Patrick Raviola (M1&M2) M.1 and 2 English Midterm Exams are on Tuesday, December 11th.

M.1 - Midterm Topics: Grammar 1. You are still responsible for positive statements, negative statements and questions for both action and to be verbs in the following verb tenses: Present Simple, Past Simple, Present Continuous, Present Perfect and Modal tenses. You must be able to construct sentences on your own and in response to a picture. Sentences will be graded on structure, demonstration of meaning and understanding of time and subject-verb agreement. 2. Asking questions with Question Words: Who, What, Where, When, Why, How, How many, How much, Whose -Students must also be able to answer these questions in complete sentences. 3. Adjectives vs. Adverbs 4. Pronouns know the difference in usage between: Subject Pronouns, Object Pronouns, Possessive Pronouns, Demonstrative Pronouns, Possessive Adjectives Vocabulary - All vocabulary for Unit 3 of Keystone Students must fill-in sentences with the proper meaning and part of speech. The format will follow this semesters vocabulary quizzes, but the test will include words from each reading of Unit 3. Reading Comprehension / Writing to Express concepts Students must be able to compare and contrast Historical Fiction and Biography. Use examples from Run Away Home and Extraordinary People to demonstrate.

M.2 - Midterm Topics: Grammar 1. You are still responsible for positive statements, negative statements and questions for both action and to be verbs in the following verb tenses: Present Simple, Past Simple, Present and Past Continuous, Present and Past Perfect, Modal and Present Perfect Continuous tenses. You must be able to construct sentences on your own and in response to a picture. Sentences will be graded on structure, demonstration of meaning and understanding of time and subject-verb agreement. 2. Question Tags - All covered verb tenses 3. Passive Voice Simple Present, Past and Modal tenses.

Vocabulary - All vocabulary for Unit 3 of Keystone - Students must fill-in sentences with the proper meaning and part of speech. The format will follow this semesters vocabulary quizzes, but the test will include words from each reading of Unit 3. Reading Comprehension / Writing to Express concepts - Students must read The Intersection on their own and be prepared to completely answer any question on p. 218 and 219. #*#*#*This page will be moving to a Weebly.com address beginning some time during the Christmas break. *#*#*#

Class Rules 1.Respect each other. This includes property, space and ideas. 2.Only 1 person talks at a time. 3.No food, drinks or electronics in class. 4.Read and follow directions. 5.Bring out of the room whatever you brought into the room. Leave the room the same as when you entered. 6. Be prepared to learn, work and share ideas.

GRADES Midterm / Final 40% Project 20% Tests/Quizzes/Writing Assignments 20% Class work/Homework/Note book 20% ***Listening and speaking grade is part of each category. *** M.1 Project Notes Elements of a Fairy Tale Good vs. evil Most characters are very good or very evil. A fairy tale ends, happily ever after. Magic enchantment, spell, curse Supernatural characters monsters, talking animals, dragons, ogre, elf, dwarf Fantasy world For example, the setting might be Once upon a time long ago in a galaxy far, far away Travelers Tales Characters come from many different worlds, realms or kingdoms, so characters tell stories about their past and home country. Guardian / guide characters teach the main character something Word games riddle, pun, trickster characters Royalty kings, queens, princes and princesses Quest The main character must do something great that seems impossible at the beginning of the story. The conflict is something extraordinary. M. 1 / M.2 NARRATOR Narrator is who explains the story to the reader. The author creates the narrator. The narrator is not the author. 1st Person Narrator The main character is the narrator of the story, so the character narrator often uses I and We. 3rd Person Limited Narrator This narrator is not a character and is outside of the story, but knows everything about the main character including thoughts, feelings and personal history. 3rd Person Unlimited Narrator This narrator is not a character and is outside of the story, but knows everything about every character including thoughts, feelings and personal histories. M.1 - CLASSWORK / HOMEWORK QUESTIONS (Pay attention to verb tense.) How does growing up change us? Do you think children have grown up in similar ways throughout history? How are you growing up day by day? How did you grow up last year? What changed? M.1 / M.2 - COMPARATIVE Adjectives / SUPERLATIVE Adjectives & as ADJ as COMPARATIVE ADJECTIVES

For short adjectives (usually 1 syllable) add -er to the adjective. long longer big bigger hot hotter new newer For adjectives ending in -y, change y to i and add -er happy happier hungry hungrier easy easier For long adjectives (usually 2 syllables or more) add more before the ADJ. expensive more expensive difficult more difficult excited more excited Irregular Adjectives: good better bad worse These adjectives are used in sentences with than to compare 2 or more things. Subject + to be + Comparative ADJ + than + object . BCC is bigger than many schools. The midterm was easier than the final. Bangkok is more crowded than Chiang Mai. Shrek was better/worse than Shrek 2. SUPERLATIVE ADJECTIVES For short adjectives use: the + ADJ + -est long the longest big the biggest hot the hottest new the newest For adjectives ending in -y, use: the + ADJ + -iest happy the happiest hungry the hungriest easy the easiest For long adjectives add the most before the ADJ. the most expensive the most difficult the most excited Irregular Adjectives: good better the best bad worse the worst Subject + to be + Superlative ADJ + object / what you compare. Elephants are the biggest animals on land. The midterm was the easiest of our 4 major tests. Bangkok is the most crowded city in Thailand. Shrek was the best / the worst of all the Shrek movies. COMPARING with as ADJECTIVE as To compare 2 things that are equal use, as ADJ as They are as happy as a clam. The new book is as interesting as the old one. To compare 2 things that are not equal use, not as ADJ as The old hotel is not as expensive as the new hotel. Turtles are not as fast as rabbits. M.2 ADVERBS: Regular/Comparative/Superlative Adverbs describe how an action happens happiLY comfortabLY excitedLY How does he run? He runs quickLY (ADV). He is quick (ADJ). How does he play? He plays well (ADV). He is a good (ADJ) player.

