EF6 8:30 April 8

 Today’s agenda

1. Paragraph review

2. Sentence combining from homework

3. Continue tomorrow- “Literary Terms”

We will begin short stories on Monday

4. Quiz#6 tomorrow – sentence combining, 6 sentences

** Paragraph

Structure- approx. 5-8 sentences, 150-200 words

Begin with a TS (topic sentence) – addresses the topic directly and clearly

“What would you do with a million dollars?”

TS- If I had a million dollars, I would do some things to help poor people, to help my parents, and to help myself.

GOOD OPTION – begin with a GRABBER, HOOK

-grabber- gets the attention of the reader

goes before the TS

Choices:

1. short anecdote – personal story

I was very poor when I was growing up. We had no money, so I know how important money is. If I had a million dollars, I would do some things to help poor people, to help my parents, and to help myself.

2. historical information

Humans have been using currency or money for thousands of years.

It exists in most cultures. It is essential for most human societies. If I had a million dollars, I would do some things to help poor people, to help my parents, and to help myself.

3. fact or statistic- numbers

The average worker in Canada has under $1000 saved for their 

future. I would like to have a million dollars saved. If I had a million dollars, I would do some things to help poor people, to help my parents, and to help myself.

4. expression or adage

We say that the love of money is the root of all evil. Nevertheless, I would love to have a million dollars. If I had a million dollars, I would do some things to help poor people, to help my parents, and to help myself.

5. quotation from a famous person –

FREE ADVICE- Learn some quoations on various topics. Have them in your memory.

6. ask a question

Would you like to have a millions dollars? So would I. If I had a million dollars, I would do some things to help poor people, to help my parents, and to help myself.

7. general to specific statement

There are many things that are important in life such as family, health, and peace of mind. Money is also very important. If I had a million dollars, I would do some things to help poor people, to help my parents, and to help myself.

Paragraph structure:

Grabber

TS

Supporting sentences

Concluding paragraph

Things to remember:

1. indent your first word

2. doublespace

3. font size

4. *** sentences – simple, compound, complex

Time is a challenge when we are writing.

Please remind me - 40-45m

I am noticing a steady improvement in the writing.

- paragraphs, sentences

We will just keep going with sentences and paragraphs.

When should we start on essays?

Try some of these for homework:

1. Ike remembers water skiing. 

It was his first experience. 

He remembers it vividly.

It was with his uncle.

His uncle lives on the Lake of the Woods.

Your solutions from #1:

1. Ike vividly remembers his first experience of water skiing with his uncle who lives on the Lake of the Woods. adj cl

2. Ike remembers vividly his first experience of water skiing with his uncle who lives on the Lake of the Woods.

3. Ike remembers water skiing vividly that was his first experience and with his uncle who lives on the Lake of the Woods.

Ike remembers water skiing vividly; that was his first experience with his uncle who lives on the Lake of the Woods.

4. Ike vividly remembers his first water skiing with his uncle, who lives on the Lake of the Woods.

5. Ike vividly remembers his first water skiing experience with his uncle who lives on the Lake of the Woods.

6. Ike vividly remembered vividly his first experience of water skiing vividly with his uncle, who lives on the Lake of the Woods.

7. Ike remembers vividly his first experience of water skiing with his uncle who lives on the Lake of the Woods.

8. Ike remembers his first water skiing vividly with his uncle that/who lives on the lake of the Woods.

2. Ike bobbed up and down.

He was in the water.

The water was cold. 

He was trying to keep his skis pointed at the boat. 

His skis were oversized. 

His life jacket was floating him high out of the water.

Your examples of #2:

1. Ike bobbed up and down in the cold water, his life jacket was floating him high out of the water while he was trying to keep  his oversized skis pointed at the boat. CS comma splice

Ike bobbed up and down in the cold water; his life jacket was floating him high out of the water while he was trying to keep his oversized skis pointed at the boat.

2. Ike bobbed up and down in the cold water and was trying to keep his oversized skis pointed at the boat while his life jacket was floating him high out of the water.

3. Ike bobbed up and down in the cold water as he was trying to keep his oversized skis pointed at the boat; accordingly, his life jacket was floating him high out of the water.

