P2 EF710 Class 9

 

UPCOMING SENTENCE WORK:

Complex sentences

Parallelism

 

Today’s Agenda

·         Attendance

·      Talk about HW, RWs and phone usage

·      Titling documents to pass in- full name, period, class, date

·      “Self-Assessment Reflection” Week 2

·      Continue “Literary Terms”- theme, foreshadowing

·      Continue “Ice Storm” module

·      Talk about Test 2 paragraph on Tuesday

·      Distribute “Transitional Terms EF7/10/11”

·      Finish outstanding sentence work: “Verbs with Simple Sentences” and “Compound Sentences”

·      HW  Read “I Confess” for Tuesday. Prepare notes for “Thought

Questions” for discussion.

 

 

Friday- No school for you-

-Professional Development- teacher training day

- My focus tomorrow: students with autism

 

Saturday

-Valentines Day

 

Monday- No school

-BC Family Day

-Chinese New Year’s Eve

 

Tuesday

-Back in school

·      Sentence work- talk about clauses

What is a clause? What are different types of clauses?

·      Test2- paragraph on “What Happened During the Ice Storm”

 

Wednesday

 

 

 

 

**

Homework- usually some class time, read a story- several days to read and makes notes. My expectation and the school expectation is that students are engaged in the curriculum (school work).

 

RW- rewrites  Test/Quiz   Correct and RW on new paper.

I check it over quickly and give the extra point.

RWs have to handed in the same day or first thing the next day.

I won’t give points to late RWs.

Student will be doing their HW and RW while I am teaching.

 

Phone usage- mostly no problem

scrolling

I am not the phone police.

I have to support the VSB policies.

 

REMINDER

Titling documents to pass in- full name, period, class, date

Remember:

Full name

Period

Course

Date

 

Every day I get about 50 pieces of paper from students.

If I don’t know your period and course, I can’t give you the points.

 

**

“Self-Assessment Reflection” Week 2

 

 

**

“I Confess”

class monitor

monitor- special speakers for musicians to hear what they are playing and singing

monitor(v)- pay close attention

Her daughter had a fever. She monitored her temperature.

He had a heart monitor in the hospital. (n)

heart check name? You wear a heart monitor for 24 hours.

She is good about monitoring her blood pressure.

A diabetic has to monitor their blood sugar levels.

 

* *

More Literary Terms

 

supernatural- beyond nature- magic, superstition, witches, aliens, fortune-tellers, tarot cards, Ouija board, vampires, werewolves, astrology- star signs, fengshui, voodoo, etc.

 

 

1.     Theme is the central idea or message about human nature that is at the heart of a literary work. In fiction, the theme is usually not intended to be instructive, except in stories like fables. The theme of a story may address a certain issue without making a clear judgement on the issue. Also, the theme of a story is usually not presented directly.

 

watch good movies, read good books- learn about humanity, learn about ourselves

 

“Ice Storm” deeper themes

-be kind to living things weaker than you

-empathy comes from stopping and noticing what is the right thing to do even when it is hard

-high-status people treating low-status people

theme- What kind of person are you/am I? How do I treat people who are vulnerable or defenseless?

-showing respect, treating people with dignity

 

CHINESE Judge by the deeds, not the intention.

 

English literature class- talk about deep ideas

In my normal life, I don’t get to talk about deep ideas usually.

 

 

2.     Foreshadowing refers to the use of indicative words or phrases and hints that set the stage for a story to unfold and give the reader a hint of something that is going to happen without revealing the story or spoiling the suspense. Foreshadowing is used to suggest an upcoming outcome to the story.

fore- ahead, forward, coming first

 

forelegs

hind legs

cues, signs, clues

 

superstitious – bad omen

good omens- lucky numbers

 

shadow- darkness from blocking the light

 

Chekhov’s gun- foreshadowing

Anton Chekhov-

 

IDIOM shadow(v) follow someone at their work

The medical students shadowed the doctor when she did her rounds.