Irregular Adverbs: good well better the best This time he did better. He did the best in 1/9. fast fast faster the fastest He eats very fast. He eats faster than her. hard hard harder the hardest He played hard. He played the hardest of all. For regular comparative adverbs use: more + adverb. He writes more neatly than a typewriter. She measured the liquid more accurately with a beaker. For regular superlative adverbs use: the most + adverb She acts the most politely around her parents. Students walk the most slowly when going to the chapel. M.2 COMPARATIVE ADVERBS The same form as adjectives can be used for adverbs, but for long form adjectives, use more + adverb form (-LY). The adverb must describe an ACTION verb. Subject + verb + Comparative ADJ + than + object . BCC plays better than many schools. The students scored higher on the midterm than the final. Clowns act more playfully than mimes. He works more carefully than his brother. Irregular Comparative adverbs: better / worse To compare 2 things that happen equally use, as ADVERB as They play guitar as loudly as annoying M.4 students in the corridor. The new car drives as quickly as a cheetah. To compare 2 things that dont happen equally use: to do + not + verb + asADV as Chale doesnt play as skillfully as Messi. Some students didnt study as well as they should have studied. SYMBOL / SYMBOLISM (M.1/M.2) A symbol is an object, picture, logo or character that represents a 2nd meaning beyond itself as a message from the author/artist to the reader or viewer. Symbols are a sign of something more important than the picture itself. Here are some visual examples of symbols and symbolism; draw them and then explain the deeper meaning.

Write a paragraph to explain the symbolism of the BCC logo.

Types of Verbs (M.1/M.2) Action verbs actions / doings She sings for the school chorus. You play for the school team. Linking verbs link/connect the subject to something else John is a student. She was happy after school. They are tall. Helping verbs used in the Continuous and Perfect tenses He is going to the store. He has been to Mars. used in questions and negative statements in simple tenses Do you like spicy food? Steve does not drink coffee. Modal verbs changes the mode of a verb You must study for every test. They should be more careful. I will do my best. Can you swim? He could not finish dinner. (((Create your own examples)))

Action verbs: Write 2 sentences that use action verbs in a simple tense. Linking verbs: Write 2 sentences using linking verbs in a simple tense. Helping verbs: Write 4 sentences using helping verbs. Do 1 sentence in a continuous tense, 1 in a perfect tense, 1 simple negative statement and 1 simple tense question. Modal verbs: Write 2 sentences using 2 different modal verbs. To Conjugate a verb (M.1 / M.2) We conjugate verbs so that the subject and verb agree with each other. <![if ppt]><![endif]> To conjugate a verb is to change it from the infinitive to the proper: 1) tense present, past, continuous, perfect 2) person 1st person (I/we) 2nd person (you) 3rd person (he/she/it/they) 3) number singular (I/you/he/she/it) or plural (we/you/they) Help with Helping Verbs Primary do be have (to make simple tense action questions and negatives) (to make continuous tenses (to make perfect tenses)

Modal (a specific type of helping ve can may will shall must ought (to)

Do, be and have as helping verbs have exactly the same forms as when they are main verbs (except that as helping verbs they are never used in infinitive forms). Primary helping verbs are followed by the main verb in a particular form: do + V1 (base verb) be + -ing (present participle)

Modal helping verbs are invariable.

Ought is followed by the main ve helping verbs are followed by the m ought + to (infinitive)

have + V3 (past participle)

other modals + V1 (base verb

Do, be and have can also function as main verbs.

Modal helping verbs cannot functio

In your notebook: 1. Create sentences using each of the following as Helping Verbs: is / has / should 2. Create negative sentences using each of the following as Helping Verbs: am / does / did / have / would 3. Create questions using each of the following as Helping Verbs: are / do / does / did / have / can -____________________________________ M. 1 / M. 2 Simple Present Tense (Action Verbs)

+ Subject + A good student Mike trieS

Verb + (object). finisheS the work his best every time.

**^ ADD -s to the verb for he/she/it nouns. ^** Batman and Robin save the day once again. - Subject My teacher We + do/does +not + (Verb#1) + object. does not give too much homework do not like grammar lessons.

? question word + do/does + subject+(Verb#1)+object? What do you like to do on the weekend? Does she miss school often? Complete 2 positive, 2 negative and 2 question sentences. M. 1 / M. 2 TO BE To Be conjugated in the Simple Present Tense: + subject I She We + TO BE am is a are + object. glad to meet you. teacher at BCC. happy during English class. + object. orange. under the chair. bored.

subject + The tiger The books I

TO BE + not is not are not am not

? Why TO BE + subject + Are you is he Am I object? serious? absent from class? late?

