EF4/5 12:45 Causative verbs

I hired a person to cut my dog's hair.
I will not hire a person to trim my puppy's hair.

She helped her son to take out the recycling.
She helps her son to take out the recycling.
She will help her son to take out the recycling tonight.

The personal trainer motivates her client to keep doing exercise.

She motivated herself to finish college.

My boss forced me to work this weekend.

I asked the man in the movie theatre to take his big hat off.

*get- ask/tell
I will get the plumber to install a new faucet.
His wife got him to pick up some milk.

The salesperson convinced the customer to buy his stuff.

The very nice teenager assisted the old lady to carry her groceries home.

I encourage my children to set realistic goals and work hard to meet them.

She told him to watch out for the brown grizzly bear.


help, have, make, let

I help you to move.
I help you move.

have=get
She had him fix the washer.
She got him to fix the washer.

I make my children to do their chores.
I get my children to do their chores.

*let=allow
I let my son do his homework. DOESN'T MAKE SENSE
I let my son eat a tub of ice cream. MAKES SENSE

Don't let the puppy eat chocolate.
Don't allow the puppy to eat chocolate.

Don't let your children make friends with strangers on the internet.

EF4/5 10:25 Causative verbs

Causative verbs
high-frequency causative verb
“help”
subject + causative verb + object (usually) + verb.
Marian helps her mother to clean the house.
The kids help their grandfather to plant the garden.
“allow”
The teacher allowed the students to do the test again.
The father doesn’t allow his teenage son to stay out past 10PM.
“invite”
Our neighbour invited us to come over for a barbecue.
*“get”- ask to do
His wife got him to pick up some milk.
Could I get you to bring over my wallet?
“tell”
I told him to keep the secret to himself.


help, have, make, *let
His wife got him to pick up some milk.
His wife had him to pick up some milk.
I had my students read a story.
We had the plumber install a new tap.

“make”
I make my children clean up their rooms.

*”let”=allow
I let my daughter watch funny videos.
I let my son do his homework. DOESN’T MAKE SENSE
I let my son play soccer in the backyard after supper. MAKES SENSE

She got him to change her tire.
“Could you change my flat tire, please?”

“help”- can be done either way
He helped her to change the tire.
He helped her change the tire.

EF4/5 12:45 Passive and active voice

1. Poeple speak English in Australia.
English is spoken in Australia (by people).

2. They are writing the report now.
The report is being written now.
3. The mailman was bitten by the dog.

kitten
rifle
riffle
4.The car was still being fixed when I arrived at the garage.
5. A tour of the museum will be given to us. AWKWARD
We will be given a tour of the museum. MORE NATURAL
6.The old building is going to be torn down (by them).

9-14 modals- can, could, should, may, might, must, will, have to

9.The project can be finished on time.
10.The parcel has to be sent today.
11.The floor should be swept everyday (by you).

You should exercise.

12.Seatbelts must be worn at all times.
14.You may be contacted this week (by them).


Passive voice is weak and sounds weak.
Active voice is strong and sounds strong.


p3
1.My car is at the service station. It is being repaired right now.
2.Dinner was served at 7:00 last night.
Dinner will be served at 7:00 tonight. -modal
Dinner is served at 7:00, usually.
3.Your cheque has already been deposited in the bank.-present perfect
Your cheque was already deposited in the bank.-simple past

4.The newspaper is delivered before 6:00 A.M. everyday.
5.The book was published in 1950.
6.The patient will be examined by a surgeon tomorrow.
7.The wuestion will be discussed at our next meeting.
8.Twenty new workers were hired last month.
9.There are not enough hpspitals in our erea. A new hospital needs to be built soon.
10.When you go through customs at the airport, your bags might be searched.
When you go through customs at the airport, your bags could possibly be searched.
11.Hundreds of people were injured in the train accident last week.
12.Your library books must/should be returned in three weeks.

EF4/5 10:25 Passive voice exercises

active voice- the subject does the verb

“He cooked supper.” Who cooked?

passive voice- the subject does nothing (passive)

“The supper was cooked by him.” past participle Who cooked?

p2 Exercise A

1.      People speak English in Australia. -active

          English is spoken by people in Australia. -passive

2.      They are writing the report right now.

          The report is being written by them right now.