 

mentor(n,v) – supervisor, close teaching and supporter, inspiring guide

trainer, manager

 

 

3.     Flashback is a literary device wherein the author depicts the occurrence of specific events which have taken place before the events that are currently unfolding in the story. Flashback devices that are commonly used are past narratives by characters, depictions and references of dreams and memories. Flashback is used to create a background to the present situation, place or person.

 

 

 

**

“What Happened During the Ice Storm”

 

Test 2- Tuesday

Last 55m of class

Paragraph

Organize and write a paragraph

-at least 150 ww (150-250ww Goldilocks Zone)

-double space

-write between margins

 

 

 

 

 

 

 

 

I will ask you a basic question about the story, nothing tricky.

e.g. Why do the boys go out to get the pheasants?

 

PLAN

1. harvest the pheasants- catch and kill for food

2. curious, see what the adults were doing, follow the adults, act like the adults

3.adventure, something exciting, try something new

 

Do not retell the plot.

 

WRITE:

Write your ideas into sentences. – each point will be 2-3 sentences, explain and expand

 

STRUCTURE OF A PARAGRAPH

Topic sentence

Supporting sentences

Concluding sentence

 

I’m looking for a well-organized paragraph written with good sentences.

You can have the story out when you do the test. Don’t copy from the story. Use your own words and sentences to write about the question.

 

 

**

Choices:

1.Prepare for Test2 “Ice Storm”

2.Read “I Confess” and make noted

3.Work on sentence work- “Simple Sentences” “Compound Sentences”

NEW “Complex Sentences”

 

 

 

 

P1 EF71011 Class 9

 

UPCOMING SENTENCE WORK:

Complex sentences

Parallelism

 

Today’s Agenda

·         Attendance

·      HW, RWs and phones

·      Titling documents to pass in- full name, period, class, date

·      “Self-Assessment Reflection” Week 2

·      Continue “Literary Terms”- symbol, theme, foreshadowing

·      Continue “Ice Storm” module

·      Talk about Test 2 paragraph

·      Sentence work- talk about clauses

What is a clause? What are different types of clauses?

·      Distribute “Transitional Terms EF7/10/11”

·      Finish outstanding sentence work: “Verbs with Simple Sentences” and “Compound Sentences”

·      HW  Read “I Confess” for Tuesday. Prepare notes for “Thought

Questions” for discussion.

 

 

Friday- No school for you-

-Professional Development- teacher training day

- My focus tomorrow: students with autism

 

Monday- No school

-BC Family Day

 

Tuesday

-Back in school

·      Sentence work-

·      Test2- paragraph on “What Happened During the Ice Storm”

 

Wednesday

 

 

 

 

**

Homework- usually some class time, story- several day to read and makes notes.. My expectation and the school expectation is that students are engaged in the work.

 

RW- rewrites  Test/Quiz   Correct and RW on new paper.

I  check it over quickly and give the extra point.

RW have to handed in the same day or first thing the next day.

I won’t give points to late RWs.

Student will be doing their HW and RW while I am teaching.

 

Phone usage- mostly no problem

scrolling

 

 

**

REMINDER

Titliig documents to pass in- full name, period, class, date

Remember:

Full name

Period

Course

Date

 

Every day I get about 50 pieces of paper from students.

If I don’t know your period and course, I can’t give you the points.

 

**

“Self-Assessment Reflection” Week 2

 

 

**

more Literary Terms

 

 

1.     A symbol is a person, object, or event that has meaning in itself and that also represents something else.

Panda diplomacy-

diplomat- government representative

koala, kangaroo- symbol of Australia

 

2.     Theme is the central idea or message about human nature that is at the heart of a literary work. In fiction, the theme is usually not intended to be instructive, except in stories like fables. The theme of a story may address a certain issue without making a clear judgement on the issue. Also, the theme of a story is usually not presented directly.

 

3.     Foreshadowing refers to the use of indicative words or phrases and hints that set the stage for a story to unfold and give the reader a hint of something that is going to happen without revealing the story or spoiling the suspense. Foreshadowing is used to suggest an upcoming outcome to the story.

fore- ahead  forehead

Board game  Clue – listen to clues and hints, guess who the killer is

 

 

**

“What Happened During the Ice Storm”

What is the resolution of the story?

