Workshop 2

Workshop 2English 050

Graphic OrganizerGraphic Organizer http://www.enchantedlearning.com/graphicorganizers/

Simple Present/Present Continous

Simple Present & Present Simple Present & Present ProgressiveProgressive

What is the simple present in a sentence?

Expresses daily habits or usual activities

Example:

a) Ann takes a shower every day.

b) I usually read the newspaper in the morning.

Present ProgressivePresent ProgressiveWhat is the present progressive in a sentence?

Expresses an activity that is in progress

Example:

a) I am reading my magazine right now.

b) She is riding her bicycle.

DiagramDiagram

(Yesterday) (Now) (Every Day) (Tomorrow)

Past Present Prog. Present Future

_I_____I______I__________I_______

>>> ^ >>

Facts to Remember: Facts to Remember: Pronoun+ Auxiliary Verb Pronoun+ Auxiliary Verb

“Be” Use.“Be” Use.

I am We are

You are They are

She/He is

It is

Forms of the Simple Forms of the Simple Present and Present Present and Present

ProgressiveProgressiveFormsForms►► Simple PresentSimple Present PresentPresent

ProgressiveProgressive

StatementStatement►►

I, You, We, They-I, You, We, They-work.work.

He, She, It-He, She, It-workworkss..

I I amam workworking.ing.

You,We,TheyYou,We,They are workare working.ing.

He,she,it He,she,it is is workworking.ing.

NegativeNegative►► I,You,We,They-I,You,We,They- do do not work.not work.

He,She,It - He,She,It - does does not work.not work.

I I am not am not workworkinging

You,We,They You,We,They are are not worknot working.ing.

He,She,It He,She,It is not is not workworking.ing.

Examples:Examples:Simple present:

I like to work in the bar.

Mary wants to go to the concert.

Simple Present Negative:

I do not like to work in the bar.

Mary does not want to go to the concert.

Continuation:Continuation:Present Progressive:

I am using the computer.

They are studying quietly.

Present Progressive Negative

I am not using the computer.

They are not studying quietly.

Forming the Simple Forming the Simple PresentPresent

Subject Verb Form Example

I Simple Form Sing

You Simple Form Sing

He Simple Form + S Sings

She Simple Form + S Sings

It Simple Form + S Sings

We Simple Form Sing

They Simple Form Sing

The “S” Rule in the The “S” Rule in the Simple PresentSimple Present

Verb ending in... How to make the 3rd person singular

Example

s Add-es pass-passes

z Add-es buzz-buzzes

sh Add-es wish-wishes

ch Add-es watch-watches

Consonant + Y Change Y to I, then add -IES

fly-flies

Anything else Add-s sing-sings

Group Work:Group Work:Instructions:

With one of your classmates:

Write five (5) sentences in the present tense

Write five (5) sentences in the present progressive

NOW LET’S

PRACTICE!!!

Form the simple present:

1. I ________ in a bank. (to work)

2. She ________ in Florida. (to live)

3. It ________ almost every day in Manchester. (to rain)

4. Jo is so smart that she ________ every exam without even trying. (to pass)

5. My best friend ________ to me every week. (to write)

Form the present progressive:

1. It/ rain / today

2. She / wear / earrings

3. We / walk / to school

4. They / wait / for the train

5. We / plan / our work

Building a QuestionBuilding a QuestionSimple Present Present Progressive

Do I, you, we, they work?_____________________________Does he, she, it, work?

Am I working?__________________________Are you, we, they working?__________________________Is he, she, it, working?

Adverbs:Adverbs:Modify (describe) an action (verb).

•Adverbs of manner describe how something happens.

•Adverbs of time describe when something happens.

•Adverbs of place describe where something happens

Example:Run-Fast (Manner)Study-Everyday (Time)Dance-Here (Place)

MANNER: How?►Leslie walks slowly to (verb) (adverb)school. TIME- When?, How Often?►I was there yesterday. (verb) (adverb)-\PLACE -Where?► She was here last week. (verb)(adverb)

Classroom InteractionClassroom Interaction

Write the adverb on the blank. Indicate if it is of manner, time or place.

1. Worms live ___________.

2. The dog is barking ___________.

3. ___________ I went to the movies.

4. My mom cooks __________.

5. The little kid is ___________.

6. ___________ I will take an exam.

