcome in the teaching
Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
The next slides should be focused on achieving first outcome
Make reference to the outcome in the teaching
Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
The next slides should be focused on achieving first outcome
Make reference to the outcome in the teaching
Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
The next slides should be focused on achieving first outcome
Make reference to the outcome in the teaching
Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
The next slides should be focused on achieving first outcome
Make reference to the outcome in the teaching
Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
The next slides should be focused on achieving first outcome
Make reference to the outcome in the teaching
Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
The next slides should be focused on achieving first outcome
Make reference to the outcome in the teaching
Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
The next slides should be focused on achieving first outcome
Make reference to the outcome in the teaching
Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
The next slides should be focused on achieving first outcome
Make reference to the outcome in the teaching
Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
The next slides should be focused on achieving first outcome
Make reference to the outcome in the teaching
Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
As previously.
As previously.
An overview of the content of the lesson
Must be in the form of a question where appropriate
Students should be able to answer the question at the end - either fully, partly or in a way that demonstrates they understand what gaps in their knowledge they need to address
Verbs such as to understand / to know / to gain confidence / to learn
Ask students to give the question a go and point out that, at the end of the lesson, they should be able to answer fully