3.      The dog bit the mailman.

          The mailman was bitten by the dog.

6.      They are going to tear down the old building.

          The old building is going to be torn down (by them).

7.      They have already given him the good news.

          The good news has already been X given to him already.

8.      They had built the houses before the war started.

          The houses had been built before the war started.

9-14 modals can, could, may, might, will, etc.

9.      They can finish the project on time.

          The project can be finished on time.

10.    You have to send the parcel today.

          The package has to be sent today.

11.    You should sweep the floor everyday.

          The floor should be swept everyday.

EF4/5 12:45 Sentence combining "French Fries"

SENTENCE TYPES:

SIMPLE

COMPOUND

COMPLEX

SENTENCE COMBINING

KERNEL- main sentence that we build on.

          -usually it’s the first sentence

1.French fries are loaded into a basket. KERNEL

2.The French fries are white. new information

white is an adjective

The white French fries...

The French fries which are white...

3.The basket is wire.

White French fries are loaded into a wire basket. SIMPLE

4.Then they are lowered. KERNEL

5.The lowering is slow. lowering gerund for lowered

Then they are lowered, and the lowering is slow.

REPETITIVE, OVERWRITTEN

slow  is an adjective

slowly  is an adverb

Then they are lowered slowly

6.The lowering is into oil.

Then they are lowered slowly into oil. NICE SOLUTION

7.Their bath crackles. KERNEL

8.Their bath foams.

9.The bath is hot. hot is an adjective

Their bath crackles, and their bath foams. REPETITIVE

Their bath crackles and foams.

GOOD SOLUTIONS

Their hot bath crackles and foams. SIMPLE

Their bath which is hot crackles and foams. COMPLEX

Their bath is hot, so their bath it crackles and foams. COMPOUND

Their bath crackles and foams because it is hot. COMPLEX

10.The potatoes release a puff. KERNEL

11.The potatoes are thinly-sliced. thinly-sliced is a modifier, noun modifying a noun

The thinly-sliced potatoes release a steam puff.

INAUTHENTIC- cream puff

GOOD SOLUTION

The potatoes which are thinly-sliced release a puff of steam. COMPLEX

The thinly-sliced potatoes release a puff of steam. SIMPLE

13.They come out crispy brown.

14.They come out streaked with oil. ELIMINATE REP

They come out crispy brown and streaked with oil. GOOD SOLUTION

EF4/5 10:25 Sentence combining "French Fries"

SIMPLE

COMPOUND

COMPLEX

sentence combining

KERNEL- usually the first sentence, main sentence to build on

1.French fries are loaded into a basket. KERNEL

2.The French fries are white. FIND NEW INFORMATION

White French fried are loaded into a basket. GOOD

French fries are loaded into a basket, and the French fries are white. REPETITIVE, UNNECESARILY OVERWRITTEN

3.The basket is wire.

White French fried are loaded into a wire basket. NICE SOLUTION

4.Then they are lowered. KERNEL

5.The lowering is slow. lowering is noun form of lowered

slow is new information

6.The lowering is into oil.

Then they are lowered, and the lowering is slow. REPETITIVE

slow is an adjective. We need the adverb: slowly.

Then they are lowered slowly

The lowering is into oil. NEW INFORMATION

Then they are lowered slowly into oil. GOOD SOLUTION

7.Their bath crackles.

8.Their bath foams.

9.Their bath is hot. hot is an adjective

Their hot bath crackles and foams. SIMPLE

Their bath crackles and foams, and it is hot. COMPOUND

Their bath crackles, foams and is hot. SIMPLE

Their bath crackles and foams because it is hot. COMPLEX

Their bath which is hot crackles and foams. COMPLEX

10.The potatoes release a puff.

11.The potatoes are thinly-sliced. thinly-sliced is like an adjectice

12.The puff is steam.

The potatoes which are thinly-sliced release a steam puff.

The thinly-sliced potatoes release a puff of steam.

steam puff , thinking cream puff

They come out crispy brown and streaked with oil. SIMPLE

They come out crispy brown and also streaked with oil.