7. She likes to study __________.

8. Her room is __________.

9. I will go to Florida ___________.

10. I love my girlfriend ____________.

Questions pg.36Questions pg.36 http://youtube.com/watch?v=b7Gw6MFRfLI&feature=rel

ated

http://youtube.com/watch?v=ghT81ByhIH4&feature=related

http://www.youtube.com/watch?v=4rQqdSagoOU&feature=related

http://www.youtube.com/watch?v=p1NbkB77QYY&list=PLF467A1F872AFF222

What kinds of action do th epresent continous and simple present tenses expresses?

How do you form affirmative sentences in the present continous and simple present tenses?Give an example.

How do you formulate questions in the present continous and simple present tenses? Give an example

How do you form negative sentences in the present continous and simple presen tenses? Give an example.

Writing Paragraphs

Hamburger Paragraphs

How to write a reallygreat paragraph!

Click on me to learn about good paragraphs!

The Topic Sentence (Top The Topic Sentence (Top Bun)Bun)

Very first sentence of your paragraph.

Always needs to be indented.

Tells what your paragraph is going to be about.

There are many reasons that I love to teach. First of all, I love to teach because I love being at school. Another reason I love teaching is that the days go by quickly. A third reason I love to teach is because I love seeing a student understand something new. Finally, I love to teach because I love to be around kids. These are just a few reasons I love to teach.

Click here to return to the hamburger

The First Detail (Lettuce)The First Detail (Lettuce) Should not be the most

important detail.

Needs to follow directly after the topic sentence.

Needs to be full of good “lettucy” details!



The Second Detail The Second Detail (Tomato)(Tomato)

Still should not be the most important detail.

Needs to follow directly after the lettuce sentence.

Needs to be full of good “juicy” details!



The Third Detail The Third Detail (Cheese)(Cheese)

Still not be the most important detail.

Needs to start differently than other sentences.

Needs to be full of good “cheesy” details!



The Last Detail (Meat)The Last Detail (Meat) Finally!! The most

important detail.

Should start differently than most of the other sentences.

Needs to be full of good “meaty” details!



The Closing Sentence The Closing Sentence (Bottom Bun)(Bottom Bun)

Should look a lot like the topic sentence.

Needs to summarize the topic.

Needs to be an obvious end to the sentence.


Go toAPP E!

Survey your Survey your Classsmate!Classsmate!

What do you do every morning?

What do you do for a living?

What do you do after work?

What do you usually do on the weeken or in your free time?

REMEMBER TO USE SOLELY SIMPLE PRESENT TENSE AND/OR PRESENT PROGRESSIVE!

Helping/Auxiliary Helping/Auxiliary VerbsVerbs

A helping verb works with a main verb to help you understand what action is taking place.

Elmer was was usingusing the computer.

23 Helping/Auxiliary 23 Helping/Auxiliary VerbsVerbs

maymightmust

bebeingbeenamareiswaswere

(main)

dodoesdid

(main)

shouldcouldwould

havehadhas

(main)

willcanshall

Helping/Auxiliary Helping/Auxiliary VerbsVerbsOther things to keep in

mind: •Not every sentence will have a helping verb with the main verb. •When you see an "ing" verb such as "running", be on the lookout for a helping verb also.


•Sometimes there is another word which separates the helping verb from the main verb. One common example is "not", as in: The boy couldn't find his socks. The helping verb is could and the main verb is find.


•A sentence may contain up to three helping verbs to the main verb. An example would be: The dog must have been chasing the cat. The helping verbs are: must, have, and been; the main verb is chasing.

Online Verb GamesOnline Verb Games

Hit the Back Arrow on your browser to Hit the Back Arrow on your browser to

return.return.

Take Dave’s Quiz

Helping Verb Quiz

Print and complete the Action Verb Worksheet

Find the Verb Game

Jeopardy Challenge Board

Present and Past Tense Matching Game

Verb Machine

More Verb ActivitiesMore Verb Activities Irregular Verb Worksheet

Verb Concentration Game

ANTS PICNIC (Irregular Verb Game)

Verb Worksheet

MAIN

Verb “to do”

Primary helping verbsPrimary helping verbs Uses of Do, Does and Did

In the simple present tense, do will function as an auxiliary to express the negative and to ask questions. (Does, however, is substituted for third-person, singular subjects in the present tense. The past tense did works with all persons, singular and plural.)

Primary helping verbsPrimary helping verbs With "yes-no" questions, the form of do goes in front of the

subject and the main verb comes after the subject:

Did your grandmother know Truman?

Do wildflowers grow in your back yard?

Primary helping verbsPrimary helping verbs Forms of do are useful in expressing similarity and

differences in conjunction with so and neither.

My wife hates spinach and so does my son.