USAGE OF SIMPLE PRESENT TENSE USE 1 - Repeated Actions (habits, hobbies, jobs, ) She always forgets her purse. an action is repeated or usual. The action can be a habit, a hobby, a daily event, a scheduled event or something that often happens.

USE 2 - Facts or Generalizations / Physical or Character Traits - a fact was true before, is true now, and will be true in the future. Windows are made of glass.

USE 3 Scheduled Events in the Near Future Use it to talk about scheduled events in the near future. The train leaves tonight at 6 PM.

M. 1 - Characters and Character Traits character The people or animals in a story. character traits things that you notice about a characters personality. I can understand characters traits from what they say, what they do, what they think, what happens to them and from what other characters say about them. In your notebook: Imagine and create a new character. A) 1. Draw a picture of the character. 2. Name your character B) Summarize and introduce your character like a narrator would do. Summarize personality and character traits. C) Write a sentence for each of the following: 1. character says: 2. character does: 3. character thinks: 4. happens to the character: 5. other character says about your character: M. 1 / M. 2 - Conflict and the 5 Parts of the Conflict (Plot) Conflict The conflict in a story is the problem that the main character must solve. A storys conflict usually has 5 parts. Background/introduction This part of the conflict introduces the reader to characters and the setting. We learn about the history of the fiction world (story.) It is also the beginning of the conflict. Rising action The main characters problem gets worse. Climax is when the main characters problem is the worst. It may seem like the main character will fail, but then the character will start to solve the problem. Falling / Resolving action The main character solves the problem and things get better. Results are what the main character learned by solving the problem. Also, what will the future be like for the main character in the fiction world?

============================================ M.1 . M.2 - Present Continuous Tense We use the present continuous tense to talk about something that is happening right now. Right now I am speaking, and you are listening. We use the present continuous tense to talk about something happening around now or for sure to happen in the future Tomorrow Im going by bus. This weekend my family is going to the beach. Use 1: Use the Present Continuous to say something is or isnt happening now, at this very moment.

You are not swimming now. Use 2:In English, now can mean: this second, today, this month, this year, this century, and so on. Sometimes, we use the Present Continuous to say that we are in the process of doing a longer action which is in progress; however, we might not be doing it at this exact second. Examples: (All of these sentences can be said while eating dinner in a restaurant.) I am studying to become a doctor. I am not studying to become a dentist. I am reading the book, Tom Sawyer.

Use 3: The near and almost certain future. Speakers use the Present Continuous to say an event is or isnt happening in the near future. I am meeting some friends after work. You are also responsible for irregular spelling rules in Table C on p. 95 of Grammar Spectrum. For example: win - winning come - coming die - dying get - getting DESCRIBE THE ACTIONS IN THE PICTURE BY USING THE PRESENT CONTINUOUS TENSE.

+ subject + to be + verbING + object. I am teaching English class. You/We/They are writing class notes. He/She/It is flying above the clouds. subject I You/We/They He/She/It + am to be + not + verbING + object. not eating lunch today. are not having the test this period. is not going.

? to be + subject + verbING + object? Am I wearing the correct uniform? Where are you/we/they playing football after class? Is he/she/it doing the homework correctly? In Your Notebook: Create 3 of your own Present Continuous Tense positive statements. Use each of is/am/are in at least 1 sentence. Create 3 of your own Present Continuous Tense negative statements. Use each of is/am/are in at least 1 sentence. Create your own questions. Use is, am and are in at least one question. M. 1 - PREFIXES Prefixes Add a prefix to the beginning of a word to change the meaning of the word. un- means not. happy - unhappy organized - unorganized kind - unkind dis- means the opposite of. appear disappear organized -> disorganized trust -> distrust Add a prefix to the following words and write them in your notebook: educated _______ forgettable ___________ well ________ usual _________ natural ________ aware______ real ________ certain _________ expected ___________ obey ________ allow __________ loyal ____________ advantage __________ comfort _____________ order ________ qualify __________ respect ____________ able _______ used ____________ M. 2 PREFIXES Add a prefix to the beginning of a word to change the meaning of the word. un- and in- mean not. happy - unhappy effective - ineffective kind - unkind active - inactive dis- means the opposite of. appear - disappear organized -> disorganized trust -> distrust re- means again. write -> rewrite do -> redo heat -> reheat over- means too much. cook -> overcook dramatic -> overdramatic Add a prefix to the following words and write them in your notebook:

educated _________ forgettable ______ accurate ________ due ________ charge _________ visible __________ complete ________ certain _________ priced ___________ obey ________ try __________ unite ____________ unite __________ comfort _____________ order ________ qualify __________ build ____________ able _______ used ____________ To Be - Modal / Future Tense + subject + modal + be + object. I will be better in class. - subject + modal + not + be + object. The elephant could not be bigger. ? modal + subject + be + object Where must I be at 4:00? m. 1 / M. 2 - PRESENT PERFECT TENSE + Subject + to have + (past participle/verb 3). subject + present tense + verb + -ed/-en . He already has washed the dishes. They have taken the photo already. - Subject + to have + not + (past participle/verb 3). subject + present tense + verb + -ed/-en . She has not started her homework yet. The exam hasnt begun already. The announcements havent made it clear. My dogs have not run away from home. ? to have + subject + past participle ? present tense + subject + verb + ed/en ? Have you washed the dishes yet? Has your father brought the computer? Where has he been? Already and yet are 2 adverbs that are commonly used with the present perfect. USAGE OF THE PRESENT PERFECT TENSE Present Perfect is used to talk about actions that happened in a general past time. You are not sure exactly when it happened, but you are sure that it happened already. Simple Past Tense: It happened ( last year/week). past -////present

