Good afternoon, everyone.
Today’s agenda
·
Collect student questionaires
·
Continue “Prescribed Learning Outcomes” module
·
“Core Competencies: Self Assessment”
·
Begin sentence work- overview of sentences
Friday
·
Sentence work- simple sentences
·
Discuss structure of quiz on Tuesday
·
Continue “Prescribed Learning Outcomes” module
·
Paragraph structure
·
Monday
·
Test#1 paragraph about the “Prescribed Learning
Outcomes”
·
Sentence work- continue simple sentences
Choose vocab for quiz tomorrow
Tuesday
·
Return Test#1
Optional rewrite for bonus point
·
Quiz#1 - simple sentences
·
Begin compound sentences
Wednesday
·
Continue compound sentences
·
from www.bced.gov.bc.ca
Every Foundations course has PLOs.
“Prescribed Learning Outcomes”
-guidelines for what I should teach
-areas to explore in the course
Explore vocabulary
-prescribed(adj)- like an order, mandatory,
not an option
A doctor prescribes(v) some medicine. –
recommend, need to take, tells you
-prescription(n)
-learning(adj) – synonyms- knowledge(n),
study(v), understanding(n), discover(v), research, educating, developing,
growing, getting better, explore, improve, increase, comprehension
Nice rich vocab!
NEW BEST FRIEND: thesaurus.com
-outcome(n)- result, find, discover, 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.
Goals- plan, target, aim, trajectory,
vision, purpose, dream?, destination, ambition, project, aspiration
“I aspire to be an immigration lawyer.”
“My aspiration is to run my own business.”
“My aspiration/ambition is to be an interior
designer.”
Stretch your comfort zone.
IDIOM your comfort zone – just doing what
does not challenge you
Our
goals for the course.
HOMEWORK
Read the document over for homework.
BIG QUESTIONS to think about while I teach
and explain
1.
Which PLOs seem most important to you? Which
ones resonate with you? Which ones stand out to you as being relevant to your
life?
resonate- vibrate, shake, has deep meaning
relevant- related, connected to
2.
Which of the PLOs do you already do well? Which
ones are your strengths. Which one are you already good at?
3.
Which of the PLOs do you want to improve upon?
Which ones reveal some weakness that could strenghtened? Which ones do feel
would be worthwhile working on?
Tomorrow, we will
do some small group talking about your choices for the PLOs.
This will be the
basis for our paragraph writing on Friday (Test#1)
Go over some
together.
Let’s go over these- read them,
talk about vocab, meaning
ambiguous- unclear, not black or
white
Small group discussion:
Small group (4-5 people) discussion, chatting, casual
talking
Share your ideas on the PLOS- your strenghts and weaknesses
As a small group, discussion, asking questions- clarify
points. Figure out meaning.
clarify(v) – clear(adj) – make an idea clear in your mind or
to someone else
-
building vocabulary
-
finding synonyms-
e.g. impromptu- without planning,
off-the-cuff
Opportunity to talk in English about big ideas, concepts,
challenging material.
Stretching our ability to communicate in English.
Let’s get into some small.
Let’s share the what you found with the PLOs- your areas of
strength and your areas for improvement.
**10-Minute Break**
REPORT OUT- share ideas from the groups, share what you
found
EF5
strength C1 writing simple, compound, and complex sentences
strength A4 speaking clearly and audibly- audible(adj)
audio(n) auditorium(n)- music hall
strengths A1,3,4-speaking C5- generate and organize ideas
weakness goals- listening comprehension- steps to improve
goals- C6 – developing writing
strength A1
goals C1 develop conventions of writing
strength C5-brainstorm ideas
setting a purpose
organizing my ideas
567 strength C4- interpret and analyze ideas
goals- B3 revise and edit- proofreading
EF5 A2 – demonstrate an understanding of information
-asking clarifying questions
-verbally summarizing main messages
EF5 goals C1,2,3,5 communicating in wriitng
steps- new vocab
practice parargraph
strength A4 -give a presentation to a small group
-love to talk
-love to interact with people
self-discovery
self-improvement
self-knowledge
Vote! Exercise your suffrage.
suffrage- the right to vote
suffer
We do not have a free and fair election. The election is
rigged.
rigged- fake, not real, just a show
democracy
demos- the people
cracy- government
theocracy- theo-
church, religion
autocracy- auto-self, one person, dictator- dictate(v)-I talk,
you listen
monarchy- king or queen
It will all go on the blog.