My wife doesn't like spinach; neither do I.

Primary helping verbsPrimary helping verbs Do is also helpful because it means you don't have to

repeat the verb:

Larry excelled in language studies; so did his brother.

Raul studies as hard as his sister does.

Primary helping verbsPrimary helping verbs The so-called emphatic do has many uses in

English.

To add emphasis to an entire sentence: "He does like spinach. He really does!"

To add emphasis to an imperative: "Do come in." (actually softens the command)

To add emphasis to a frequency adverb: "He never did understand his father." "She always does manage to hurt her mother's feelings."

Primary helping verbsPrimary helping verbsTo contradict a negative statement: "You didn't do your

homework, did you?" "Oh, but I did finish it."

To ask a clarifying question about a previous negative

statement: "Ridwell didn't take the tools." "Then who did take the tools?"

To indicate a strong concession: "Although the Clintons

denied any wrong-doing, they did return some of the gifts."

In the absence of other modal auxiliaries, a form of do is used in question and negative constructions known as the get passive:

Did Rinaldo get selected by the committee?

The audience didn't get riled up by the politician.

Subject Pronouns/Object

Pronouns

Practice:Practice: Frank and Pedro are my friends. ______ are my brothers.

This is Alice. _____ is in my class.

Judy lost her book. I found it, and I gave it to _____.

That is Maria’s husband. ______ works in downtown.

Fernando and ____ are cousins. ____ enjoy listening to music together.

My best friends are on vacation. _____ are in Paris.

Are you from San Juan, P.R.? ____ is a beautiful city.

Sam gave the baseball bat to Juan. ____ was her birthday gift for ____.

Glori had no idea the surprise party was for ____. ____ loved ___!

Manuel, Lulu, Wilma and _____ (referring to the speaker) went to the movies. ____ had a terrific time.

Auxiliary verb to have

Primary helping verbsPrimary helping verbs Uses of Have, Has and Had

Forms of the verb to have are used to create tenses known as the present perfect and past perfect. The perfect tenses indicate that something has happened in the past; the present perfect indicating that something happened and might be continuing to happen, the past perfect indicating that something happened prior to something else happening.

Primary helping verbsPrimary helping verbs To have is also in combination with other

modal verbs to express probability and possibility in the past.

As an affirmative statement, to have can express how certain you are that something happened (when combined with an appropriate modal + have + a past participle)

Primary helping verbsPrimary helping verbs As a negative statement, a modal is

combined with not + have + a past participle to express how certain you are that something did not happen: "Clinton might not have known about the gifts."

Primary helping verbsPrimary helping verbs Have is often combined with an infinitive to

form an auxiliary whose meaning is similar to "must."

I have to have a car like that!

She has to pay her own tuition at college.

He has to have been the first student to try that.

http://www.englishexercises.org/makeagame/viewgame.asp?id=641

Reading and Scanning

Techniques

Scanning and Skimming

Let us test your reading speed!

http://www.readingdynamicsrsa.com/speedtest.htm

Can you read my mind?

Skimming and scanning are very rapid reading methods in which you glance at a passage to find specific information. These reading methods make it easier for you to grasp large amounts of material, especially when you're previewing. They are also useful when you don't need to know every word.

Skimming and scanning are especially valuable when there is only one item of information that you need to find from a particular passage.

1.Read the title.

2.Read the introduction or the first paragraph.

3.Read the first sentence of every other paragraph.

4.Notice any pictures, charts, or graphs. * Notice any italicized or boldface words or phrases.

5.Read the summary or last paragraph.

Skimming refers to the process of reading only main ideas within a passage to get an overall impression of the content of a reading selection. An example of this is when we read the title of a newspaper to know what happens everyday.

How to skim:

1.State the specific information you are looking for.

2.Try to anticipate how the answer will appear and what clues you might use to help you locate the answer. For example, if you were looking for a certain date, you would quickly read the paragraph looking only for numbers.

3.Use headings and any other aids that will help you identify which sections might contain the information you are looking for.

4.Selectively read and skip through sections of the passage.

Scanning is a reading technique to be used when you want to find specific information quickly. In scanning you have a question in your mind and you read a passage only to find the answer, ignoring unrelated information.

How to scan:

Skim and Scan this Skim and Scan this special notespecial note in in

30 seconds30 seconds

Special Note:

When you skim and scan, you need to cover everything, even titles, subtitles, side features, and visuals. That bit of information you need may not be tidily packaged in a paragraph, so you need to check the entire page--not just the main body of the text, there are also many visual clues that help you to find information. Heads and subheads break up the text and identify the content of each part. Where key terms are introduced and defined, they appear in boldface type. Graphs and charts have titles and/or captions that tell you what they are about. These clues will help you to find information. . . but only if you use them.

