The Subject Complement

There was a debate among some teachers on Facebook last night about the sentence “I am too tired.” The initial question was why is ‘too’ considered an adverb? But this quickly turned into a debate about the word ‘tired’.

Usually if I disagree with what others are saying I’ll offer my opinion and then step back. Life is too short to spend it arguing with people I have never met when I could be spending the time with people I love. This time I can’t do that because I’m worried by the number of people teaching their classes that ‘tired’ is a verb in this sentence. It isn’t. It’s an adjective.

There seems to be two main reasons for the misconception. One is that people were confusing the adjective ‘tired’ with the past participle of the verb ‘to tire’, which is also ‘tired’. The other is that many people believe that adverbs only modify verbs.

The second is easy to sort out. Check out any English grammar book, or just Google ‘adverb’, and you will discover it’s a word which can modify a verb, an adjective or another adverb. And the first? Well, as languages are my passion, let’s look at some foreign languages first, and then let me take you on to a journey into the unknown.

If you want to say ‘I am tired’ in French, as a man you would say, “je suis fatigué” and as a woman you would say, “je suis fatiguée”. The extra ‘e’ is because the word for tired is an adjective and in French adjectives have to agree with the gender of the noun. It’s the same in Spanish with estoy cansado / estoy cansada, where the final letter changes depending on whether you are a man or a woman – because it’s an adjective, and adjectives have to agree with the gender of the noun. If I want to use ‘fatigué’ as a past participle, eg I tired my dog (by walking him too far) I don’t even use ‘suis’ (am) as the auxiliary verb, I used ‘ai’ (have): ‘j’ai fatigue mon chien…..’

Ok, French and Spanish are romance languages and English is Germanic, so let’s look at German too.
I am tired: “Ich bin müde.”
I tired him out: “Ich habe ihn ermüdet.”
They use ‘habe’ (have) not ‘bin’ (am) as the auxiliary verb and adjective ‘müde’ and past participle ‘ermüdet’ don’t even have the same form. Hopefully this helps to explain that even though in English ‘tired’ can be both an adjective and the past participle of ‘to tire’, context is everything!

If you’re still not convinced, then come on that journey I promised you – a journey to the land of the subject complement.

A subject complement is the noun, adjective, pronoun or preposition that follows a ‘linking verb’, ie the verb that links two things together. Examples of linking verbs are ‘to be’, ‘to seem’, ‘to become’ and ‘to feel’.

In the sentence “I am tired”, ‘I’ is the subject, ‘am’ is the linking verb and ‘tired’ is the subject complement – in this case an adjective. If the example sentence had been ‘I am here’ or ‘I am a girl’, I doubt that anyone would be arguing that ‘here’ or ‘a girl’ were verbs. Imagine the example had used a different adjective, eg “He is angry.” “She is sweet.” I would be surprised if people had argued that ‘angry’ or ‘sweet’ were verbs.

Let’s try putting that ‘too’ back into the sentence as that seems to be the word that caused the confusion. “I am too angry to listen to you.” “She is too sweet for her own good.” “That shade of red is too gaudy for my taste.” It’s quite clear in these sentences that ‘angry’, ‘sweet’ and ‘gaudy’ are not verbs.

“I am too tired to continue this argument.”
‘I’ is the subject,
‘am’ is the linking verb,
‘too tired to continue this argument’ is the subject complement, which is also an adjectival phrase
Since ‘too’ tells us more about the adjective ‘tired’ it’s an adverb.

I hope this has helped and that you now feel more confident to teach your classes. Oh and be happy that ‘subject complement’ isn’t (yet) a grammatical term that Year 6 need to know 🙂

A Disco in my Classroom

What do Black Lace and sentences have in common? Verbs, that’s what.

Teaching children how to use capital letters and full stops is not as easy as it sounds. Most of them already know that they go at the start and end of a sentence – the problem is that some of them don’t understand what a sentence is (see Why do they do that?).

A basic definition of a sentence is ‘a group of words that contain a verb and make sense on their own’. So far so good, but what if the children don’t understand what a verb is? That’s about where I was with my group, and that’s where Black Lace came in. We cancelled the English lesson, pushed the tables and chairs back and had a disco. We listened to Superman and joined in. We walked and we sneezed and we skied and we sprayed and we swam. And then we listed  all the actions from the song with illustrations for each one to makeverbs a display of verbs. By now the children were able to suggest other words that they thought might be verbs – all of them correct – and we added them to the display.

sentences and phrases Then we agreed that perhaps we should go back to the English lesson, so we sorted some groups of words into “Sentence” and “Not a sentence” by deciding whether or not they had verbs and whether or not they made sense. Now that they knew what verbs were they found this quite easy. Result!

Now that they knew what a sentence was, we were able to go back to the original LO of being able to use capital letters and full stops.

VCOP display

Every classroom in my school has to have a VCOP display. In fact as a supply teacher I’ve been in a lot of classrooms, and every single one of them has had a VCOP display, so I’m assuming it’s something on Ofsted’s ticklist.