4. Ike who bobbed up and down in the cold water was trying to keep his oversized skis pointed at the boat while his life jacket was floating him high out of the water.

5. Ike bobbed up and down in the cold water with a life jacket that was floating him high out of the water, and he was trying to keep his oversized skies pointed at the boat.

6. Ike bobbed up and down in the cold water and was trying to keep his oversized skis pointed at the boat while his life jacket was floating him high out of the water.

7. Ike bobbed up and down in the cold water while he was trying to keep his oversized skis pointed at the boat and his life jacket was floating him high out of the water.

Good job. Excellent sentences! Top quality.

3. The outboard screamed alive. 

The outboard was a 75-horse. 

It pulled Ike forward.

It pulled him out of the water.

 He felt a sense of flying. 

He felt this for a moment. 

He fell forward. 

He came out of his skis.

He was pulled along. 

He was bouncing on his stomach. 

The outboard screamed alive 

75-horse 

pulled Ike forward

out of the water

felt a sense of flying

for a moment

fell forward

came out of his skis

was pulled along

was bouncing on his stomach 

held on

horsepower- strength of an engine 

When the 75-horse outboard screamed alive and pulled Ike forward out of the water, he felt a sense of flying for a moment before he fell forward out of his skis and was pulled along bouncing on his stomach.

Very complex and dense sentence.

Higher level writing- not basic level writing.

Too hard? Good goal to look toward.

Practice and keep getting better.

You can do it. You have all of the tools.

We will finish these tomorrow:

4. He didn't know why. 

He swallowed water. 

It seemed like gallons. 

He found himself unable to breathe. 

5. He went under. 

He let go. 

He came to the surface. 

He wondered why people thought that this was fun.

6. He tried again.

He tried later. 

He stayed up for a minute.

He knew that he was hooked on this sport.

EF34 11:00 April 7

 

Good morning, everybody.

We will get started at 11:00.

Today’s agenda:

1. Sentence combining from homework

2. Descriptive writing

Test#4 -Paragraph on Friday

3. Quiz#6 sentence combining

3. The sailors saw a light in the sky.

The sailors were tired. 

The light was strange.

The sky was dark.

My solution:

The sailors saw a light in the sky.

The sailors were tired. 

The light was strange.

The sky was dark.

The sailors saw a light in the sky

tired

strange

dark

SIMPLE

The tired sailors saw a strange light in the dark sky.

The hardworking student wrote a great paragraph in the English class.

3. I bought a bag for my books.

The bag is new.

The bag is grey.

The bag is waterproof. 

The books are heavy.

The books are for school.

My solution:

I bought a bag for my books.

The bag is new.

The bag is grey.

The bag is waterproof. 

The books are heavy.

The books are for school.

I bought a bag for my books.

new

grey

waterproof 

heavy

for school

Simple, order of adjectives

I bought a new grey waterproof bag for my heavy school books.

1. The singer gave a performance. 

The singer was Canadian.

The singer was young.

The performance was exciting.

The young Canadian singer gave an exciting performance.

Your examples:

1. The sailors who saw a strange light in the dark sky were tired. adj cl

2. The sailors who were tired saw a strange light in the dark sky. adj cl

3. The sailors were tired ,he ; they saw a strange light in the dark sky.

We did not cover semicolons (;) in this class.

4. The young Canadian singer gave a performance that was exciting.

5. I bought a new, waterproof, grey bag for the heavy books that from school.

I bought a new, grey , waterproof bag for the heavy books that are/were from school. adj cl

6. The singer who was young and Canadian gave an exciting performance.

7. The singer who gave a exciting performance was a young Canadian.

8. The young Canadian singer who performance was exciting. RW

9. The young Canadian singer gave a performance that was exciting.

10. The young Canadian singer gave a performance, which was very exciting.

11. The singer who gave an exciting performance he was Canadian.

12. The young Canadian singer her perform was an excellent. XXX RW

13. I bought a new grey and waterproof bag that is for heavy school books.

14. the sailors were tired that time they saw sky was dark and strange. XXX RW

Cap SV

15. The sailors who was tired saw a light in the sky punc  XXX RW

16. The tired sailors saw a light was strange and dark in the sky.

The tired sailors saw a light that was strange and dark in the sky.