You are probably
already experienced with English.
We will learn the
fundamental sentences styles that we use everyday. If this is new to you, let’s
learn a lot about sentences. Even if you already know about them, I still have
some new things to teach you.
Full review of the
three sentence types: very important, very useful, very practical, everyday usage
We study sentences so
that we can use them in your life- school, work, social life, business.
Quick overview of
sentence types
1.SIMPLE
2.COMPOUND
3.COMPLEX
4. COMPOUND-COMPLEX
(mix of 2 and 3)
99% of the time, these
three sentence types will allow to write anything you want.
If you want to write
well in English, this is what you want to do.
**
Side Note: I have a
small business where I do editing for university students, mostly nurses and nursing
students. What I do is read their essays and papers and then edit their writing.
I use almost exclusively simple, compound, and complex sentences.
ANOTHER SIDE NOTE:
Every year on Tuesday nights (5-6pm) from November-January, I do an Advanced
Sentence Structure Tutorial on Zoom. This is aimed at upper-level students who
want to polish their sentence writing. Feel free to join my Zoom tutorial.
No homework. No
assignments. No mark.
Check my blog in
mid-October for the Zoom link.
QUICK PREVIEW- I will
go into detail in ensuing classes.
THESE ARE THE SENTENCE
TYPES:
1.
SIMPLE SENTENCE – one
main clause, one independent clause
Clause – group of
words with a subject and a verb (SV)
one main clause,
one independent clause = SV,
a complete idea, one
idea, a sentence by itself
independent-
self-contained
subject and a verb
Subject+Verb, S+V
SIMPLE SENTENCE
S=subject V=verb
S+V “It is sunny.” It
is sunny.
SV “It is rainy.” It
is rainy.
rainy- adjective
SV “Today is cold.” Today
is cold.
SV “The dog likes
apples.”
IMPORTANT: Don’t forget a capital letter at the
beginning. Don’t forget a period at the end.
Different styles of
simple sentence:
-SV
The sky is blue.
-SSV subject subject
verb
You and I are talking on
the phone.
-SVV “The dog is sleeping and is snoring.”
-SVVV (probably the
maximum)
-SSSV (probably the
maximum)
-SSVV
The old man and
his granddaughter go to the park
and play.
Basic structures:
SV SSV
SVV SSVV
Another style of
simple sentence:
-Imperative, command
sentence – tell somebody to do something
“Come in.” “Watch out.” “Sit down.” “Open the window, please.”
no subject “You
come in.” implied subject, don’t say ‘you’
“(You) Come in,
please.” Everybody understands that ‘you’ is the subject.
make it sound polite –
please
IDIOM the magic word.
What’s the magic word?
My way of using commas
with ‘please’ (fairly common):
Come in,
please.
Please come in.
Please wash the
dishes.
Please, wash the
dishes. SOUNDS IRRITATED
Wash the dishes,
please. WITH COMMA – sounds good
Another style of
simple sentence:
-interrogative
sentence – question, interrogate (ask questions)
“What are you doing?”
“What time is it?”
“Where did you park
the car?” SV?
REVIEW: SV SSV SVV SSVV
Imperative Interrogative
SV SV – two simple
sentences in a row, connected together
with coordinating
conjunctions
7 coordinating
conjunctions- FANBOYS
mnemonic (memory aid) for
and nor but or yet so
pronunciation (new mon
ic) Greek word?
