UNCONFIRMED Tuesday, October
13th will be the first day of registration for Quarter 2 (November-January)
Instructors have to
give midterm recommendations by the end of next week.
I do not know what I
will be teaching in Quarter 2. I almost definitely will not be teaching 12
level.
I usually teach EF1-
EF7/Comp 11.
Hollie will let me
know eventually.
Today’s Agenda-
· Attendance
· Return Test 1
Focus on PLOs C1 and
C5
Talk about paragraph
process- step by step
This is what works
for me and lots of other people.
Optional RW for one
point
REMINDER: Everyone can
do one replacement test and/or quiz on the second last day.
· Continue complex
sentences
Begin
adverb clauses
· Continue verb tense-
simple present and past
· Continue new article-
Canadian experience
Friday
· “Self-Assessment
Reflection” Week 4
· Vocabulary exercises
· Continue complex
sentences- adverb clauses
· Continue verb tense-
simple future
· Continue new article
Test
Monday- paragraph
Monday
· Continue verb tense-
present progressive
· Continue complex
sentences- adverb clauses
Choose
vocab to review for Quiz 3 Wednesday
· Test 2- paragraph
loosely about “Canadian experience” (last 55m)
Tuesday
· Continue verb tense-
past progressive
· Continue complex
sentences- adverb clauses
Review
vocabulary for Quiz 3 tomorrow
Wednesday
· Quiz 3- adverb
clauses
· HANDOUT New article
for next week
Thursday
· Return everything
· Prepare for midterm
recommendations
Talk
about midterm rec process
Brief
one-on-one meetings
Discuss
your progress so far based on PLOs
Emerging,
Developing, Proficient, Extending
MARKS:
Q1
x/6
Q2
x/6
Q3
x/6
T1
x/12
T2
x/12
RWs
x/1
Spoken1
x/10
AVERAGE: At least 60%
or 65%(??) for recommendation for early registration, beginning Tuesday, October
13th.
Friday
· No or very little
teaching today- student/instructor midterm recommendation meetings
· “Self-Assessment
Reflection” Week 5
· Vocabulary exercises
· Midterm
recommendations- alphabetical order
Monday- October 12 NO
SCHOOL- Thanksgiving Monday
**
Test 1- paragraph
Marks x/12
PLOs (Prescribed
Learning Outcomes)
FOCUS on C1 and C5
C1- using conventions,
forms and structures of writing
-grammar and usage
-punctuation,
capitalization and Canadian spelling
*quality of the sentence
writing
simple, compound, and complex sentences
verb tense
verb form
phrasing
C5- generate, develop, and organize ideas
-setting a purpose
-limiting the topic
-brainstorming ideas
-organizing ideas
*Is the paragraph
on-topic?
Is the paragraph organized?
Topic sentence- clear
and specific
Supporting sentences-
3,4,5 clear points
Concluding sentence
(at least 150ww)
**
Return Test 1
Go over paragraph writing
process
Optional RW for one
point. Pass in today or first thing tomorrow.
Title: Test1 RW
1.
Look
at the paragraph on the page. Does it look like a paragraph.
One
block of writing
Margins
Indented
At
150 ww. a bit short-wont get top marks
really short- insufficient
length
2.
Topic
sentence
What
is the main idea of the article?
TS
refer directly to the question:
3.
3,4,5
points, examples - on topic
4.
Concluding
sentence
**
Return Test 1
Optional RW for one point.
Pass it in today or first thing tomorrow.
REMINDER: Replacement
test and/or quiz on the second last day of the course.
**
WRITING PROCESS- step by step: This is the process that
many people follow. This is what I do. It works for me and many other people.
It might work for you too.
**Plan, then write. **
*** PREWRITING STAGE (planning stage) *** 5-10m
1. Read the question carefully. Read it five times. Read
every word. Make sure you understand what the teacher is asking you to do. You
have to be on-topic.
2. Brainstorm some ideas. Generate ideas. Brainstorm
vocabulary. Make a word-bank. Choose the
best 3, 4, 5 points. Make the points very clear.
3. Organize the ideas in a logical order. Put them in
order of how you want to present them. Choose one organizational principle:
1. order of importance
2. order of time
3. order of place
*** Writing Stage ***
4. Write the first draft (first copy) (at least 150 ww)
Topic sentence – address the topic directly
Supporting sentences
Concluding sentence
Write the sentences of your paragraph. Make sure each
sentence is a real sentence. Every sentence has to be simple, compound, or
complex.
5. Proofread and edit the sentences. Doublecheck your
problem areas: e.g. verb tense, verb form, spelling, punctuation, organization,
etc.
6. Submit the proofread and edited rough draft. It must
be legible, but it does not have to be perfectly written. Messy is ok as long
as I can read it. The length should be 150ww+.
You do not have to rewrite a perfect Good Copy.
7. I will mark the writing and give comments. I will give
it back to you.