17. I bought a new grey waterproof bag for my heavy books, and the books are for school.

18. The sailors were tired and saw the strange light in the dark sky.

Good start for many of you. Our goal is to be able to write these without thinking too much.

Review simple, compound, and complex sentences. This is the secret to success in English classes.

We will do more sentence combining work every day until the end of the course.

Descriptive Writing- describing the world – five senses

five senses: the means by which our bodies communicate with the outside world

1. smell - nose

2. sight - eyes

3. taste - tongue

4. touch - skin

5. hearing - ears

descriptive vocabulary – adjectives

need a rich vocabulary- challenging

-smell – (adj) stinky, awful, fresh, sweet, floral, salty, spicy, good, bad, musty

-sight- (adj) colour- dark, light, grass green, sky blue, robin’s egg blue, turquoise, silver hair, pale,  rainbow

shape- round, square, oval, triangular, rectangular, 

-touch (adj) smooth, soft, hard, rough, cold, warm, silky “Her hair is silky.” oily, dry

-hearing (adj) – loud, quiet, soft, golden-voiced, sharp, melodious, musical,

-taste –(adj) sour, spicy, salty, sweet, bitter, yummy, delicious, yucky, bland, crispy, oily, strange, juicy

We’ll pick this up tomorrow and start writing some descriptive writing.

Quiz#6

Cameras on.

Email this to me by 12:05

Combine each exercise in two different ways.

1. Jackie's dad is a truck driver. 

He is taking a year off. 

He will be with Jackie. 

2. Every day they do something.

They play. 

They paint. 

They cycle.

3. Jackie is four. 

She enjoys each day.

Each day is spent with her dad.

EF6 8:30 April 7

 Good morning, everyone.

We will get started at 8:30.

Today’s agenda

1. Sentence combining from homework

2. Continue tomorrow- “Literary Terms”

3. Test#4- paragraph on a general topic

Adults watch.

They are in awe.

They are cringing.

Some children are crying.

Some children cover their ears.

They want to see more.

My example:

Adults watch

in awe

are cringing

Some children are crying

cover their ears

want to see more

Cringing adults watch in awe while some crying children cover their ears; they all want to see more.

adj noun parallelism – similar structures repeated, nice style

Skydivers float to earth.

They are 1000 metres up.

They float gently.

They float down.

They guide their falls.

They land on a cross.

The cross is white.

Skydivers float to earth

1000 metres up

gently

down

guide their falls

land on a cross

white

From 1000 metres up, skydivers float gently down to earth and 

guide their falls to land on a white cross.

Biplanes engage in fights.

The planes are imitations of early aircraft.

The fights are typical of WW1.

Biplanes engage in fights

imitations of early aircraft

typical of WW1

Biplanes which are imitations of early aircraft engage in fights that were typical of WW1.

Your solutions:

1. Adults watch some children cringing, crying, and covering their-ears; they want to see more of children who are in awe. XXX They are watching airplanes, not children.

2. Adults who are in awe and cringing watch; also, some children are crying and cover their•ears but they want to see more. AWK

3. Adults who watch are in awe and cringing, but some children are crying and cover their ears; though, they want to see more. ww

4. Adults watch in awe and cringing while some children cover their ears and are crying; however, they want to see more.  WO

5. When the cringing adults watch in awe, some crying children cover their ears; nevertheless, they all too see more.

6. Adults watch in awe and are cringing; likewise, some children are crying and cover their ears, but they want to see more. Good.

7. Skydivers who float to earth about 1000 meters up, float gently down and land on the white cross while they are guiding their falls. Good

8. The biplanes that are imitations of early aircraft engage in fights that are typical of WW1. Mine

9. Cringing adults are watching in awe and some crying children  cover their ears; even though, they still want to see more. Good

10. Skydivers who are 1000 metres up guide their falls while they float gently down to earth; furthermore, they land on a white cross. Good

11. Skydivers whichc are 1000 metres up float down to earth gently, and  they land on a  white cross because they guide their falls.