last year last week Present Perfect Tense: It has happened already. past(action finished anytime in the past-)//present The subject (owns/has/possesses) an (experience/action/event/verb). Have you had that experience? Yes, I have had that experience. The Present Perfect tense is use to talk about an (event/action/experience/verb ) that the subject owns because it has done the action at least once. Present Perfect is used to talk about the past, but not the exact time in the past. (Past simple is used to tell exact time) A: Have you been to England before? When did you go? B: Yes, I have been there before. I went last April. P.P P.S. Use Present Perfect to talk about an event from the past that has a cause / effect relationship on the present time. Ive seen this movie already, so I dont want to see it again now. Todays class is review because they have studied the present perfect tense already. Use Present Perfect with for and since to talk about an action/event that started in the past and is still true today. I have taught at BCC for a little over 1 year. -20082009X 2010-2011 He has been in M.2 since this past May. MarchApril- X MayJune

USE 1: Experience / Accomplishments: Use the Present Perfect to describe your experience. It is like saying, I have the experience of I have been to France. Use 2: Change Over Time: Use the Present Perfect to talk about change that has happened over a period of time. My English has really improved since I moved to Australia. USE 3: An Uncompleted Action You Are Expecting: Use the Present Perfect to say that an action which we expected has not happened yet. We are still waiting for the action to happen. James has not finished his homework yet. Use 4: Time Expressions with Present Perfect

When we use the Present Perfect it means that something has happened at some point in our lives before now. The exact time the action happened is not important. Sometimes, we want to limit the time of an experience. We do this with: in the last week, in the last year, this week, this month, so far, up to now, etc. They have had three tests in the last week.

*** NOTICE - Present Perfect vs. Simple Past ***

Last year and in the last year are very different in meaning. Last year is a specific time and requires Simple Past. In the last year is a time range and requires Present Perfect. Examples: I went to Mexico last year. I went to Mexico in 2011. I have been to Mexico in the last year. I have been to Mexico at some time between 365 days ago and now. USE 5: State verbs that started in the past and continues now. I have had a cold for two weeks. She has been in England for six months. Mary has loved chocolate since she was a little girl. *****Irregular Past Participles / Verb#3 are listed in Table E on p.96 of Grammar Spectrum. ***** M. 1 / 2 SIMPLE PAST TENSE + subject + verb 2 + object Don had lunch at noon with his best friend. We played dodgeball in this mornings house. The Mayans were a civilization in South America. (- action) Subject + did + not + verb 1 + object . The Simpsons did not finish their dinner. He didnt do the first draft. (- linking) Subject + was/were + not + object . The test was not difficult . The games werent exciting enough for me. ? (action) did + subject + verb 1 ? Did aliens land at the Olympic stadium? When did you finish school last year? ? (linking) were/was + subject + object? Were they on the ship? Why was he unavailable for the meeting? Complete 3 + 3 and 3 ? sentences in your notebook. Use at least 1 linking and 1 action verb for each set (+, -, ?)

Use 1 For a completed past action / series of past actions I did my homework last night. I finished work and then walked to the beach.

Use 2 for an action that lasted for a time, but stopped in the past I lived in Brazil for two years. Shauna studied Japanese for five years.

Use 3 Past habits / Past facts facts that are not true now, but were true I studied French when I was a child. She was shy as a child, but now she isnt.

M. 1 SUFFIXES Add a suffix to the end of a word to change the Part of Speech (P.O.S.) -ness means full of and changes an adjective to a noun. happy happiness good goodness kind kindness sad sad_____ -tion and -ation mean state of being or condition of and change a verb to a noun. observe observation conserve conservation prepare prepar______ Other words with these sufixes are: educate _______ create _______ demonstrate ___________ forgive ________ lazy _________ great ________ aware ______ invent ________ populate _________ expire ___________ fierce ________ admire __________ consider ____________ imagine __________ transport _____________ M.2 SUFFIXES Add a suffix to the end of a word to change the Part of Speech (P.O.S.) -ness means full of and changes an adjective to a noun. happy happiness good goodness kind kindness sad sad_____ -tion and -ation mean state of being or condition of and change a verb to a noun. observe observation conserve conservation prepare prepar______