-boys run home

- slippery, ‘unsure footing’- unsure of their decision

-‘blurry lights’ – not clear, not focussed-

The story ends with uncertainty, lack of clarity.

-uncertainty about decisions, changed their mind 180 degrees

 

WISDOM Some children have to follow the adults. Sometimes adults have to follow the children.

 

 

Test 2- Tuesday

Last 55m of class

Paragraph

Organize and write a paragraph

-at least 150 ww (150-250ww Goldilocks Zone)

-double space

-write between margins

-

 

I will ask you a basic question about the story, nothing tricky.

e.g Why do the boys go out to get the pheasants?

PLAN

1. harvest the pheasants- catch and kill for food

2. curious, see what the adults were doing, follow the adults, act like the adults

3.adventure, something exciting, try something new

 

WRITE:

Write your ideas into sentences. – each point will be 2-3 sentences, explain and expand

 

STRUCTURE OF A PARAGRAPH

Topic sentence

Supporting sentences

Concluding sentence

 

I’m looking for a well-organized paragraph written with good sentences.

You can have the story out when you do the test. Don’t copy from the story.

 

 

**

Choices:

1.Prepare for Test2 “Ice Storm”

2.Read “I Confess”

3.Work on sentence work- “Simple Sentences” “Compound Sentences”

NEW “Complex Sentences”

 

 

 

**

Complex sentences

 

Adjective clauses- who-people

   that- things and animal

   which -special things, unique things

 

 

P2 EF710 Class 8

 

Today’s Agenda

·         Attendance

·      Collect Test 1 RW

·      “Adult Ed Student Information Verification”

·      HANDOUT “Comma Splices”

Teach, exercises

·      Continue “Literary Terms”- narrator, point of view, symbol, theme, foreshadowing

·      Continue “Ice Storm” module

 

Thursday

Continue

 

Friday- No school for you-

-Professional Development- teacher training day

- Students with autism

 

Monday- No school

-BC Family Day

 

Tuesday

-Back in school

·      Test2- paragraph on “What Happened During the Ice Storm”

 

 

 

 

 

 

 

 

 

 

**

“Adult Ed Student Information Verification”

Check that your information is correct.

If it is all correct, please sign and the date the paper. Give it back to me.

If there are errors, make corrections on the paper.

 

PEN- Personal Education Number

DOB – date of birth

 

**

Comma Splices

 

Correction Codes

CS- comma splice

Very common error

 

Comma splices are related to run-on sentences.

A comma splice is two complete sentences (independent clauses) that are joined together with just a comma.

e.g.

I was tired. I went to bed early.

 

I was tired, I went to bed early. CS

 

Both parts are simple sentences, so a comma by itself isn’t strong enough to join them together. A comma is meant to separate parts of a sentence, not connect two full sentences together on its own.

 

You can fix a comma splice in a number of ways:

I was tired, I went to bed early. CS

 

1.    Use a period

I was tired, I went to bed early.

I was tired. I went to bed early.

These are two simple sentences.

 

2.    Add a coordinating conjunction (FANBOYS  SOBA)

SOBA   so or but and    95% of the time use SOBA

for   yet   nor- uncommon, not usual usage, grammar book

I was tired, I went to bed early. CS

I was tired, so I went to bed early.

This is a compound sentence.

 

SV, SOBA SV.

The cat is asleep, but the dog is awake.

He likes skiing, and he likes hiking. COMPOUND

She likes skiing, but she hates hiking. COMPOUND

He likes skiing but hates hiking. SIMPLE SVV

 

 

3.    Use a semicolon  ;

I was tired, I went to bed early. CS

I was tired; I went to bed early.

This is also a compound sentence.

 

4.    Use a semicolon with a transitional term.

I was tired, I went to bed early. CS

I was tired; therefore, I went to bed early.

This is also a compound sentence.

 

I was tired; that’s why I went to bed early. COMPOUND/COMPLEX SENTENCE

 

Purpose of a semicolon:

Two sentences that are talking about the same thing, are related.

;

-- dash – casual writing, energetic, cooler-looking

 

 

Purpose of a colon:

: colon – used to give additional information

She has visited many countries: Japan, China, Vietnam, France, etc.