12. The skydivers float gently down to earth from 1000 metres up to land on a white cross by guiding their falls. Good

13. Biplanes which are imitations of early aircraft engage in fights that are typical of WW1. Mine

14. Skydivers float gently down to earth from 1000 metres up to guide their fall and land on a white cross. Good

You have work to do to be able to write more authentic sounding English. You have to use English, not just study it.

Your familiarity with real everyday English needs to increase.

This is challenging and important work.

Try some of these for homework:

A Memory 

1. Ike remembers water skiing. 

It was his first experience. 

He remembers it vividly.

It was with his uncle.

His uncle lives on the Lake of the Woods. 

2. Ike bobbed up and down.

He was in the water.

The water was cold. 

He was trying to keep his skis pointed at the boat. 

His skis were oversized. 

His life jacket was floating him high out of the water. 

3. The outboard screamed alive. 

The outboard was a 75-horse. 

It pulled Ike forward.

It pulled him out of the water.

 He felt a sense of flying. 

He felt this for a moment. 

He fell forward. 

He came out of his skis.

He was pulled along. 

He was bouncing on his stomach. 

4. He held on. 

He didn't know why. 

He swallowed water. 

It seemed like gallons. 

He found himself unable to breathe. 

5. He went under. 

He let go. 

He came to the surface. 

He wondered why people thought that this was fun.

6. He tried again.

He tried later. 

He stayed up for a minute.

He knew that he was hooked on this sport.

EF34 11:00 April 6

 Good morning, everybody.

We will get started at 11:00.

Today’s agenda:

1. Sentence combining from homework

2. Order of adjectives

3. Begin tomorrow or Thursday- descriptive writing

4. Test#4 -Paragraph on Friday

5. Quiz#6 tomorrow – sentence combining

We have three weeks left to learn and review.

We are still climbing the mountain. No time to rest yet.

Combine the following sentences into one sentence. Use a variety of sentences.

1. The boy kicked the door. KERNEL- main sentence

LOOK FOR NEW INFORMATION

The boy was angry. 

The boy was small.

The boy kicked the door

was angry 

small

DECIDE HOW YOU WANT TO COMBINE THEM – simple, compound, complex. IT HAS TO BE ONE OF THOSE STYLES. IF NOT, THAN IT’S NOT ENGLISH.

The small angry boy kicked the door. SIMPLE

Your ideas:

1. The small boy kicked the door because he was angry. No comma

2. The small angry boy kicked the door.

3. The small boy who was angry kicked the door. Complex- adj cl

4. The small boy kicked the door angrily. adverb

5. The small angry boy kicked the door.

6. The small boy who kicked the door was angry.

7. the sall boy was angry ticked the door. CAP SP RW

8. The small boy who was kicked the door was angry. vf

The small boy who kicked the door was angry.

9. The small boy was angry, so he kicked the door.

**

Our goal is to write good sentences in different styles.

**

2. Gloria bought a house. 

The house was old.

The house was run-down.

It was huge.

Your ideas for #2:

1. Gloria bought a huge old house that was run-down.

2. Gloria bought a run-down huge old house.

3. Gloria bought a huge old house, so it was run-down. LOGIC?

4. Gloria bought an huge old house when it was run-down.

5. Gloria bought an old house which was run-down, but it was huge.

6. The huge old house that Gloria bought it was run-down.

7. Gloria bought an old run-down house that was huge.

8. The house was run-down because Gloria bought a old huge house. LOGIC?

REP

Gloria bought a huge old house because it was run-down. It was a good price. She wants to renovate the house.

 

9. Gloria bought an old huge and run-down house.

10. Gloria bought a huge old house which was run-down.

11. Gloria bought a house that was old and run-down, but it  was huge.

12. Gloria bought a house who that was old and run-down.

13. Gloria bought a huge house, but it was old and rundown.

14. Gloria bought a old and hugely house, so was run down. XXX

Gloria bought an old and huge house which was run down.

15. Gloria bought a huge house which was old and run down.

These are good examples. You need to do a lot more practice.

The secret is not a secret- it’s just practice, daily practice.

3. The sharks swam beside the diver.

They were hungry.