-er and -or mean someone/something that does and change a verb to a noun. teach teacher operate operator play player calculate _____________ Other words with these sufixes are: educate ____,____ create ___,___ demonstrate ___,____ design _________ lazy ______ aware -______ invent ______ populate _____ clean _____ expire ________ report _______ fierce ________ admire ______, ______ great -_____ print ________ consider ________ imagine _______ direct ________ transport _____,_____ act _________ good ______ collect _____ communicate _____, _____ defend ___________ M. 1 / 2 PRACTICE WITH SUFFIXES Base Word is a word without a prefix or suffix -Choose 3 base word adjectives and 3 base word verbs from the last slide. -Write 2 sentences for each base word. -The 1st sentence must be the original base word. The 2nd sentence must have the suffix added to the base word to make a noun. Use the words in the correct P.O.S. EXAMPLE: frustrate (v) frustration (n) AC Milan frustrated (v) Ronaldo with their great defense. Ronaldo felt frustration (n) because he could not score for 90 minutes. Apple created (v) the iPad. Apples new creation (n) is the iPad. Teachers help, but students must educate (v) themselves. The best education (n) is to be a self-teacher. 15 million people populate (v) Bangkok. Bangkoks population (n) is 15 million. I will ____ going with you, but Im not sure. He has ___ for his mom on her birthday. We ___ experiments in science class. Our ___ is that too much salinity kills plankton. The fruit will _____ and go bad soon. The _____ date is tomorrow. The BTS ____ many people each day. The BTS is a type of ________. I smile when Im happy (adj). Happiness (n) makes me smile. The student is bored because he is lazy (adj). His laziness (n) makes him bored. Top students are aware (adj) in the classroom. Their awareness (n) lets them absorb information. A tigers _________is scary. Tigers are ________animals. The ____ movie made me cry. There was too much ______ to enjoy it. The ____ of the boy made him help the old woman. He is such a ___ boy. ____ had nothing to do with it.

M. 2 IMAGERY and SENSORY DETAILS http://suite101.com/article/use-all-five-senses-a29088

Sight
Sight is the most commonly used sense in fiction, and includes any description of what something looks like, where an object is placed, anything the character sees, any action the character observes. You dont need to describe everything; choose the particular details that are important to the scene.

Sound
In a quiet place, a single sound takes center stage. A busy place can be a cacophony of sound. As writers, we need to close our eyes and listen for the sounds in each scene: The birds sang sweetly. The tinkling of broken glass. She shrieked with joy. And dont forget onomatopoeia, in which the word is pronounced like the sound: crash, buzz, zoom. Psst! Thwap! and so on.

Smell
What would the world be like without the smell of flowers, new-mown grass, wood fires, or baking bread? Readers dont need to smell everything possible as your characters go through the story, but a few, well-placed descriptions can make a scene real. As stinky as a dirty diaper.

It smelled like rotten eggs. It smelled clean and fresh, like Grandmas laundry. He reminded her of her grandfather, a scent of peppermint and tobacco. The street smelled of gas fumes and hot tar.

Taste
Taste seems to be the forgotten sense when it comes to fiction. It doesnt belong in every scene, but wellchosen descriptions of taste can make your reader feel as if he or she is living in your story. Also, taste is closely related to smell and the two may go hand in hand, with no relation to food.

The street smelled of gas fumes and hot tar, and left an oily taste on her tongue. The sour taste of vomit. As salty as a potato chip. Thick, not-too-sweet chocolate, with a hint of orange. The metallic taste of blood. The bitter taste of getting her mouth washed out with soap.

Touch
Texture is another sensory description that gets forgotten. Again, when something is important to your character, make a point of including the sense of touch. She caressed the cool, smooth cover of the laptop. The lotion gave her baby-soft skin.

He was tied tightly, and the rough bark gouged his back. It was as soft as rabbits fur. The biscuit was as hard as a rock.

PREPOSITION, OBJECT OF THE PREPOSITION, PREPOSITIONAL PHRASE Some examples of prepositions are: in, at, on, to, for, by, with, until, against, over, under, near, during, from, since Prepositions are often give details of time or place. The spider on the wall is building its web. We played basketball at 5:00. Prepositions link a noun, pronoun or verb to the object of the preposition. Prepositions link a noun/pronoun/verb to another detail in the sentence. This extra detail is called the object of the preposition. The prepositional phrase begins with the preposition and ends with the object of the preposition. I bought Christmas gifts at the mall. (preposition) (object) Sally went to her extra class on Sunday. (preposition) (object) (preposition) (object) Practice: Underline the preposition and (circle) its object. I went to Dream World on last Saturday. The ancient Greeks recited poetry at public events. The sky is above my head, and the ground is below my feet. Many students were excited during English class. I have been a student from 1988 until today. M. 2 - Present Perfect Continuous

Structure of P.P.C. + Subject + to have + (past participle/verb 3). subject + present tense + verb 3 . He already has washed the dishes. They have taken the photo already. - Subject + to have + not + (past participle/verb 3). subject + present tense + verb 3 . She has not started her homework yet. The exam hasnt begun already. The announcements havent made it clear. My dogs have not run away from home. to have + subject + past participle ? present tense + subject + verb 3 ? Have you washed the dishes yet? Has your father brought the computer? Where has he been? ? Use of Present Perfect Continuous You have been waiting here for two hours. Have you been waiting here for two hours? You have not been waiting here for two hours. James has been teaching at the university since June. Why has Nancy been taking medicine for the last three days? She has been watching too much television lately. Dont use have or be as the main verb in P.P.C. Use Present Perfect instead. Sam has been having his car for two years. WRONG Sam has had his car for two years. CORRECT He has been being a good friend since childhood. WRONG He has been a good friend since childhood. CORRECT M. 1 / M. 2 Modal Tense and Modal Helping Verbs Modal Helping Verbs: will, shall, can, could, should, would, may, might, must CAN: means that the verb is possible / able to happen. COULD: 1)) means that the verb would be possible in the future, or 2)) means that the verb once was generally possible in the past ^(((like future/past tense of can)))^