Now don’t get me wrong – I like VCOP. I know it has a lot of opponents, but I find it a very useful teaching tool, and like every tool its success depends on how you use it. I’m not a big fan of taking it out of context and treating it as four separate elements that children have to shoehorn into their writing, and to me a VCOP display does that.

My sentence displayThis display is my solution. My children are Deaf and for many of them BSL is their first language. They find English sentence structure difficult, so I have put up this display to demonstrate the structure of a standard English sentence. It would work equally well for EAL and EFL students, and I’m sure it could also be adapted for the MFL classroom, although I haven’t tried that yet.

adjective and subjectI have my Openers at the beginning of the sentence, where they belong, and my Punctuation at the end, also where it belongs. Connectives are underneath punctuation, to show that they are used to join two sentences together. Vocabulary is spread over four panels – Nouns (subject and object), Verbs and Adjectives.

Like everything with teaching, once you’ve done it, you think of a better way to do it, and next time I’ll move the adjective panel to just before the object instead of just before the subject. I think adjectives are probably used more to describe the subject than object, and it means that I could also have a S V A structure (The rose is pink) in the middle of the longer structure. It’s still a work in progress and I do plan to split the subject panel into nouns and pronouns, and the white panel needs an “or number” halfway down. Other than that, I’m quite happy with it so far.

In addition to providing them with a standard structure sentence, it is exposing them to grammatical terms, and already one of the boys in the class has asked what the word “article” means and what it’s for.

So there you have it. Nobody can accuse me of not having a VCOP display in my classroom, but I’ve managed to turn it into something more useful.

Languages at 5 – what’s all the fuss about?

The government suggest that children should start learning languages at the age of five, and suddenly in true British fashion we are throwing up our hands in horror. We are criticising the government for suggesting such a ridiculous idea. We are throwing up every obstacle we can think of, dismissing as irrelevant the fact that other countries teach their children English from a young age, and focusing firmly on the negative.

One of the poorest excuses for not learning a language I have heard in the last 24 hours is: “It’s different for us. We’re an island so we are more cut off from the rest of Europe.” Maybe you forgot, but we are connected to mainland Europe by train lines now. It’s quicker for someone in London to get to a non-English speaking city, than for someone in Frankfurt to get to a non-German speaking city.

“What’s the point in teaching our children a foreign language when they haven’t got a wide English vocabulary yet, and they are still struggling with the complexities of our own grammar?” The point is that at this age language skills come more easily to them. When they are still mispronouncing some words in their own language they are not afraid to have a go at pronouncing foreign words.

In the last couple of years I have taught a variety of languages to Foundation Stage and Key Stage 1 children. They have sung French songs in a presentation for new parents, German ones in school assemblies, and Latin carols in Christmas plays. In fact last Christmas one 5 year old girl I had been teaching was so confident that she sang a solo in Latin!

I’ve told them stories in a number of different languages, and they have taken great delight in joining in with repeated phrases. They have learnt not to get hung up about understanding every single word as long as they understand the important parts.

These children have been praised for their abilities and they now see having knowledge of a foreign language as something to be proud of, not something to be scared of.

Nobody is suggesting that we suddenly expose a five year old to the difficulties of German cases, so let’s do something really radical. Let’s put all our language prejudices aside and examine the positive side of teaching languages to children at a younger age.

One of the main frustrations in learning a new language is not being able to express yourself in that language as easily as you can in your own, and this is what causes a lot of learners to lose heart and give up. The older you are when you begin to learn a second language, the greater the chasm between your ability in your own language and in the one you are learning. By beginning to give children the tools they need to learn a second language, we are closing that gap. At this young age children are happy to be learning just words and short phrases, so there is no need for teachers to worry that they don’t have enough knowledge.

Starting teaching languages at 5 lays foundations for more in-depth language learning in KS2. The children already have 2 years of vocabulary behind them so by the time they start to learn some grammar they have enough words at their disposal to build useful sentences with.

What about the fact that they struggle with grammar in their own language? People are assuming that teaching grammar in MFL lessons, and grammar in literacy lessons have to be mutually exclusive, but this does not have to be the case. Grammar is grammar in any language. Nouns are still nouns, verbs are still verbs, and (in European languages) sentences still have to begin with a capital letter and end with a full stop. A sentence in any language needs a verb to make it make sense, and adding a connective will make it more interesting. Instead of being scared of teaching languages to primary school children we should embrace it as a means to reinforce their learning in English. It can even be used as an aid to expanding their English vocabulary. For example: “French only has one word for small – how many can you think of in English? Let’s use a thesaurus to find some more.”

Why then stop at reinforcing English? I have taught children to tell the time in French the week after they did it in their maths lesson, thus consolidating what they have learnt. The children were happy to do it again because it was in a different language, and those children who had struggled to tell the time when it was taught in English had a second chance to pick it up.

We already have several generations who are terrified by the thought of speaking another language. Don’t we owe it to our children to let them be the ones to whom it is second nature?