Today’s Agenda
·
Attendance
·
Discuss PLOs and Curricular Competencies
·
Begin paragraph writing
“Modes of Writing WI567”
·
“Starting a Hobby as an Adult”
Read aloud
Explore new vocab
·
Sentence overview “Overview of Sentence Types”
Tuesday
·
Narrative paragraphs -telling a story
“Narrative Writing” HANDOUT
Practice- PLAN, then WRITE
Paragraph format, structure
·
Continue “Starting a Hobby as an Adult”
Small-group discussion
·
Sentence work
Wednesday
·
Narrative paragraphs
Continue from last class
Test 1 tomorrow
·
Sentence work
·
Thursday
·
Review paragraph structure and format
·
Test 1- narrative paragraph
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Friday
·
“Self-Assessment Reflection” Week 1
**
Ministry of Education in BC
from www.bced.gov.bc.ca
EF7/Composition 10/Literary Studies 10- same
courses
I will use the same vocab for Composition 11
PLOs “Prescribed Learning Outcomes”
Every Foundations course has PLOs.
-guidelines for what the teacher has to
teach
-areas of focus
-areas to explore in the course
-basis for evaluation
Explore vocabulary
Prescribed Learning Outcomes
-prescribed(adj)- like an order, mandatory,
not an option
-prescription(noun) The doctor wrote me a
prescription.
SLANG script-
IDIOM An apple a day, keeps the doctor away.
JOKE A garlic a day, keeps everyone away.
A doctor prescribes(v)
some medicine. – need to take, tells you
Some teachers teach prescriptive grammar.
–hard grammar rules
who/whom
past perfect verb tense
double-negative rule
Some teachers teach descriptive grammar.
–soft grammar guidelines
-focus on authentic usage
IDIOM never ever – definitely not,
strong I have never ever drunk alcohol.
Never never ever give your real name on the
internet.
-learning(verb,adj,noun) – synonyms-
knowledge(n), study(v), understanding(n), discover(v), research, educating,
developing, growing, getting better, explore, improve, comprehension
-outcome(n)- result, find, discovery, as a
result, finish, end, conclude, completed, complete, therefore, final, sum
up, at the end, what you got, aftermath, summation, summative
PLOs (Prescribed Learning Outcomes) – the
things that we should be able to do by the end of the course.
Setting goals- plan, target, aim,
trajectory, path, vision, purpose, dream, destination, ambition, project,
aspiration(n), aspire(v)
“I want/aspire
to be an immigration lawyer.”
“My aspiration is to run my own business.”
“My plan/aspiration/ambition is to be an
interior designer.”
inspire
XX aspire
Stretch your comfort zone.
IDIOM your comfort zone – just doing what
does not challenge you, used to it already, comfortable, no risk, no pressure
The PLOs will encourage us to grow.
IDIOM our comfort zone – no pressure, feel
comfortable, feel confident
take risks in order to grow
challenge ourselves
Do you challenge yourself?
-learning a new/ different/ additional
language
-make more money
-talking with kids
-communicate with other people
-immigrating/emigrating
VOCAB immigrate- come into a country
permently emigrate-leave a country
permanently
She emigrated from China. She immigrated to
Canada.
immigrate(v) immigration(n) immigrant(n,
person)
-getting PR
Levels of mastery: EMERGING DEVELOPING
PROFICIENT EXTENDING
Going outside our comfort zone is
challenging, frightening, destabilizing, stressful, etc.
On the other hand, this is where growth
comes from.
-personal growth, professional growth,
confidence, mastery, become expert, gain expertise
professional – get paid
semi-professional –
amateur- no money
I am a serious amateur musician.
-explore, grow
MY MOTTO: I have to say ‘yes’ to new good
experiences, especially for music.
motto- special words you can tell yourself
The PLOS are opportunities for growth.
Our PLOS- goals for the course.
HOMEWORK Looked over for homework
A.ORAL LANGUAGE
B.READING AND VIEWING
C.WRITING AND REPRESENTING
D.EVIDENCE OF THINKING
My focus for marking:
ORAL- talking
A1 – engage with others in sustained
conversation
-contribute ideas and support the ideas of
others
-analyze diverse points of view
A2- demonstrate an understanding of detailed
information communicated through a variety of spoken sources
WRITING – sentences, paragraphs,
essay
C1- enhance meaning by using conventions,
forms, and structures of writing and representing according to purpose
-grammar and usage
-punctuation, capitalization, and Canadian spelling
. , ;
? “ “
: -
!- rarely used in school writing
hyphen - She
has a three-year-old baby.
He
took a three-hour flight to Toronto.
It
was April 27th.
dash –
casual semicolon
She likes Vancouver; the parks are great for
her kids.
She likes Vancouver- the parks are great for
her kids.
C3- variety of descriptive,
narrative, and expository essays/paragraphs
process, compare/contrast
C5- generate, develop, and organize ideas
for writing
setting
the topic
limiting
the topic
brainstorming
ideas
organizing
ideas
These are the main PLOs that I will be
focusing on for teaching and marking.
Which of the PLOs are you good at already?
Which ones do you want to get better at?
challenging- writing
What’s challenging about writing?