MIGHT: means maybe + subject + modal + verb1 + object . I can eat very spicy food. My parents might help us, if they are free later. He could run extremely fast when he was younger. - subject + modal + not + verb1 + object . My friends cannot / cant fly an airplane. The jester could not / couldnt entertain the Queen of Hearts. M.2 may not do a fairy tale for the project. ? modal + subject + verb1 + object ? Can you make it to my party on Saturday? Could they complete the project on time? May I go to the bathroom, please? Simple Future ( a specific type of Modal tense ) The simple future tense talks about future facts and events that will happen. Also use the simple future when you choose in the moment to do something in the future. phone is ringing, so I will answer it. + subject + modal (will/shall) + verb1 + object . I will finish my fairy tale soon. He My parents will will be turn 50 happy when he hears. years old tomorrow.

Now the

subject + modal (will/shall + not) + verb1 + object . My friends will not eat squid at tonights dinner. The dog wont ever fetch a ball .

? modal (will/shall) + subject + verb1 + object . Will you go to the party Will he complete the project

with me? on time?

USE 1 - Will for a Voluntary Action: Will suggests a speaker will choose to do something or offers to do for someone else. We also use will when we ask for help. A: Im so tired. Im about to fall asleep. B: Ill get you some coffee. A: The phone is ringing. B: Ill get it. USE 2 Will for a Promise Dont worry, Ill be careful. I wont tell anyone your secret.

I will call you when I arrive. They will make sure USE 3 Will for a Prediction: Will tells a prediction about the future. The year 2222 will be a very interesting year. John Smith will win the election. The movie will get several Academy Awards. ***Present Continuous and (P.C. Be going to VERB) to tell a Future Plan/Goal ***Present Continuous and be going to VERB tells that something is a plan or goal for the future. It expresses the idea that a person intends to do something in the future. It does not matter whether the plan is realistic or not. He is going to spend his vacation in Hawaii. She is not going to spend her vacation in Hawaii. A: When are we going to meet each other tonight? B: We are going to meet at 6 PM. Im going to be an actor when I grow up. Michelle is going to begin medical school next year. They are going to drive all the way to Alaska. Who are you going to invite to the party? A: Who is going to make Johns birthday cake? B: Sue is going to make Johns birthday cake. is/am/are + subject + verbING? Subject + is/am/are + verbING Where are you going ? I am going to Brazil. Use the Present Continuous to talk about future plans that are set already. The plans are 90% definite and should not change. Im playing football after school with some teachers. M.1 is starting the fairy tale project this week. You are taking finals in September. Use be going to VERB1 if it is something you hope to do but are not sure. The P.1 student says that he is going to be a doctor when he is older. The medical student is starting work in a hospital when he graduates. If I have enough money one day, I am going to buy a Ferrari. I won the lottery, so I am buying a Ferrari. M. 1 - Unit 2 Keystone Theme - Answer the following questions completely and demonstrate understanding of time by correctly using verb tenses. How does growing up change us?

Do you think children have grown up in similar ways throughout history?

How are you growing up day by day?

How did you grow up last year? What changed? M. 2 - Past Continuous Tense Structure + subject + to be + verbING + object. I was teaching English class. You/We/They were writing class notes. He/She/It was flying above the clouds. - subject + to be + not + verbING + object. I was not eating lunch today. You/We/They were not having the test this period. He/She/It was not going. to be + subject + Was I Where were you/we/they Was he/she/it ? verbING + object? wearing the correct uniform? playing football after class? doing the homework correctly?

Past Continuous vs. Simple Past Use the past simple tense to talk about a completed event, an event that started and finished, in the past. I studied the past simple tense last night. We usually tell the time of the action when using Simple Past Tense. Use the past continuous tense to talk about an action in progress in the past. The speaker is often telling a story and wants the listener to feel like he is watching the story happen. What was M doing when you saw him last night? He was waiting for the bus. pastx(Xx)-now M started ^ waiting. You saw ^ M. M stopped ^ waiting for the bus. The past simple and past continuous tenses are often used together with the conjunction, when, to show that an interrupting 2nd action stops a continuing 1st action. The 1st action was happening for some time when the 2nd quickly interrupted. Usually the 2nd action is more interesting/important than the 1st. I was brushing my teeth when an alien appeared outside the window. P.C. P.S.

She was walking down Silom when a truck swerved onto the sidewalk. P.C. P.S.

When Mary woke up this morning, it already was raining outside. P.S. P.C.

USE of Simple Past Use the to talk about an event that continued and ended in the past. Telling the exact time is usually important. I studied English from 7:00 until midnight. I lived in Baltimore for 4 years. USE of Past Continuous USE 1 - The past continuous is often used with the conjunction, while, to talk about 2 events in the past that were happening at the same time. We often use a series of parallel actions to describe the atmosphere at a particular time in the past When I walked into the office, several people were typing, some were talking on the phone, the boss was yelling directions, and customers were waiting to be helped.