English is a primarly
a mix of Latinate languages, Greek, and Germanic languages
Latinate – Spanish,
French, Italian
Latin – ancient
language from Italy
any word one syllable
– Anglo Saxon word
plumber – Gr
pneumonia – Gr
mnemonic
lagubrious -latin –
sad
MY OPINION: FANBOYS –
not that helpful, several are not used often in compound
FANBOYS
*for – used very rarely in
compound sentences
Sarah is wearing a hat
today, for it is cold. not common usage
Sarah is wearing a hat
today because it is cold. complex – more authentic
Forget about ‘for’.
People don’t talk that way.
‘for’ is used in other
ways
Here is a gift for
you. simple, not compound
*and – very often used
Michelle bought a new coat, and
it is very nice. compound
*nor – not
commonly used in compound sentences, nobody says ‘nor’
Dave does not speak
Farsi, nor does he speak Arabic. very unusual, formal
Dave does not speak
Farsi or Arabic. simple sentence, authentic English
*but – used all the
time
It is sunny today, but it
is supposed to rain tomorrow.
*or – very commonly
used
You can go to the
party, or you can stay home.
*yet – not
commonly used in compound sentences
It is cold, yet we are
going for a walk. weirdly formal
It is cold, but we are
going for a walk. more authentic- real sounding English
*so – used all the
time in compound sentences
Maria is tired, so she
will take a nap.
My suggestion:
FANBOYS – F N Y not useful
‘for’ ‘nor’ ‘yet’ not
used very often in compound sentences, low-frequency usage, ignore them for the
most part
We are left with
these: SOBA so or but and
mnemonic- SOBA
most useful,
high-frequency usage: SOBA so or but and
We use these every
day, all day long.
soba- japanese buckwheat
noodles
Near Chinatown: https://theramenbutcher.com/
EXAMPLES OF ‘SOBA” IN
COMPOUND SENTENCES
“It is raining, so we
can’t play soccer.”
“You can come to
school, or you can go to work.”
“I like chocolate, but
I don’t eat it everyday.”
“Joan likes hiking,
and she also likes skiing.”
Next level of compound
sentences:
; semicolon – looks professional, high-status, smart
; substitute for , so ,
or , but , and
“It is raining, so we can’t play soccer.”
“It is raining; we can’t play soccer.”
“You can come to school, or you can go to work.”
“You can come to school; you can also go to work.”
“You can come to school; or you can also go to work.” XXX
“I like chocolate, but I don’t eat it everyday.”
“I like chocolate; I don’t eat it everyday.”
“Joan likes hiking, and she likes skiing.”
“Joan likes hiking; she likes skiing.
Looks great! Your choice- casual, fancier
Next next level of compound sentences:
This way, with transitional terms, sounds better.
therefore however also
nevertheless moreover furthermore
- Hundreds of them- I will give you about 80.
OPTIONS FOR COMPOUND SENTENCES
“It is raining, so we can’t play soccer.”
“It is raining; we can’t play soccer.”
“It is raining; therefore, we can’t play soccer.” VERY
NICE!
“You can come to school, or you can go to work.”
“You can come to school; you can also go to work.”
“You can come to school; alternatively, you can go to
work.”
“You can come to school; on the other hand, you can go to
work.”
“On one hand, you can come to school; on the other hand,
you can go to work.”
“I like chocolate, but I don’t eat it everyday.”
“I like chocolate; I don’t eat it everyday.”
“I like chocolate; however, I don’t eat it everyday.”
ANOTHER OPTION “I like chocolate. However, I don’t eat it
everyday.” 2 simples
You can still use the transitional terms even if if you don’t use
semicolons.
“Joan likes hiking, and she likes skiing.”
“Joan likes hiking; she likes skiing.”
“Joan likes hiking; also, she likes skiing.”
“Joan likes hiking. Also, she likes skiing.”
COMMON ERROR
“Joan likes hiking, also, she likes skiing.” XXX comma
doesn’t go there- not strong enough, has to be ;
Make up your sentences according to the situation.
This is all about your choice. I want you to have choices.
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