The diver was nervous.

a SCUBA diver- SCUBA “self-contained underwater breathing apparatus”

1. Because the hungry sharks were swimming beside the diver, the diver was nervous. complex- adverb clause

2. The diver was nervous because the hungry sharks swam beside the diver her. complex- adverb clause

3. The hungry sharks swam beside the diver who was nervous.

4. The hungry sharks swam beside the nervous diver.

the diver who was nervous / the nervous diver

5. The sharks swam beside the nervous diver that was hungry. WO

6. The sharks that were hungry swam beside the nervous diver.

7. The diver was nervous because the hungry shark swam beside her.

8. The hungry sharks swam beside the diver, so he was nervous.

9. The hungry sharks swam beside the diver which made her nervous.

10. The hungry sharks swam beside the diver, so he was nervous.

11. The sharks that were hungry swam beside the nervous diver.

uncountable noun – one fish, two fish, three fish

countable noun- one shark, a hundred sharks

Excellent sentences. Top-quality.

We will do more of these later.

12. The sailors saw a light in the sky.

The sailors were tired. 

The light was strange.

The sky was dark.

13. I bought a bag for my books.

The bag is new.

The bag is grey.

The bag is waterproof. 

The books are heavy.

The books are for school.

14. The singer gave a performance. 

The singer was Canadian.

The singer was young.

The performance was exciting.

Order of Adjectives

She has a nice green dress.

She has a green nice dress. XXX

I like old Japanese guitars.

I like Japanese old guitars. XXX

Opinion     Size     Age     Shape     Colour     Origin     Material     Purpose     Noun

beautiful                           oval                                                                                  eyes

She has beautiful oval eyes.

                  small                            silver                                                                   earrings

Her grandmother gave her some small silver earrings.

                               ten-year-old                                   leather                               jacket

Jun has a ten-year-old leather jacket.

                                            antique                 Chinese                            tea               pot

Ling collects antique Chinese teapots.

Try a few of your own- 2-3 adjectives:

1. I found an antique Chinese tea pot.

2. Maria has a big black bag.

3. I have two fat old cats.

4. My son has three nice wooden ukuleles.

5. Jen bought a nice leather black black leather belt.

6. He has a huge red truck.

7. the huge big wave that is danerous CAP PUNC

8. The little girl likes beautiful pink dresses.

9. I have an old gold ring.

10. I bought a small black jacket.

11. I went to an interesting local family farm.

12. I have a ten years old ten-year-old pencil.

13. SHe has a small hand and big leg punc art

She has small hands and big legs.

14. She drives a nice expensive new blue car. 4 adjectives- too much

She drives a nice new blue car.

Avoid putting too many adjectives in a row. Three is fine.

She bought a nice small new round blue Mexican linen sun hat. TOO MUCH- pick 3

She bought a big blue sun hat.

EF6 8:30 April 6

 Good morning, everyone.

We will get started at 8:30.

Today’s agenda

1. Sentence combining from homework

2. Begin “Literary Terms” – I emailed this to you yesterday.

3. Test#4- paragraph on a general topic- tomorrow.

HW Finish the sentence combining. Review the structure and format of a paragraph.

We have three weeks left. This is not the time to slack off. This is the time to really get to work.

Sentence Combining from homework

5. The sand was white. KERNEL – main sentence

LOOK FOR NEW INFORMATION- AVOID REPETITION

The white was glaring. 

The sand emitted waves of heat. 

The waves of heat blurred the water. 

The water was beyond the beach. 

The water was blue. 

The blue was vibrant.

The sand was white

glaring 

emitted waves of heat

blurred the water

beyond the beach

blue. 

vibrant

DECIDE WHAT KIND OF SENTENCE DO YOU WANT TO MAKE WITH THESE ELEMENTS: simple, compound, complex

It has to be one of those kinds of sentences. If it isn’t, than it is not English.

COMPLEX – adjective clauses

The sand which was glaring white emitted waves of heat

that blurred the vibrant blue water beyond the beach.

**

Our goal is to write high-quality sentences like this.

**

Homework

Sentence combining exercises.

The first sentence will be the kernel. Find new information in the other sentences. Add the new information to the kernel. Remember that every sentence you write has to be simple, compound, or complex.

AIR SHOW

1. The air show attracts locals.

The air show attracts tourists.

There are thousands of people.

The show grows bigger.

The show grows every year.