8. You can do an optional RW for a bonus point.
**FORMAT OF A PARAGRAPH
MODEL:
GRABBER Being physically active
is important to me because sitting for long can cause health problems. TOPIC
SENTENCE The article explains that many adults sitting more hours a day can
slow down the metabolism. SUPPORTING SENTENCES When people are inactive for a
long time, fat can build up in the blood. It can become weaker. This also
increases the risk of diabetes, heart problems, and health issue problems. The World
Health Organization (WHO) suggests about 200 minutes of regular activity every
week. You don't have to do heavy exercise all the time. Even getting up to 20
to 30 minutes and walking around for a few minutes can help. I think walking
more and sitting less can make a good difference. Movement during the day is
better than sitting for a long time. Doing a little bit of exercise every day
can help people feel better, have more power, and lower the chance of getting
more health problems in life as well. CONCLUDING SENTENCE Therefore, I would
take this article seriously and learn from it. This article tells us about
future problems to humans in the long run. The above is the main information
about the article.
**
Complex sentences- Adverb Clause
Sentence styles:
SIMPLE SV SSV
SVV SSVV Imperative Interrogative
COMPOUND SV, SOBA
SV. SV; SV. SV; TRANS, SV.
COMPLEX adverb
clauses
noun
clauses
adjective
clauses
The three most high-frequency words for adverb clauses:
‘because’ ‘if’ ‘when’
You can say a lot using ‘because’, ‘if’, and ‘when’.
e.g.
*because- give a reason
Martha came
to Canada as a refugee because there is
a war in her country.
Mixing tenses in a sentences is ok.
Martha will come
to Canada as a refugee because there is
a war in her country.
*if- maybe yes, maybe no, undetermined, don’t know yet
Martha will stay in Canada if she gets her permanent
resident status.
Will she get her PR? We don’t know.
*when- time
Martha will be delighted when she gets her permanent
resident status.
Two styles for sentences with adverb clauses:
1. main clause subordinate clause
Martha is happy because she is in Canada. no
comma
2. subordinate clause main clause
Because Martha is in Canada, she is happy.* comma
*Note the comma usage. This is important.
e.g. Martha came
to Canada as a refugee because there is
a war in her country.
Because there is a war
in her Martha’s country, Martha she came to Canada as a refugee.
Martha will come
to Canada as a refugee because there is
a war in her country.
Because there is a war
in Martha’s country, she will
come to Canada as a refugee.
**
GRAMMAR ‘here’ and ‘there’ are not subjects
There is war in
her country.
Here is your phone.
**
Martha will stay in Canada if she gets her permanent
resident status.
If Martha gets her permanent resident status, she
will stay in Canada.
Martha will be delighted when she gets her permanent
resident status.
When Martha gets her permanent resident status, she
will be delighted.
dessert Turkish delight
time- after,
before, since, ever since, until, when, while, whenever
place- wherever
condition - if, even if, provided that, unless
manner- as, as if,
though, although, even though, so ... that
cause- because, since
purpose- in order that, in
order to, so that
We ones do you know
already? Which ones are new or unclear?
You should learn most of these. We will go over them all in
class.
*since- time
Mei has been waiting for the bus since she got to the bus
stop at 1:30.
*ever since- seems/feels like a long time
Mei has been waiting for the bus ever since she got to the
bus stop at 1:00.
*while- two things happening at the same time
You were watching TV while your husband was baking cookies.
She likes to listen to podcasts while she is working out.
*whenever
Whenever she feels homesick, she phones her mother.
He takes an Advil whenever he goes to the gym.
Whenever the two brothers get together , they get into an
argument.
*wherever
Shira makes friends wherever she goes.
Wherever I go, I bring my iphone.
Mei brings drama wherever she goes.
You can sit wherever you want.
*even if
He will go to the concert if you have a free ticket
for him.
He won’t go to the concert even if you have a free
ticket for him.
Even if I make a mistake / mistakes, I will keep
trying.
I will go to the park even if it’s cold.
IDIOM There are plenty of fish in the sea.
*provided that – ‘if’ for important things, not small things
Let’s get some ice cream if you want a treat.
She can get into Langara provided that/if she has the
prereqs and gets accepted.
I will lend you my car provided that you drive carefully
and fill up the tank.
VOCAB important(adj) importance(n)
*unless opposite of
‘if’
Shira will go to your party if Janet isn’t going.
Shira will go to your party unless Janet is going.
Unless Sarah recovers before this Friday, she will not be
able to participate in the marathon.
If Sarah recovers before this Friday, she will be able to
participate in the marathon.
You cannot pass the class unless you do the work.
*as if – imagining a situation that is not true
I feel as if we are in a sauna.
He spends money as if he were Bill Gates.
She looked at me as if I were a worm.
She treated him as if she were his grandmother.
I treat my son’s girlfriend as if she were my daughter.
were- subjunctive mood
GRAMMAR BOOK- subjunctive mood, second conditional?
LOW FREQUENCY
I treat my son’s girlfriend as if she is my daughter. OK
She talks as if she knows everything.
IDIOM all talk
IDIOM motor mouth- talks a lot
He never shuts his mouth.
IDIOM run your mouth- talking to start an argument
He likes to run his mouth.
*so … that
PUNC … ellipsis
so ADJ that
It is so hot that we have to open the windows.
The dog is so big that it won’t fit into the kennel.
The math class is so easy that I got 95%.
The concert tickets were so expensive that she had to take
out a loan.
*CONTINUE TOMORROW*
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