Edmar Class 2

7/23/2019 Edmar Class 2

1/6

Class:2

Student: Edmar

Teacher: Gustavo 01/10/2015

Academic English

The academic English is the English used in universities and academic publications. Today

we will study the paragraph, its structure and the process to write and read a paragraph in

English.

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1. WRITING A PARAGRAPH

Structure

All paragraphs have a topic sentenceand supporting sentences, and some paragraphsalso have a concluding sentence.

odel

The topic sentencestates the main idea of the paragraph. The part of the topic sentencethat announces the specific area to be discussed is called the controlling idea.

E!ample"


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Class:2

Student: Edmar


Supporting sentencesdevelop the topic sentence. That is, they explain or prove the topicsentence by giving more information about it.

E!ample"

First of all, gold has a lustrous beauty that is resistant to corrosion.

For example, a Macedonian coin remains as untarnished today as the day it was

made 2 centuries ago.

Another important characteristic of gold is its usefulness to industry and science.

The most recent use of gold is in astronauts! suits.

The concluding sentence signals the end of the paragraph and leaves the readerwith important points to remember"

E!ample"

#n conclusion, gold is treasured not only for its beauty but also for its utility.

Practicing

The texts and paragraphs in English are written to create a flux of ideas. $tarting with thetopic sentence that introduces the paragraph idea then, the supporting sentences thatvalidate the idea and finally the concluding sentence that summari%e the paragraph idea.This structure is helpful for academic students once it is easy for the student to understandthe author idea, and it ma&es the reading more dynamic.


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Class:2

Student: Edmar


Paragraph 1

Many words that are used for English speakers in normal situations come fromother languages

English spea&ers relaxing at home, for example, may put on kimonos, which is a'apanese word. English spea&ers who live in a warm climate may ta&e anafternoon siesta on an outdoorpatio without reali%ing that these are $panishwords. #n their gardens, they may en(oy the fragrance ofjasmine flowers, a wordthat came into English from )ersian. They may even relax on a chaise while

snac&ing on yogurt, words of French and Tur&ish origin, respectively. At night,they may shampoo their hair and put onpajamas, words from the *indi languageof #ndia.

Paragraph #

The European tertiary education system present some dierences in relation tothe North American tertiary education system.

#n European universities, students are not re+uired to attend classes. #n fact,professors in ermany generally do not &now the names of the students enrolledin their courses. #n the -nited $tates, however, students are re+uired to attend

all classes and may be penali%ed if they do not. Furthermore, in the Europeansystem, students usually ta&e (ust one comprehensive examination at the end oftheir entire four or five years of study. #n the orth American system, on theother hand, students usually have numerous +ui%%es, tests, and homewor&assignments, and they almost always have to ta&e a final examination in eachcourse at the end of each semester.

/riting Academic English.

-ntil supporting sentences and practice writing topic sentences

$luenc%

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1& W'R(S $INISHE( IN E(.

The regular past tense in English is formed by adding 0ed0 to the verb. This past tense

regular verb ending has three distinct sounds

E!amples"


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Class:2

Student: Edmar


o 1t1 as in stopped, wal&ed, relaxed

o 1d1 as in arrived, wal&ed, relaxed

o 1id1 as in wanted, needed, hated

E!ercise"

a) isten to what 3allum did last $unday. #n particular, listen to how he pronounces the

4ed endings of his regular past simple verbs. /hich group does each verb fall into 5 1

t 1, 1 d 1 or 1 d 16

7$unday *1) turned *d)into a very long day. My mum was coming bac& from

holiday so # went to the airport to pic& her up. -nfortunately her flight was *#)

dela%ed *d)for a couple hours so # had to hang around at the airport. # went to

the boo&shop and *+) ,ro-sed *d)around for a while, *) /lic0ed *t)through

some maga%ines and bought a paper to read while # *) -aited *id). $he finally

*2) arri3ed *d)at about o!cloc& and *4) -anted *id)to go straight home

because she was so tired. $o we *5) 6umped *t)in the car and # *7) dropped *t)

her off at her place then *18) headed *id)to my flat in south ondon but when #

*11) tried *d)to find my house &eys, they were not in my poc&et. # *1#) realised*d)with horror that # must have left them in the airport boo&shop when # was

paying for my paper. $o # had to go all the way bac& to the airport but luc&ily

someone had handed in my &eys and # was able to collect them and come home

again. #t was a very, very long day.8

,) 9ead the following sentences and indicate the correct pronunciation for the following

words.

o *e li0edice5cream when he was young

9t9 1d1 1id1

o $he closedthe door.

1t1 9d9 1id1

o They in3itedyou to the party.

1t1 1d1 9id9

o $he -aitedat the bus stop for an hour.

1t1 1d1 9id9

o # phonedyou last night but you were not in.


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Class:2

Student: Edmar


1t1 9d9 1id1

o # -atchedtelevision all last night

9t9 1d1 1id1

#& T'PI:S $'R (IS:;SSI'N

o :rea&fast is the most important meal of the day.

o $wimming in the ocean is better than swimming in a public pool.

o Alcohol should be illegal.

o 3hildren should provide room and board for their aging parents.

o $tudying grammar is more important than practising conversation s&ills.

o Television is the leading cause of violence in today!s society.

o ;ogs ma&e better companions than cats.

o $mo&ing should be permitted in public places


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Class:2

Student: Edmar


9t9 9d9 9id9

as&ed

ba&ed

brushed

coo&ed

crac&ed

crashed

danced

dressed

dropped

escaped

finished

fixed

guessed

helped

hoped

hi&ed

(o&ed

(umped

&noc&ed

&issed

laughed

loc&ed

loo&ed

missed

mixed

pac&ed

passed

pic&ed

pressed

pushed

pronounced

relaxed

slipped

smo&ed

stopped

shopped

tal&ed

typed

wal&ed

washed

watched

wor&ed

advised

agreed

allowed

answered

appeared

arrived

believed

belonged

burned

called

carried

changed

cleaned

closed

covered

cried

damaged

described

died

dried

earned

encourage

d

en(oyed

entered

explained

explored

filled

followed

happened

interviewed

imagined

(ailed

&illed

listened

lived

loved

measured

moved

opened

planned

played

performed

pulled

reali%ed

remembered

rained

repaired

saved

shared

shaved

showed

signed

slammed

stayed

snowed

studied

tried

traveled

turned

used

welcomed

whispered

worried

yawned

accepted

afforded

attended

arrested

collected

contacted

counted

decided

defended

demanded

divided

ended

expanded

expected

exported

flooded

graduated

hated

hunted

included

invited

invented

landed

needed

painted

planted

printed

presented

pretended

protected

provided

rented

repeated

reported

respected

rested

scolded

s&ated

started

shouted

treated

visited

waited

wanted

wasted

Edmar Class 2

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Transcript of Edmar Class 2