EF4/5 persuasive paragraphs

Topic sentence- topic, opinion

4.lack of comm. skills

3.expensive

2.games in class

1.net safety

Concluding sentence

          Elementary school children should not have cell phones in class because of some for several reasons. First, if kids use their cell phones too much, they may forget how to interact and communicate with other children face-to-face. Also, cell phones cost hundreds of dollars, and children are not responsible enough to take care of them. Another big problem is that they can’t stop playing games on their phones during class time. Most important, children may not understand net safety, and they may give their personal information to strangers. Therefore, for these reasons, young children in school should not have cell phones.

Is it important for a person to learn English if they live in Vancouver?

          It is very important for a person who lives in Vancouver to learn English well. First of all, if you speak English, you can handle all of your everyday challenges by yourself. You won’t have to ask anyone to help you. Also, it is easy to get a job or a better job if your English is a high level. You can get a variety of jobs in English-speaking companies, and you won’t be limited to just your language. Most important, as a fluent English speaker, you will be able to communicate with lots of people, and you will avoid misunderstandings. You will be able to integrate more confidently into your new society. Obviously, learning English will promote a richer life for you.

EF4/5 Websites for phrasal verbs

http://www.englishclub.com/vocabulary/phrasal-verbs-list.htm

http://www.learn-english-today.com/phrasal-verbs/phrasal-verb-list.htm

EF4/5 Sentence Combining Sheet #2

2. After they checked all their equipment, they got into their car for the long ride to the mountains.
Before they got into their car for the long ride to the mountains, they checked all their equipment, 
3.When they arrived at the campground in the late afternoon, they set up camp near a small stream.
They set up camp near a small stream in the late afternoon when they arrived at the campground.
4.David put up the tent while Peter cooked supper over the fire.
5.After they crawled into their sleeping bags at sunset, they became nervous because they began to hear animal noises.
They became nervous after they crawled into their sleeping bags at sunset because they began to hear animal noises.
6.Peter wanted to get up and go to the car, but David said it would be better just to go to sleep.
7.They got up at sunrise before the other campers and made a hearty breakfast.
8.David and Peter prepared for their first long hike, and they decided to go to the top of |Mount Madison.
9.As they began the climb, it started to rain, so they decided to go home.
It started to rain as they began the climb, so they decided to go home.

EF4/5 Example descriptive paragraph- face

PLAN
cream-coloured fur- long silky puppy fuzz
long floppy ears- inside out
happy black eyes- happy to see you
wet black nose- touching everything
tiny sharp teeth- chewing
long red tongue- fast

My puppy, Butter, has a very cute face. He has long, silky cream-coloured fur that is still fuzzy because he is so young. He has long floppy ears that are sometimes turned inside out.  His eyes are coal-black, and they light up when he sees people coming into the house. His nose is black and wet. He has tiny sharp teeth and loves to chew bones and toys. He has a very long red tongue and will lick you right on the mouth if you are not fast enough.  All in all, Butter is an adorable puppy with a great face.

EF4/5 paragraph

PARAGRAPHS

-narrative- tell a story

-descriptive- “word picture”

-process/ expository- teach how to do, explain how it works

-persuasive- convince, persuade, change their mind, help them understand

STRUCTURE OF A PARAGRAPH

Topic sentence- topic, focus

“What are you going to do on the Xmas vacation?”

 Topic sentence should answer/ address the questions

“Xmas vacation is two weeks.” X

“I am going to be very busy this Xmas.” SIMPLE, BUT GOOD

“My family and I will relax this holiday.” SIMPLE, BUT GOOD

-supporting points

-examples

-evidence

Concluding sentence

PROCESS

PLAN

1.Analyze the topic

2.Generate ideas

LIST, MINDMAP

3.Order

WRITING

4.Rough copy

5.Edit

6.Good copy

Editing- sentences!!

FOCUS ON SENTENCES-

SIMPLE

COMPOUND

COMPLEX

punctuation

verb form

verb tense

DESCRIPTIVE WRITING

five senses    -sight- lots of vocab- colour, size, shape,

                        -touch-

                        -smell-

                        -hearing-

                        -taste-

sixth sense ESP extra sensory perception

NOT REAL-

sensory words- descriptive words- adjectives and nouns- modifiers

Organize according to space- like a camera

side to side

top to bottom

bottom to top

close up to far away

far away to close up