1. Cover everything2. Check entire page3. Visual clues4. Graphs, charts have titles/captions

SW: Skim and Scan SW: Skim and Scan the text:the text:A newly published report indicates that

jogging could have adverse health effects, especially for those who do it alone. A team of researchers from Harvard University has suggested that going for a run on your own is not as healthy as previously believed and is nowhere near as beneficial as jogging as part of a group. They suggested it could actually be detrimental to one’s health. Experiments conducted on rats indicated that running alone raises stress levels and stifles brain cell regeneration. Professor Elizabeth Gould, who led the research, said: “These results suggest that, in the absence of social interaction, a normally beneficial experience can exert a potentially deleterious influence on the brain.”

The researchers monitored two groups of rats on exercise wheels. One group exercised alone, the other as part of a rodent jogging team. After two weeks, the scientists conducted tests to ascertain the rate of brain cell growth in all of the test animals. The results revealed that the communal joggers had double the amount of new brain cells as the solo runners. Professor Gould concluded that: “When experienced in a group setting, running stimulates neurogenesis (brain cell growth). However, when running occurs in social isolation, these positive effects are suppressed.” Joggers around the world should perhaps take the research with a pinch of salt and remember that jogging is healthier than the rat race.

Part 1: SkimmingPart 1: Skimming1. Answer the following questions using your own words but

taking into account the information in the text.

a. According to the text, is jogging alone beneficial for our health? Why?

b. Has this piece of research been tested on humans?

2. Choose a, b or c in each question below. Only one choice is correct.

i. Some Harvard researchers claim that jogging alone

a. is not healthy.

b. is as healthy as it was thought.

c. is not as healthy as it was thought.

ii. Jogging alone..a. increases the production of brain cells.b. increases the size of the brain. c. reduces the production of brain

cells.

Part 2: ScanningPart 2: ScanningAre the following statements TRUE or FALSE? Identify the part

of the text that supports your answer.

a. Jogging with rats stimulates the brain cell production: ________

Evidence:

b. Jogging rats produce more brain cells if they do it in group: ________

Evidence:

Answer the following questions:

c. What does professor Gould says about the results of this experiment?

d. What were her conclusions?

Prepositions and Conjunctions

http://www.youtube.com/watch?v=2US4cZJWrus

http://www.youtube.com/watch?v=MOs_IVOeSPk

Let’s Practice!Let’s Practice! Divide in two sections, one will share their graphic

organizers on prepositions, the other gorup thei graphic organizers on conjunctions. You will discuss th einformation in detail and summarize everything in one or two graphic organizers. Then, you will teach your classmates about the topic.

Prepositions function within phrases to modify main verbs, nouns, or adjectives.

They also express spatial and temporal relationships between parts of a sentence.

1. Location: at, on, in: Prepositions differ according to the number of dimensions they refer to. We can group them into three classes using concepts from geometry: point, surface, and area/volume.a. Point: (at) Prepositions in this group indicate that the noun that

follows them is treated as a point in relation to which another object is positioned.

b. Surface: (on) Prepositions in this group indicate that the position of an object is defined with respect to a surface on which it rests.

c. Area/Volume: (in) Prepositions in this group indicate that an object lies within the boundaries of an area or within the confines of a volume.

2. Direction: to, on(to), in(to): These prepositions express movement toward something. To, into, and onto correspond respectively to the prepositions of location at, in, and on. Each pair can be defined by the same spatial relations of point, line/surface, or area/volume.

3.Temporal relations: Prepositions also express how objects relate temporally. Prepositions can express a point in time or an extended time.a. On, at, and in are each used to express similar relations as

their spatial counterparts.b. Since, by, for, and from-to are used to express extended time.

1. We arrived ____ the house ____ the afternoon.

2. The waiter was ____ our table immediately.

3. We have not seen our waiter _____ we arrived.

4. The soccer player leaped ____ the ball.

5. The tiger jumped _____ my face.

6. The tiger jumped _____ the trap.

7. I went ____ the store today.

8. A light appeared ____ the window.

9. The cattle will graze ____ the open range ____ the whole summer.

10. Three hockey players are ____ the ice.

11. The cowboy rode _____ the setting sun.

12. Three boxers are ____ the ring.

13. The play ran _____ September ____ November.

14. The water spilled _____ the floor.

For is a personal and personally limiting preposition and expresses a proprietary relationship. Also, for refers to temporal duration (ex: I went to England for two weeks) and motivation.