YOUR EXAMPLES FOR #1:

1. The air show attracts locals and tourists on account of thousands of people the show grows bigger every year. XXXMeaning? sentence?

The air show attracts thousands of locals and tourists; in fact, the show grows bigger every year.

2. The air show attracts locals and tourists, there are thousands of people in the show; also, it grows bigger every year. RO

The air show attracts thousands of people, both locals and tourists, and it  grows bigger every year.

 You have some problems with writing good sentences.

3. The air show attracts locals and tourists, and there are thousands of people; as a result, it grows bigger every year. COMPOUND

4. There are thousands of people in the air show that grows bigger every year because it attracts locals and tourists. COMPLEX

5. The air show that grows bigger every year attracts thousands of people who are not only locals but also tourists. GOOD

not only... but also...

She not only plays volleyball but also plays violin.

6. Because the air show attracts thousands of locals and tourists, the show grows bigger every year. GOOD

High-quality sentences. We are reaching our goal.

7. The air show which grows bigger attracts thousands of local and tourist people every year.

tourist people - AWK

8. The air show which grows bigger attracts thousands of local people and tourists every year.

9. The air show which grows bigger and every year attracts thousands of people that include locals and tourists. FRAG

The air show grows bigger and every year attracts thousands of people that include locals and tourists.

10. The air show attracts locals, tourists, and thousands of people; as a result, the show grows bigger every day.

11. The air show attracts locals and tourist; There are thousands of people, and these shows grows bigger every year.

12. The air show attracts thousands of local tourists which grows bigger every year. XXX Meaning?

The air show which grows bigger every year attracts thousands of locals and tourists. 

2. Jets fly overhead.

They are screaming.

They fly low.

They fly in teams.

Their pilots display skills.

YOUR EXAMPLES FOR #2:

1. Jets which fly overhead and low are screaming and they fly in teams; therefore, their pilot display skills. REP

Jets which fly low overhead in teams are screaming; therefore, their pilot display skills.

2. When jets fly low, their pilots display skills. In addition, when jets  fly overhead in teams, they scream.

3. The screaming Jets’ pilots display skills that fly overhead and low in team

The screaming jets’ pilots display skills as they fly low and overhead in teams.

4. Jet fly low, overhead, screaming and in teams, and their pilot display skills. AWK

Jets fly low overhead, screaming in teams, and their pilots display skills.

5. The pilots of jets that fly screaming, overhead, and low, display skills while they are flying in the teams.

6. The overhead screaming jets fly low and in teams to display the pilots skills.

7. The pilots of jets that fly screaming, overhead, and low, display skills by flying in teams.

8. When jets fly overhead, they are screaming; they fly low and in terms because the pilots want to display skills. GREAT! Sounds natural.

9. Jets fly overhead and low in teams then screaming while their pilots display skills. RW

MY EXAMPLE Pilots display their skills as they fly their team of screaming jets low overhead. COMPLEX- adverb clause

This is very challenging work. It’s not just about grammar; it’s also about what sounds right, what sounds authentic.

We will continue to work and struggle with this until the end of the course.

I will give you exercises every couple of days.

You can find extra exercises on-line.

e.g. http://guidetogrammar.org/grammar/quizzes/combining_quiz2.htm

https://grammar.yourdictionary.com/worksheets/sentence-combining-worksheets.html

If you want to buy a book, look for William Strong’s books.

We will finish these ones tomorrow. Rethink the solutions you have already come up with. Can you find better ways?

3. Adults watch.

They are in awe.

They are cringing.

Some children are crying.

Some children cover their ears.

They want to see more.

4. Skydivers float to earth.

They are 1000 metres up.

They float gently.

They float down.

They guide their falls.

They land on a cross.

The cross is white.

5. Biplanes engage in fights.

The planes are imitations of early aircraft.

The fights are typical of WW1.

Literary Terms-

EF34 11:00 April 1

 

Good morning, everybody.

We will get started at 11:00.

Today’s agenda:

1. My April courses

2. Active/passive voice

3. Sentence combining from homework

4. Give some sentence combining for homework

“School Dance”?