Mei is taking two courses at SHEC: EF7 and Math10.

 

She has visited many countries: Japan, China, Vietnam ……  NOT ENGLISH

She has visited many countries: Japan, China, Vietnam ……  NOT ENGLISH

She has visited many countries: Japan, China, Vietnam, etc.

 

et cetera -Latin ‘and others’

 

Sarah has three kids: two girls and a boy. TOO FORMAL FOR FRIENDS

Sarah has three kids-- two girls and a boy. CASUAL

 

… ellipsis -specific usage, not etc.

 

 

That’s why I went to bed early. COMPLEX SENT- NOUN CL

 

 

5.    Make one clause dependent (usually an adverb clause)

ADVERB CLAUSES- because    when    if     since    although, etc.

 

I was tired, I went to bed early. CS

Because I was tired, I went to bed early. comma

I went to bed early because I was tired. no comma

This is a complex sentence.

 

COMMON ERROR

Because I was tired, so I went to bed early. XXX

FIXES

Because I was tired, I went to bed early.

I was tired, so I went to bed early.

 

COMPOUND SV, SOBA SV.

 

 

 

BRIEF REVIEW

SIMPLE SENTENCE

SV

SSV

SVV

 

COMPOUND SENTENCE

SV  , SOBA  or ;  SV

 

COMPLEX SENTENCE

dependent clause + independent clause

 

 

Example.

I went to bed early because I was tired. COMPLEX SENT- ADV CL

I was tired; as a result, I went to bed early. COMPOUND SENT

I was tired and went to bed early. SIMPLE SVV

 

IDIOM the teacher’s pet- favourite student

 

 

 

 

 

 

 

 

 

 

 

 

Exercise 1

Each sentence below contains a comma splice. Rewrite each sentence correctly by using one of the methods. Write the corrected sentences on your own paper.

Choose some.

Intermediate-level vocabulary

1.    I finished my homework, I went to bed early.

I finished my homework, so I went to bed early.

I finished my homework; therefore, I went to bed early.

I finished my homework; then I went to bed early. no comma

Why no comma? A great mystery.

 

2.    She enjoys reading, she likes hiking.

She enjoys reading; she likes hiking.

She enjoys reading, and she likes hiking.

She enjoys reading; also, she likes hiking.

She enjoys reading; as well, she likes hiking.

She enjoys reading; in addition, she likes hiking.

 

 

 

 

3.    The meeting started late, everyone was understanding.

4.    He trained for weeks, he felt unprepared.

Even though he trained for weeks, he felt unprepared.

He trained for weeks; nevertheless, he felt unprepared.

 

5.    The coffee was too strong, I couldn’t finish it.

The coffee was too strong. I couldn’t finish it.

The coffee was too strong, so I couldn’t finish it.

The coffee was too strong; therefore, I couldn’t finish it.

The coffee was too strong; as a result, I couldn’t finish it.

 

6.    They planned the trip carefully, it played out seamlessly.

 

7.    The store was crowded, there was nowhere to sit. CS

The store was crowded; therefore, there was nowhere to sit.

The store was crowded, and there was nowhere to sit.

The store was crowded, so there was nowhere to sit.

The store was crowded so that there was nowhere to sit. adv cl

 

,so  so that   Not the same thing

,so COMPOUND SENT

so that ADVERB CL – COMPLEX SENTENCE

 

There was nowhere to sit because the store was crowded.

 

8.    She saved enough money, she bought a new phone.

9.    The instructions were confusing, many students made mistakes.

 

10.                       We arrived early, the doors were already closed. CS

We arrived early, but the doors were already closed.

Although we arrived early, the doors were already closed.

Even though we arrived early, the doors were already closed.

although = even though = though(casual)

 

We arrived early, so the doors were already closed.

The doors were closed because we arrived early.

 

We arrived early; however, the doors were already closed.

 

 

Higher-level vocabulary

1.    The project looked simple at first, unexpected issues kept appearing.

2.    She practiced the speech repeatedly, so she felt confident.

Because/Since she practiced the speech repeatedly, she felt confident.

