EF71011 P1 Class 5

 

Good morning.

 

Today’s Agenda

·      Attendance

·      Talk about PLOs

·      FINISH Sentence writing work “What Can I Do Already?”

Go over sentence writing work from HW

·      Begin review of sentence types

“Overview of Sentence Types” HANDOUT

simple, compound, complex, compound-complex- next couple of weeks

·      “Simple Sentences” exercises

·      Begin paragraph form and structure

·      Begin new article

 

Tuesday

·      Continue new article

·      Continue sentence styles- SIMPLE SENTENCES

Quiz on simple sentences Wednesday

Talk about quiz. Model example quiz

Choose vocab to review

·      Continue with paragraph work

 

Wednesday

·      Quiz#1- simple sentences

·      Begin next type of sentence- compound sentences

 

 

**

PLOs

Ministry of Education in BC

from www.bced.gov.bc.ca

 

EF7/Composition 10/Literary Studies 10- same courses

Comp 11- very similar, higher level

 

PLOs “Prescribed Learning Outcomes”

 

Every Foundations course has PLOs.

 

TEACHING

-guidelines for what the teacher has to teach

-areas of focus

-areas to explore in the course

 

MARKING

-basis for evaluation

-standards for marking

 

 

 

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 

 

Prescribed Learning Outcomes (PLOs) – 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

 

VOCAB monolingual- speak one language

              bilingual- two languages

              trilingual- three languages

              polyglot- speak many languages

She is a polyglot.

I speak English and Farsi.

I speak English and a little bit of Japanese.

 

 

Spoken mark 1 x/10

Spoken mark 2 x/10

 

 

 

WRITING – sentences, paragraphs, essay

C1- enhance meaning by using conventions, forms, and structures of writing and representing according to purpose

-grammar and usage- verb form and tense, punctuation, sentence types

-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 27^th.

 

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, persuasive, 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/evaluation.

 

Which of the PLOs are you good at already?

Which ones do you want to get better at?

 

 

**

Overview of Sentence Types

 

*SIMPLE SENTENCE – one main clause, one independent clause

SV- at least one subject and at least one verb

subject – noun, pronoun

verb- action word, verb of being

 

 

SV

The sky is blue.

The kids are playing.

It is overcast/cloudy today.

 

SSV

You and I are talking on the phone.

Your sister and your mother look alike.

 

SVV

The dog is sleeping and is snoring.

The kids are playing and yelling.

 

SVVV (probably the maximum}

The kids are running, yelling, and eating.

You went home, sat down, and fell asleep. commas – Oxford comma(optional)

 

TWO OPTIONS

You went home, sat down and fell asleep.

You went home, sat down, and fell asleep. Oxford comma

 

I went home and fell asleep. NO COMMA

You went home, sat down, and fell asleep.

 

COMMON ERROR

You went home, sat down, fell asleep.

FIX

You went home, sat down, and fell asleep.

 

SSSV (probably the maximum)

Joe, Sarah, and Michelle went dancing.

Your mother, your mother-in-law, and your grandmother got into a fist fight. had lunch together.

 

SSVV

The old man and his granddaughter go to the park and have fun.

My wife and I walk the dog and talk about the kids every evening.

 

IDIOM walk the dog- dog is on a leash

walk with the dog- strange

You walk with your husband.

 

Imperative, command sentence - tell somebody to do something

Come in. Watch out. Sit down. Open the window, please.

Sweep the kitchen floor, please.

 

Commas with ‘please’

Please open the window.

Open the window, please.

 

Please, open the window. sounds irritated, angry

 

 

Interrogative sentence - question, interrogate (ask questions)

What are you doing? What time is it? Where did you park the car?

How are you today?

Where are you from? How long have you been in Canada?

 

 

SIMPLE SENTENCES:

SV   SSV   SVV   SVVV   SSSV   SSVV   Imperative   Interrogative

 

 

 

*COMPOUND SENTENCES FANBOYS- Why learn things we won’t use?

-First level of compound sentences   , SOBA   , so      , or    , but , and

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: ; substitute semicolon for, SOBA

It is raining, so we can't play soccer.

It is raining; we can't play soccer.

semicomma

semicolon          ;

colon                    :

I like chocolate, but I don't eat it everyday.

I like chocolate; I don't eat it everyday. looks high-level

SPEAKING – pause

OPINION? Semicolons are a bit formal. Save it for important things.

 

 

-Next next level of compound sentences  

transitional terms   therefore   alternatively   however   also, etc

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.

It  is raining; as a result, we can't play soccer.

It  is raining; sadly, we can't play soccer.

It  is raining; unfortunately, we can't play soccer.