5. TUESDAY Begin descriptive writing

6. Replacement quiz

My April courses:

- Period 1 8:30 English Foundations 6, Writing 5/6/7

* Writing 5,6,7 extra writing work

- Period 2 11:00 EF3/4, Writing 3/4

My schedule doesn’t change. 

If you take my 3/4 course again, it will be mostly the same.

- mostly the same grammar, same teacher, same style, same time, same jokes, same stories, different exercises

- a lot of repetition

You are welcome to come back.

I mark the EF4 students harder than the EF3 students.

We combine split classes because we don’t have numbers to run separate classes. We need 26 students per class.

e.g. This class had 32 students. EF3/4

In all comes to funding and how many classes the province will pay for for adult students.

Main system – K-12

Adult Ed – outside the main system, lower priority than K-12

Active and passive voice

Michele ate the sandwich. active voice – the subject ‘Michele’ is doing the action of the verb ‘ate’. The subject is active.

The sandwich was eaten by Michele. passive voice – the subject ‘sandwich’ is not doing the action of the verb. The subject is passive.

Examples:

The dog chewed the shoe. active voice – the subject is doing the verb

-flip the sentence around and change the verb

The shoe was chewed by the dog. passive voice – the subject is not doing the verb

passive voice – the verb is always longer, needs extra words

Joan purchased a new phone.

The new phone was purchased by Joan.

YOUR EXAMPLES:

1. The cup was broken by my cat. passive voice

My cat broke the cup. active voice

2. Sarah closed the door. active

The door was closed by Sarah. passive

3. The mother took the child. A

The child was taken by the mother. P

4. The car was stolen by a stranger.

A stranger stole the car.

5. Allan teaches the 11am class.

The 11am class is taught by Allan.

6. The child was taken by his mother.

The mother took her child.

7. My laptop was broken by my little sister.

My little sister broke my laptop over my head.

8. I buy bought that book for you.

That book was bought for you.

9. Jen cooked the dinner. 

The dinner was cooked by Jen.

10. I picked up my dinner from the restaurant.

My dinner was picked up from the restaurant by me. OVERWRITTEN

You have to decide which one sounds better.

11. Emma cleaned her room.

The room was cleaned by Emma.

12. The supper was cooked by my mother.

My mother cooked supper.

13. The door was closed by Sarah.

14. The child was took by mother taken by his mother.

Verb forms

Basic Past Participle

eat ate eaten

go went gone

put put put

drive drove driven

buy bought bought

feel felt felt

15. The umbrella was lost by my son.

My son lost the umbrella.

16. The dinner was made by me.

I made the dinner.

17. The thief stole a bag. 

A bag was stolen by the thief.

18. I wrote the sentence.

The sentence was wrote written by me.

19. The car was driven by me.

I drove the car.

20. My clothes were washed in the laundry.

21. Donald Trump was the president of the USA. A 

22. USA’s president was Donard Trump. A

23. I took my kids to school.

My kids was were taken to school by me.

Active and passive voice – review on your own.

Try some for homework.

Combine the following sentences into one sentence. Use a variety of sentences.

1. The boy kicked the door.

The boy was angry. 

The boy was small.

2. Gloria bought a house. 

The house was old.

The house was run down.

It was huge.

3. The sharks swam beside the diver.

They were hungry.

The diver was nervous.

4. The sailors saw a light in the sky.

The sailors were tired. 

The light was strange.

The sky was dark.

5. I bought a bag for my books.

The bag is new.

The bag is grey.

The bag is waterproof. 

The books are heavy.

The books are for school.

6. The singer gave a performance. 

The singer was Canadian.

The singer was young.

The performance was exciting.

We will do a mix of easy exercises and harder exercises.

2. The sand was white. 

The water was beyond the beach. 

The water was blue. 

The blue was vibrant.

EF6 8:30 April 1

 Good morning, everyone.

We will get started at 8:30.

April 1st

Today is April Fools’ Day

- you can tell your friends or family a lie, or a funny lie

- you can play a trick on someone, prank

- only until noon

Today’s agenda

1. My April courses

2. Active/passive voice

3. Replacement quiz

WILL DO TUESDAY

4. Sentence combining from homework

5. Begin “Literary Terms” – I emailed this to you yesterday.

Easter Holiday – four-day weekend

April 2, 4 -Good Friday, Easter Monday - holidays

Easter – Christian holiday,

My April courses:

Block 1- 8:30 EF 6, Companion 5,6,7 (extra writing class)

Block 2- 11:00 EF 3,4, Companion 3,4

If you want to retake my class, you are welcome to. Warning: It will almost be like watching a movie for the second time. It will be mostly the same.