-essay writing
-planning, organization- essay, paragraph
-developing ideas- points and details
-spelling
-punctuation- . , ; “ “
-transitional words
-verb tense- simple tenses, progressive
tenses, present perfect
-verb form
-prepositions
preposition after a verb “go to” phrasal
verb
**Very important to know
phrasal verb = verb + preposition
talk + to
talk + over
talk + for
talk + about
-articles- a an the
-new vocabulary- remembering new vocab
Flash cards - phone app
-colloquial vocabulary
colloquial- authentic, natural-sounding
vocabulary
-developing
depth of vocabulary
-verbs?
modal auxiliaries
-punctuation
period, comma, semicolon ;
question
mark, exclamation point, colon :
“ “ quotation marks - hyphen
semicolon
It is cloudy. It is warm. two simple sentences
It is cloudy, but it is warm. one compound
sentence
It is cloudy; it is warm. one compound sentence
It is cloudy; however, it is warm. one compound
sentence
Listening
-
watching movies, listening to podcasts , Spotify
Good
for your English?
subtitles
good
for listening
repeating
phrases and sentences
learn
new vocab and use it in conversation
repeated
watching, listening
Are
different accents difficult?
pronunciation?
speaking
pace
-idioms-
secret codes “butterflies in my stomach”
Break
a leg! Good luck.
I’m
torn. I don’t know what to choose. I can’t make a decision.
IDIOM She is caught between a rock and a hard
place. – no good choice
IDIOM She is like a chicken with its head
cut off. very very busy
VOCAB limbo(n)- in the middle, can’t move
forward or backward
I am in limbo.
English chicken- scared, not brave, coward
Don’t be a chicken.
IDIOM goat- useless person
SLANG GOAT greatest of all time
Opportunities to talk in English:
-at work
-roommates
-friends
-classes in the library
VPL.ca events
-chatting with daughters
-colearners chatting
-chat with ChatGPT- follows your level
-volunteering e.g. seniors centre
-in class with classmates
-activity groups- playing sports, hiking
group, walking group, dance class
-apps HelloTalk, Duolingo
**If you want to learn English, you have to
be social.
You have to overcome your shyness if you are
shy.
You have to push yourself. You have to get
out of your comfort zone.
shy- afraid of social judgement
introverted- social interaction is draining
extrovert- social interaction energizing
ambivert- mix of both
Listening for pronunciation and phrasing
-watching TV
-Duolingo
-radio, e.g. CBC- excellent pronunciation
-podcasts
BIG QUESTIONS to think about when you read
through them
1. Which
PLOs feel most important to you? Which ones resonate with you? Which ones stand
out to you as being relevant to your life?
resonate(v)- vibrate, shake, has deep
meaning, feel deeply
relevant- related, connected to, important,
meaningful
2. Which
of the PLOs do you already do well? Which ones are your strengths. Which one
are you already good at?
-PROFICIENT/EXTENDING
3. Which
of the PLOs do you want to improve upon? Which ones reveal some weakness that
could strengthen? Which ones do feel would be worthwhile working on?
-
EMERGING, DEVELOPING
**Ten-minute break**
**
Modes of writing
mode- different style, purpose, intention
I am in student mode right now.
IDIOM We all wear different hats.
She switched to mom mode.
IDIOM a very busy person “I wear a lot of hats.” “She wears
a lot of hats.”
NEGATIVE “He is two-faced. He is fake.”
Kinds/Modes of paragraphs:
*narrative(adj)- tell a personal story, narrate(v),
narrator(n)-person who tells a story narration(n)
e.g. Write about your first day in Vancouver.
-EF34 paragraph
exams- narrative possible approach to writing prompts
*persuasive/opinion- explain your point of view, your
perspective, maybe convince the reader, represent your ideas clearly
e.g. Do you agree that marijuana should be legal in Canada?
persuasive possible approach to writing prompt
possible binary – yes or no
possible narrative approach
*NOT DO IN THIS CLASS descriptive – description(n),
describe(v)- appeal to five senses, adjectives, descriptive words
five senses- points of contact with the world: sight, smell,
taste, hearing, touch, 6th sense
e.g. Describe your grandmother’s face.
*NOT IN THIS COURSE definition – explain what something is,
explain is detail
e.g. famous building, dish,
*compare/contrast –
compare – find similarities
-contrast – find differences
e.g Compare and contrast high school on your home country
and in Canada.
e.g Compare and contrast rights and freedoms in your home
country and in Canada.
*PROBABLY NOT IN THIS COURSE literary- writing about a short
story, novel, movie
*process – explain how to do something, teach
e.g. How-to videos
You can choose what type of writing is most appropriate for
your purpose.
type of writing – mode of writing
**
”Starting a Hobby as an Adult”
new vocab
-embrace(v) – accept a new challenge
She has embraced this opportunity to speak in English.
-IDIOM carve out space - find time for an activity in a busy
schedule
Even though she is busy, she always carves out space for yoga.
carve(v)- cut, shape with a knife
-antidote(n)- solution to a problem
-fulfilling(adj) – satisfying
-intimidating(adj)- scary, cowing, make you feel unsure
-equate(v) equals, same as
-trigger(v,n)- to cause, to make something happen
