Good afternoon.
Good afternoon.
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
· Continue new article
**
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
We have to take risks in order to grow.
We have to 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 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, process, persuasive,
compare/contrast, and expository paragraphs / essays
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/independent clause
clause- a group of words with a subject
and a verb
subject- noun, pronoun
verb- action verb, being
SV- subject + verb
The sky is blue.
It is cloudy today.
SSV
You and I are talking on the phone.
SVV
The dog is sleeping and is
snoring.
SVVV (probably the
maximum}
The kids are running, yelling, and
eating.
Commas usage choice:
The kids are running, yelling,
and eating. Oxford comma- optional
The kids are running, yelling and
eating.
AAA, BBB, and CCC Oxford comma- optional
– FORMAL, OLD-FASHIONED
AAA, BBB and CCC
SSSV (probably the
maximum)
Joe, Sarah, and Michelle went dancing.
Joe, Sarah and Michelle went dancing.
COMMON ERROR
Joe, Sarah, Michelle went dancing.
FIX
Joe, Sarah, and Michelle went
dancing.
Joe and Michelle went dancing. no comma
Joe, and Michelle went dancing. XXX
SSVV
The old man and his granddaughter go to
the park and have fun.
Imperative, command
sentence - tell somebody to do something
Come in. Watch out. Sit down. Open the
window, please.
(You) Open the window, please.
**Commas usage with ’please’
Open the window, please. comma
Please open the window. no comma
Would/Will you please open the window? Not
imperative- Interrogative
Interrogative
sentence - question, interrogate (ask questions)
What are you doing? What time is it?
Where did you park the car?
Can/Could you drive me to the airport?
sounds a little better
Would you please pass the ketchup?
How long have you lived in Canada?
**Modals/Modal Auxilairies
can may could would should will might
have to had better
need to
be able to be supposed to
We will do this later.
would/could
Could you please open the window?
ability
Would you please open the window? willingness
Could you drive me to the airport?
I would like to VERB. more polite
I want to VERB.
I would like to make an appointment. a
bit more polite
I want to make an appointment. more
direct, not rude
SIMPLE SENTENCES: SV SSV
SVV SSSV SVVV
SSVV
Imperative Interrogative
*COMPOUND SENTENCES
FANBOYS for and nor but or yet so
-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
; semicolon
It is raining, so we can't play soccer.
It is raining; we can't play soccer.
Looks high-level
*People don’t use semicolons a lot, but
they look great sprinkled in.
-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’s going to snow next week,
but my car does not have snow tires.
OPTIONS
It’s going to snow next week,
but my car does not have snow tires.
It’s going to snow next week;
my car does not have snow tires.
It’s going to snow next week; unfortunately,
my car does not have snow tires.
I wanted to go outside; however, it was
raining.
I wanted to go outside; unfortunately,
it was raining.
I wanted to go outside; sadly, it was
raining.
ANOTHER OPTION
I wanted to go outside; sadly, it was
raining. COMPOUND
I wanted to go outside. Sadly, it was
raining. TWO SIMPLES
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.
I like chocolate. However, I don't eat
it everyday. TWO SIMPLES
I like chocolate; therefore , I bought
10 kg from Costco.
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. no comma
Because Sarah and
Maria had an argument, Sarah doesn’t
want to talk to her. comma
*Some teachers say to not start a
sentence with ‘because’.
because= since
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
Which name do you like? SIMPLE SENT-
Interrogative
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 Sentences”
Exercises
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.*
* For all
sentences.
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. SSVV
2. The orchestra performed the symphony beautifully.
SV
A conductor leads
the orchestra.
A conductor
drives a train.
3. She writes and recites wonderful poetry. SVV
4. Jess and Marie enjoy reading
romance novels. SSV
reading- gerund, noun
Reading is fun.
Walking is good for you.
5.
The engineer designs electrical systems for factories. SV
6. The
professor and her students explore distant galaxies through telescopes.
SSV
Cosmos- the whole universe
galaxy – collection of millions of stars
7.
The surgeon performed a life-saving operation
on the old woman. SV
surgeon-
a doctor who does/performs operations/surgery
scalpel-
doctor’s special knife
plastic
surgery/cosmetic surgery-
single-fold eyelid
double-fold eyelid
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