She practiced the speech repeatedly; therefore, she felt confident.

 

3.The train was delayed repeatedly, the passengers grew impatient. CS

The train was delayed repeatedly; finally, the passengers grew impatient.

The train was delayed repeatedly; therefore, the passengers grew impatient. 

for this reason

The train was delayed repeatedly; as a result, the passengers grew impatient.

The train was delayed repeatedly; unsurprisingly, the passengers grew impatient/irritated.

She missed half the classes; surprisingly, she got an A.

amazingly   happily   unexpectedly   unhappily

unbelievably

John loved Michelle; unhappily, she was already married.

Mei had no money in her bank account; unexpectedly, her aunt left her $1000000.

1000000- one million

 

IDIOM left money for someone in a will- someone died and passed

will power- will- your inner strength

will- a legal document

heritage- culture or past history  This church is a heritage building.

inheritance- the things or money you inherit

- money along to the next generation

 

In June, 2025, an 84-year-old North Vancouver woman left $1000000 to her male escort. Her children are suing him.

 

4.    The instructions seemed clear, most of the students were able to do the exercise.

5.    The team worked late into the night, they made steady progress.

6.    The restaurant received great reviews online, we found the service and food to be excellent.

The restaurant received great reviews online; not surprisingly, we found the service and food to be excellent.

IDIOM a foodie  I am a foodie.

 

7.    He tried to remain optimistic, frustration showed in his tone. CS

He tried to remain optimistic; nevertheless, frustration showed in his tone.  nevertheless = however

He tried to stay/keep/remain optimistic, but frustration showed in his tone.

He tried to remain optimistic although frustration showed in his tone.

 

IDIOM optimistic- look on the bright side of life, a glass half-full person

 

pessimistic- negative look at the world, a glass half-empty person

 

realistic- clear-eyed- see the world as it is

Be grateful. Feel gratitude for small things.

Sometimes I am an optimist; sometimes I am a pessimist.

 

They agreed on the main goals, the details caused disagreement.

4.    The package was marked as delivered, nobody could find it.

5.    He reviewed the document one last time, it all looked good.

 

**

“Literary Terms”

6.narrator- the person who tells the story

narrate(v) tell a story

audiobooks-

narrative(adj)

 

7.point-of-view-

 

8.    symbol(n)

symbolize(v)

symbolic(adj)

 

 

 

**

Name: ____________________

Class: ____________________

 

“What Happened During the Ice Storm” Thought Questions

** Make notes in preparation for small-group discussion **

4.     What is the setting of the story?

 

 

5.     The word ‘But’ in the third sentence causes the mood of the story to change. How is this a pivot point in the story?

 

 

6.     Why do the boys go out in the storm?

 

 

7.     What does “harvest the pheasants” (paragraph 2) mean?

catch and kill-

harvest crops- rice, wheat, corn, apple, cherry, blueberry, etc

harvest fish, harvest deer/moose/elk- wild animals, game animals

harvest- birds can’t move, like picking crops

harvest- farm- lifestock- farm animals that are kept to make money- chickens, pigs, sheep, goats, cows, ducks, etc.

harvest- food

 

8.     What are three comparisons the writer creates between the birds and the kids in the third paragraph?

1.breath

2.heads moving back and forth

3.covered in ice

4.blindfolded and no clubs and sacks - helpless

 

 

9.     What is the simile comparing the grass seeds, the pheasants, and the boys?

simile- comparison two things using ‘like’ or ‘as’

She is as tall as a tree.

He is skinny like a bamboo.

dirty as a pig

deaf as a post

blind as a bat

as smart as Einstein

 

egg- fragile, easily broken, delicate

youth, alive

grass seed and egg

 

 

 

10.What is the climax of the story?

most dramatic point – highest tension

 

 

11.Why do the boys act in the manner they do?

-kind-hearted

-feel compassion

-sympathy, empathy

 

 

12.What is the resolution (denouement) of the story?

 

 

P1 EF71011 Class 8

Tumbler Ridge, BC

school shooting

10 people dead

20+ injured

students? adults?

shooter is dead- self-inflicted gunshot, suicide

 

Suicide Hotline- phone #- 988

 

Emergency services- fire, police, ambulance –phone#- 911

 

More news will come out in ensuing days.