 

OPTIONS FOR USING TRANSITIONAL TERMS:

It  is raining; as a result, we can't play soccer. COMPOUND

It  is raining. As a result, we can't play soccer. SIMPLE

 

 

 

 

 

MODELS FOR COMPOUND SENTENCES:

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; 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.

 

 

COMPLEX SENTENCES

-Adverb clauses – because   if   when   unless   until   after   before   although, etc

main clause adverb clause

Sarah doesn’t want to talk to Maria because they had an argument.

Because Sarah and Maria had an argument, Sarah doesn’t want to talk to her.

We won’t go to the beach if it rains.

If it rains, we won’t go to the beach.

 

-Noun clauses - brain, tongue

brain- think, believe, know, guess, understand, imagine, remember, forget, etc.

tongue- say, whisper, state, yell, remind, claim, argue, etc.

 

that why how

 

Mohammed thinks that he should call his brother.

He thought about how he could fix his car.

The little girl believes that there is a monster in her closet.

Maria said that we need more printer paper.

Junko didn’t tell us why she quit her job.

 

 

 

 

 

-Adjective clauses - describe nouns, use who that which

who-people, that-things, animals, which- special things, unique things Fatima's neighbour, who is 86 years old, still lives on her own.

Marta has some nice boots that she got from a fancy store in Tokyo.

Beijing, which is the capital of China, is a huge ancient city

 

 

 

HIGHEST LEVEL- COMPOUND COMPLEX SENTENCES

Mei loves to eat chocolate, but Junko doesn't like it because she is allergic to it.

I don't want to go to the party that Clara is throwing, but you should go if you want to.

 

**

“Simple Sentence” Exercises

1.    The scientist and her grad student run experiments and make notes. SSVV

Simple Sentences

 

Notice that there are some important requirements for a simple sentence:

1.  Has at least one subject (or implied subject) and one verb.

2. Expresses a complete thought.

3.  Has only one clause.

4.  Begins with a capital letter and ends with a period, question mark, exclamation mark.

* For all sentences.

*! – rarely used in school writing

texting – Great !!!!!!!!!!!!!!!!!

MY ADVICE Avoid exclamation marks. They look adolescent.

 

Texting- casual

School writing- more formal, structured

 

 

Simple sentences come in many forms:

SV

SSV

SVV SSVV

Imperative

Interrogative

 

These are examples of simple sentences. What are their SV structures?

 

1.   The scientist and her grad student run experiments and make notes.

 

2.  The orchestra performed the symphony beautifully. SV

 

3.  She writes and recites wonderful poetry. SVV

 

4.  Jess and Marie enjoy reading romance novels.  SSV

Jess and Marie enjoy reading romance novels. gerund, noun

Reading is fun.

Walking is good for your health.

 

We enjoy ice cream. We enjoy reading.

 

5.   The engineer designs electrical systems for factories. SV

 

6.  The professor and her students explore distant galaxies through telescopes.   SSV

 

teacher- K-12

instructor – skills- swimming instructor, driving instructor

7.  The surgeon performed a life-saving operation on the old woman. SV

surgeon- a doctor who does operations, surgery, procedures

I had a procedure done in the hospital.

surgery- sounds more serious

He had open-heart surgery.

She has a procedure done on her ear.

plastic surgery/cosmetic surgery

 

single fold and double fold- Asian eyelid

 

8.   What medium does the artist work in? SV Interrogative

medium- the material you use to maker art- painting, wood, make-up,

paper, dance

 

medium- in the middle, not small or large

medium- a person who can communicate with spirits, dead people

spiritual medium

TV series Medium

ghosts, spirits, aliens- supernatural, paranormal

 

phenomenon- something that you experience

unexplained phenomenon

 

 

9.   Stand up straight. Don't slouch.

Imperative

Farsi, Spanish  Estand

 

good posture

poor/bad posture

 

 

10.                   The kids teach their friends the fun game. SV

 

11.                   The teenagers dream and worry about their futures. SVV

 

12.                   The musician writes and sells songs for a living. SVV

 

13.                   The entrepreneur and her investors will launch a new tech startup next month.  SSV

 

14.                   Vancouver and Burnaby have sustainable recycling programs. SSV

 

15.                   The researcher and his lab assistants have discovered groundbreaking medical treatments. SSV

 

16.                   The biologists study ecosystems in remote locations. SV

 

17.                   Historians preserve ancient artifacts.  SV

The UBC Museum of Anthropology is full of amazing artifacts.

 

18.                   The diplomats will negotiate a peace agreement between the two warring countries. SV

 

19.                   The architect and the engineer design futuristic-looking laneway homes. SSV

 

20.                   Economists and market analysts predict global market trends. SSV