-same grammar, same work, same teacher, same jokes, different exercises

-the timing will be the same, approximately one hour of face-to-face instruction per day, then some homework

Remember: You can always use my blog whether you are in in my class or not.

***

Active and passive voice

Michele ate the cookie.

active voice

subject is active- the subject is doing the action of the verb

Michele ate..

The cookie was eaten by Michelle.

passive voice

subject is passive- the subject is doing nothing, not doing the action of the verb

Here are some more sentences, expressed first in active voice, then in passive: 

Active: We read the books. The subject ‘we’ is doing the verb ‘read’.

Passive: The books were read by us. The subject ‘books’ is doing nothing.

Active: The mother carried her child.

Passive: The child was carried by his mother.

passive voice verbs need extra words – always longer verbs

I made the pizza. active voice

The pizza was made by me. passive voice – longer verb

Exercise #1

Change passive voice to active voice in the following sentences.

1. The new computer chips are sold at XYZ Computer.

flip the sentence around and change the verb

XYZ Computer sells the new computer chips. -active voice

2. The formula was prepared.

flip the sentence around and change the verb, add a subject

The young mother prepared the formula.

3. Computers for the lab have been provided by DEF, Inc.

DEF, Inc have provided computers for the lab. present perfect

DEF, Inc provided computers for the lab. simple past

4. This coupon cannot be used.

5. The house was built poorly.

6. The English test will be given tomorrow.

7. The English test is being completed by the students.

8. The English test has been marked.

9. These rules must be followed.

10. Changes were made.

Kai is walking the dog. – active voice

The dog is being walked by Kai.- passive voice

**English speakers rarely use such a complicated verb tense. 

It sounds like a grammar book.

YOUR ACTIVE VOICE SOLUTIONS

1. They cannot use this coupon.

2. We cannot use this coupon.

3. The teacher will give the English test tomorrow.

4. We must follow these rules.

5. They built poorly the house.

6. They built the house poorly.

7. I cannot use this coupon.

8. People must follow these rules.

9. Our teacher has marked the English test.

10. He cannot use this coupon.

11. A teacher has marked the English test.

12. We must follow these rules.

13. He built the house poorly.

14. The teacher will given will give the English test tomorrow.

15. The students is completing are completing the English test.

16. They must followed must follow the rules.

17. Everyone must followe must follow these rules.

18. We made changes.

19. The teacher will give a test tomorrow.

20. The government made changes.

21. They have marked the English test.

22. Everyone must follow these rules.

23. You will gave will give a test tomorrow.

24. She will give the English test tomorrow.

25. The students is completing are completing the English test.

26. The teacher is giving the English test tomorrow. casual, 

energetic, authentic English

The teacher will be giving the English test tomorrow.

5. The sand was white. 

The white was glaring. 

The sand emitted waves of heat. 

The waves of heat blurred the water. 

The water was beyond the beach. 

The water was blue. 

The blue was vibrant.

I will give you sentence combining exercises until the end of the course.

You don’t have to do them all. Just try a few, and we can share them the next day.

Homework

Sentence combining exercises.

The first sentence will be the kernel. Find new information in the other sentences. Add the new information to the kernel. Remember that every sentence you write has to be simple, compound, or complex.

AIR SHOW

1. The air show attracts locals.

The air show attracts tourists.

There are thousands of people.

The show grows bigger.

The show grows every year.

2. Jets fly overhead.

They are screaming.

They fly low.

They fly in teams.

Their pilots display skills.

3. Adults watch.

They are in awe.

They are cringing.

Some children are crying.

Some children cover their·ears.

They want to see more.

4. Skydivers float to earth.

They are 1000 metres up.

They float gently.

They float down.

They guide their falls.

They land on a cross.

The cross is white.

5. Biplanes engage in fights.

The planes are imitations of early aircraft.

The fights are typical of WW1.

We can share some tomorrow.