 

school shootings- common in the US, rare in Canada

 

gun ownership-

Canada- many laws and rules

US- no laws, different states have different laws

open-carry states-

US Constitution “the right to bear arms” 2^nd Amendment

 

mass shootings in the US- 4 people of more-

 

road rage- drivers getting extremely angry when driving, getting out and fighting, running each other over

 

 

legal

first-degree murder

second-degree murder

manslaughter

self-defence

 

In the US, a lot of people keep a gun for home defence.

 

Canada- proportional response-

 

VOCAB indiscriminate(adj) no plan, disorganized

 

Today’s Agenda

·         Attendance

·      Collect Test 1 RW

·      MAYBE LATER THIS WEEK P2 “Adult Ed Student Information Verification”

·      HANDOUT “Comma Splices”

Teach, exercises

·      Continue “Literary Terms”- narrator, point of view, symbol, theme, foreshadowing

·      Continue “Ice Storm” module

 

Thursday

Continue

 

Friday- No school-

-Professional Development-teacher training day

- Students with autism

- autism-

 

Monday- No school

-BC Family Day

 

Tuesday

-Back in school

·      Test2- paragraph on “What Happened During the Ice Storm”

 

 

 

 

Comma Splices

 

Correction Codes

CS- comma splice

 

Very common error

 

Comma splices are related to run-on sentences.

A comma splice is two complete sentences (independent clauses) that are joined together with just a comma.

e.g.

 

I was tired, I went to bed early.

 

Both parts are simple sentences, so a comma by itself isn’t strong enough to join them together. A comma is meant to separate parts of a sentence, not connect two full sentences together on its own.

 

You can fix a comma splice in a number of ways:

I was tired, I went to bed early. CS

 

1.    Use a period

I was tired. I went to bed early.

These are two simple sentences.

 

 

 

 

 

 

 

 

 

2.    Add a coordinating conjunction (FANBOYS  SOBA)

SOBA   so or but and    95% of the time use SOBA

for   yet   nor- uncommon, not usual usage, grammar book

 

I was tired, so I went to bed early.

This is a compound sentence.

 

SV, SOBA SV.

The cat is asleep, but the dog is awake.

He likes skiing, and he likes hiking. COMPOUND

He likes skiing, but he hates hiking. COMPOUND

He likes skiing but hates hiking. SIMPLE SVV

 

 

3.    Use a semicolon  ;

I was tired, I went to bed early. CS

 

I was tired; I went to bed early.

This is also a compound sentence.

 

4.    Use a semicolon with a transitional term.

I was tired, I went to bed early. CS

 

I was tired; therefore, I went to bed early.

This is also a compound sentence.

 

I was tired; that’s why I went to bed early. COMPOUND/COMPLEX SENTENCE

 

That’s why I went to bed early. COMPLEX SENT- NOUN CL

 

 

5.    Make one clause dependent (usually an adverb clause)

ADVERB CLAUSES- because    when    if     since    although, etc

 

Because I was tired, I went to bed early. comma

I went to bed early because I was tired. no comma

 

This is a complex sentence.

 

Example.

I went to bed early because I was tired. COMPLEX SENT- ADV CL

I was tired; as a result, I went to bed early. COMPOUND SENT

I was tired and went to bed early. SIMPLE SVV

 

 

Exercise 1

Each sentence below contains a comma splice. Rewrite each sentence correctly by using one of the methods. Write the corrected sentences on your own paper.

Choose some.

Intermediate-level vocabulary

1.    I finished my homework, I went to bed early.

 

2.    She enjoys reading, she likes hiking.

She enjoys reading; she likes hiking.

She enjoys reading, and she likes hiking.

She enjoys reading; also, she likes hiking.

She enjoys reading; as well, she likes hiking.

She enjoys reading; in addition, she likes hiking.

 

 

 

 

3.    The meeting started late, everyone was understanding.

4.    He trained for weeks, he felt unprepared.

Even though he trained for weeks, he felt unprepared.