USE 2 - Use the Past Continuous to indicate that a longer action in the past was interrupted. The interruption is shorter in the Simple Past. This also can be an interruption in time. At 6 PM, I was eating dinner. At midnight, we were still driving through the desert. When the phone rang, she was writing a letter. We were having the picnic when it started to rain.

\ M.2 - Important Info for 5 Paragraph Research Essay THESIS vs. Topic and Main Idea A Topic is a word or phrase that is the subject or focus of the essay: Tourism in Thailand, Past Simple Tense, Personification in poetry

A main idea is the most important idea about a topic in a paragraph: Tourism in Thailand should grow this year because there shouldnt be a flood. A Thesis statement is the idea, theory or opinion that you are trying to prove in your essay. It is the maid idea of the entire essay. Every paragraph in an essay has a main idea, but an essay has only one Thesis Statement. The easiest and clearest way to write this statement is with this format: (OPINION) + because + (Reason 1, 2 and 3). Thailands tourism will grow over the next decade because of the lack of crisis, they missed opportunities over the past few years, and the tourism industry has grown despite various disturbances. The thesis statement must have these 5 parts and be 1 sentence at the end of the introduction. OPINION - Thailands tourism will grow over the next decade BECAUSE Reason 1 - of the lack of crisis.., Reason 2 - tourists missed opportunities over the past few years Reason 3 - and the tourism industry has grown despite various disturbances. Types of Paragraphs Introduction: guideline/ main ideas Explain the background of the topic of the essay. Make sure that readers are familiar with the general topic. Give your thesis statement. 3 Body Paragraphs Each body paragraph must focus on one (and only one) reason from the thesis statement . So, Body paragraph #1 only talks about how Reason 1 (the lack of crisis) proves the opinion that Thailands tourism will grow over the next decade. Body Paragraph #2 focuses on how Reason 2 (many people missed an opportunity over the past few years) proves the opinion of the thesis statement. Body #3 follows the same pattern and focuses on the 3rd reason. Conclusion: summarizes the essay and explains how the opinion is proved by the essay. Why should the reader believe your opinion? No 1st person (I, we, me, our, us): I think that the best treatment for diabetes is exercise and a healthy diet. No 2nd person (you, your, yours): You can see that the best treatment for diabetes is exercise and a healthy diet. Use only objective 3rd person writing: The best treatment for diabetes is exercise and a healthy diet.

Project work for M.1 and M.2

M.1 Fairy Tale Comic Book Project Assignment ***If you want to start drawing your pictures, DO NOT write your narration or dialogue where you will be drawing because you will have to edit what your write again. *** Your assignment during the semester break is to focus on the verb tense of the narration and dialogue for your section of the story and to proofread and edit so that there is an accurate sense of time in the story. Most of the narration should be present simple tense or past simple tense, but you may use other verb tenses occasionally. The narration must be consistent with all group members. For example, if 2 students are in a group, their narrator should mostly be using the same verb tense (present simple or past simple.) Sometimes, you will need to use other tenses, such as modal or present perfect tense for the narration, but the majority of the narration must be present simple or past simple. You will need to vary verb tenses more often for the dialogue of the story. This is because dialogue is taking place live within the story. As the reader reads your fairy tale, you must make him imagine that he is watching this part of the story happen in front of his eyes at the same time that he is reading. The best way to do this is to imagine that you are the character who is speaking in the story. As you imagine the action, think, What is the time of the event that the character is talking about? Is the event happening right now? Did it happen at a specific time in the past? Has the character had the experience at an unnamed time in the past? Is it a fact, hobby or habit? Should the character use a modal verb? I recommend that you mostly use the 5 verb tenses that we have covered in class during the 1st semester. You can use other verb tenses, but you must still use them correctly. There will be 10 possible marks for this part of the project, so this assignment is the same value as a test grade. 6 marks The assignment is completed over the break, you added -s to all simple present tense action verbs, all verbs are in a proper verb tense. The last requirement means that you are not mixing verb tenses together: She try. She tries. He is run. He is running. I am not have. I do not have. He didnt ate. He didnt eat.

10 marks All verbs are in a proper verb tense and 80% of verbs show the correct time of the action. *YOU STILL MUST FOLLOW ALL INSTRUCTIONS FROM THE ORIGINAL PROJECT HANDOUT.* M. 2 - EDITING REQUIREMENTS -DO NOT PLAGIARIZE. DO NOT USE A TRANSLATOR. - Check the notes below for more specific instructions. -You must be using at least 3 English language sources. -All specific information and statistics need a citation. - Include citations in every paragraph. - Follow thesis statement format. Follow the format for the 3 body paragraphs so that each reason from the thesis statement has its own body paragraph to prove the opinion from the thesis statement. - This is a 5 paragraph & 500 word essay. 500 words do not include quotations. - A quotation must be exactly the same as written in the original source. A paraphrase or summary is your own expression of how you understand a concept or idea. For Full Marks: Explain not only how and why something is true, but also explain the effects on society today or the future. If you are writing about science and technology, explain the effect on the future, what scientists can discover and why it would be important. If you are writing about a social studies topic, explain how a change from the past affects todays society, or how a change made now will affect the future. If you are writing about health, explain the beneficial and/or negative effects of a behavior. Include 3 types of citations: quotation / paraphrase / summary

The simplest directions on how to paraphrase and summarize that I could think of: 1. Read and reread a passage from the source. 2. Understand it well. 3. Close the source, close your eyes and think about the concept/idea. 4. Write to express the concept/idea as you understand it. 5. Keep your collection of paraphrases and summaries in a notebook. 6. Label each paraphrase and summary with the name of the source, author and page # or where you can find the information on a webpage. The following notes on citations are more detailed than what was presented in class. They come from the Purdue University OWL Writing Lab, and even more can be found here:

http://owl.english.purdue.edu/owl/resource /677/01/

Quoting, Paraphrasing, and Summarizing

Contributors:Dana Lynn Driscoll, Allen Brizee Last Edited: 2011-12-14 08:19:17

What are the differences among quoting, paraphrasing, and summarizing?