He trained for weeks; nevertheless, he felt unprepared.

 

5.    The coffee was too strong, I couldn’t finish it.

The coffee was too strong. I couldn’t finish it.

The coffee was too strong, so I couldn’t finish it.

The coffee was too strong; therefore, I couldn’t finish it.

The coffee was too strong; as a result, I couldn’t finish it.

 

6.    They planned the trip carefully, it played out seamlessly.

 

7.    The store was crowded, there was nowhere to sit.

The store was crowded; therefore, there was nowhere to sit.

The store was crowded, and there was nowhere to sit.

The store was crowded, so there was nowhere to sit.

There was nowhere to sit because the store was crowded.

 

8.    She saved enough money, she bought a new phone.

9.    The instructions were confusing, many students made mistakes.

10.                       We arrived early, the doors were already closed.

We arrived early, but the doors were already closed.

Although we arrived early, the doors were already closed.

Even though we arrived early, the doors were already closed.

although = even though = though(casual)

 

We arrived early; in fact, the doors were already closed.

 

We arrived early, so the doors were already closed.

The doors were closed because we arrived early.

 

 

 

SWITCHAROO

The doors were closed because we arrived early.

Because we arrived early, the doors were closed.

 

 

Higher-level vocabulary

1.    The project looked simple at first, unexpected issues kept appearing.

2.    She practiced the speech repeatedly, so she felt confident.

Because she practiced the speech repeatedly, she felt confident.

She practiced the speech repeatedly; therefore, she felt confident.

 

3.    The train was delayed repeatedly, the passengers grew impatient.

The train was delayed repeatedly; finally, the passengers grew impatient.

The train was delayed repeatedly; therefore, the passengers grew impatient.

The train was delayed repeatedly; as result, the passengers grew impatient.

The train was delayed repeatedly; unsurprisingly, the passengers grew impatient.

She missed half the classes; surprisingly, she got an A.

amazingly   happily   unexpectedly

 

 

 

 

Mei had no money in her bank account; unexpectedly, her aunt left her $1000000.

1000000- one million

IDIOM left money for someone in a will- someone died and passed money along to the next generation

In June, 2025, an 84-year-old North Vancouver woman left $1000000 to her male escort. Her children is suing him.

 

 

4.    The instructions seemed clear, most of the students were able to do the exercise.

5.    The team worked late into the night, they made steady progress.

6.    The restaurant received great reviews online, we found the service and food to be excellent.

7.    He tried to remain optimistic, frustration showed in his tone.

He tried to remain optimistic; nevertheless, frustration showed in his tone.  nevertheless = however

He tried to stay/keep/remain optimistic, but frustration showed in his tone.

He tried to remain optimistic although frustration showed in his tone.

IDIOM optimistic- look on the bright side of life, a glass half-full person

pessimistic- negative look at the world, a glass half-empty person

realistic- clear-eyed- see the world as it is

Be grateful. Feel gratitude for small things.

8.    The restaurant received great reviews online, we found the service and food to be excellent.

The restaurant received great reviews online; not surprisingly, we found the service and food to be excellent.

IDIOM a foodie  I am a foodie.

 

 

 

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4.     What does “harvest the pheasants” (paragraph 2) mean?

harvest crops-

rice crop, wheat crop, apple crop, corn crop

harvest animals- farm animals- livestock- chickens, sheep, cows, goats, horses, fish

pet- animals as friends

BC has fish farms. farmed salmon, wild salmon

 

 

 

5.     What is the simile comparing the grass seeds, the pheasants, and the boys?

simile- comparison between two things using ‘like’ or ‘as’

She is tall as a tree.

He is thin like a pole.

He is skinny like a skeleton.

He looks like five chopsticks.

 

“egg yolks”

VOCAB fragile- easily broken, easily damaged

CAUTION: FRAGILE

delicate, vulnerable

 

6.     What is the climax of the story?

climax- most tension

 

7.     Why do the boys act in the manner they do?

-young and kind-hearted

-compassion

-sympathy, empathy

 

 

9.What is the resolution (denouement) of the story?

-boys run home

-unsure footing

-blurry lights