These three ways of incorporating other writers work into your own writing differ according to the closeness of your writing to the source writing. Quotations must be identical to the original, using a narrow segment of the source. They must match the source document word for word and must be attributed to the original author. Paraphrasing involves putting a passage from source material into your own words. A paraphrase must also be attributed to the original source. Paraphrased material is usually shorter than the original passage, taking a somewhat broader segment of the source and condensing it slightly. Summarizing involves putting the main idea(s) into your own words, including only the main point(s). Once again, it is necessary to attribute summarized ideas to the original source. Summaries are significantly shorter than the original and take a broad overview of the source material.

Why use quotations, paraphrases, and summaries?

Quotations, paraphrases, and summaries serve many purposes. You might use them to . . .

Provide support for claims or add credibility to your writing Refer to work that leads up to the work you are now doing

Give examples of several points of view on a subject Call attention to a position that you wish to agree or disagree with Highlight a particularly striking phrase, sentence, or passage by quoting the original Distance yourself from the original by quoting it in order to cue readers that the words are not your own Expand the breadth or depth of your writing

Writers frequently intertwine summaries, paraphrases, and quotations. As part of a summary of an article, a chapter, or a book, a writer might include paraphrases of various key points blended with quotations of striking or suggestive phrases as in the following example: In his famous and influential work the Interpretation of Dreams, Sigmund Freud argues that dreams are the royal road to the unconscious (page #), expressing in coded imagery the dreamers unfulfilled wishes through a process known as the dream-work (page #). According to Freud, actual but unacceptable desires are censored internally and subjected to coding through layers of condensation and displacement before emerging in a kind of rebus puzzle in the dream itself (page #).

How to use quotations, paraphrases, and summaries

Practice summarizing the essay found HERE, using paraphrases and quotations as you go. It might be helpful to follow these steps: Read the entire text, noting the key points and main ideas. Summarize in your own words what the single main idea of the essay is. Paraphrase important supporting points that come up in the essay. Consider any words, phrases, or brief passages that you believe should be quoted directly. Paraphrasing is one way to use a text in your own writing without directly quoting source material. Anytime you are taking information from a source that is not your own, you need to specify where you got that information.

A paraphrase is

Your own rendition of essential information and ideas expressed by someone else, presented in a new form. One legitimate way (when accompanied by accurate documentation) to borrow from a source. A more detailed restatement than a summary, which focuses concisely on a single main idea.

Paraphrasing is a valuable skill because

It is better than quoting information from an undistinguished passage. It helps you control the temptation to quote too much.

The mental process required for successful paraphrasing helps you to grasp the full meaning of the original.

6 Steps to Effective Paraphrasing

1. Reread the original passage until you understand its full meaning. 2. Set the original aside, and write your paraphrase on a note card. 3. Jot down a few words below your paraphrase to remind you later how you envision using this material. At the top of the note card, write a key word or phrase to indicate the subject of your paraphrase. 4. Check your rendition with the original to make sure that your version accurately expresses all the essential information in a new form. 5. Use quotation marks to identify any unique term or phraseology you have borrowed exactly from the source. 6. Record the source (including the page) on your note card so that you can credit it easily if you decide to incorporate the material into your paper.

Some examples to compare

The original passage:
Students frequently overuse direct quotation in taking notes, and as a result they overuse quotations in the final [research] paper. Probably only about 10% of your final manuscript should appear as directly quoted matter. Therefore, you should strive to limit the amount of exact transcribing of source materials while taking notes. Lester, James D. Writing Research Papers. 2nd ed. (1976): 46-47.

A legitimate paraphrase:
In research papers students often quote excessively, failing to keep quoted material down to a desirable level. Since the problem usually originates during note taking, it is essential to minimize the material recorded verbatim (Lester 46-47).

An acceptable summary:
Students should take just a few notes in direct quotation from sources to help minimize the amount of quoted material in a research paper (Lester 46-47).

A plagiarized version:
Students often use too many direct quotations when they take notes, resulting in too many of them in the final research paper. In fact, probably only about 10% of the final copy should consist of directly quoted material. So it is important to limit the amount of source material copied while taking notes.

A note about plagiarism: This example has been classed as plagiarism, in part, because of its failure to deploy any citation. Plagiarism is a serious offense in the academic world. However, we acknowledge that plagiarism is a difficult term to define; that its definition may be contextually sensitive; and that not all instances of plagiarism are created equalthat is, there are varying degrees of egregiousness for different cases of plagiarism.

Here is another page that will help you to practice paraphrasing: http://owl.english.purdue.edu/owl/resource/619/2/