To is a quantitative, directional preposition and should be used to explain the impersonal connection between objects.

1. For: a. “Speak for myself.” Here for refers to motive and is personally limiting and

proprietary. The emphasis is as follows: “I speak on my own behalf; no one else does it for me.”

b. “This is my first time for a visit.” This sentence lays more stress on the personal motive for the visit. This preposition stresses the relationship between the visitor and the visitee.

2. To: “Speak to myself.” Here to explains the direction of the conversation.

3. Infinitives: “This is my first time to visit.” To visit is an infinitive not a preposition. This sentence lays stress on the action of the visit. An adverb could be added to inform the reader of the specific type of action (personal visit, professional visit . . . etc.).

1. (Direction) I went ___ the bank to deposit my check.

2. (Personal) I am waiting ___ the ambulance.

3. (Motive) John left ___ France where he hopes to study French culture.

4. (Direction) Thomas is leaving to go ___ England tomorrow.

5. (Motive) The bookstore closed ___ convocation.

6. (Direction) The clerk left to go ___ the chapel.

7. (Motive) The clerk left ___ the chapel.

8. (Direction) Sally wants to go ___ the lake.

9. (Personal) John spoke ___ himself.

10. (Direction) John spoke ___ himself.

http://www.k12reader.com/subject/preposition-worksheets/

Grammar for Writing

Learning Objective:

How sentences can be joined using conjunctions.

A conjunction helps us join two short sentences together to make a longer one.

The cat is brown.

The cat is fat.

The cat is brown and the cat is fat.

Conjunction

With more precise writing we have to think about using other conjunctions.

Read the following letter with your partner. Focus on the underlined words.

Dear Mr Agard and Ms Nichols,

I like the book you wrote called Caribbean dozen. I say one of the poems while I am skipping. I’ve been saying that poem since I was four but now I say the version in your book. I look at the book everyday so that I can learn the last verse. Mrs Bradley reads us poems when we have finished our work. Martin likes the one about the chocolate bars because it is only five words long. I like writing poems though I’m not as good at it as Sheena. I am better if nobody bothers me. I could write you a poem about my friend’s hamster or I could draw Mrs Bradley’s cat for you. I like the picture of the rabbit and I like the poem too. I want a rabbit but I am not allowed one. Love fromGina

Here is a list of the conjunctions we have just read:

and, while, since, but, so that, when, because, though,

if, and or.

Try and join these ‘simple’ sentences using the list of conjunctions to make a ‘complex’ sentence.

The cat is brown.

His mother was brown.

I like playing football.

I’m not as good as my friend.

I have not had much sleep.

My brother started to learn the drums.

and, while, since, but, so that, when, because, though, if, and or.

Well Done!

We understand how to write a complex sentence using

conjunctions.

WELL DONE!

Practice!Practice! Write 7 sentences using a prepositional

phrase and 7 sentences using conjunctions.

http://esl.about.com/library/grammar/blgr_prep_phrases1.html

Cause and Effect

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Writing About Cause Writing About Cause and Effectand Effect

What is a CAUSE?

It is what makes something happen (Example: The floor was wet...)

What is an EFFECT?

It is what happens (Example: so, I slipped and fell.)

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Writing TipsWriting Tips Look for words such as…

Since So Because Therefore Due to the fact

…to join cause and effect sentences.

Use cause and effect in paragraphs to explain how things work

OR

how something happens.

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Two things have to happen in Two things have to happen in a cause and effect sentence!a cause and effect sentence!

A CAUSE is what makes something happen.

An EFFECT is what happens as a result of the cause.

Look at the pictures below.

What is the cause?________________

What will be the effect?_______________

The needle

The balloon will pop

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Look at the pictures below.Look at the pictures below.

Match the CAUSE with the Match the CAUSE with the

EFFECTEFFECTCause

Effect

GREAT JOB!!

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Remember these Remember these tips…tips…

The CAUSE happens FIRST Ask yourself, what had to happen first?

The EFFECT happens SECOND Ask yourself, what happened last?

Also: C before E (In the alphabet) Cause before Effect!

Look for clue words Because, since, so, on account of, due to the fact

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Certain words join Certain words join cause and effect cause and effect

sentences.sentences.I bought Dan a present BECAUSE it was

his birthday.

- What is the cause? ________________

- What is the effect? ________________

- What is the word that join the cause and effect? _______

It was Dan’s birthday

I bought him a present

Because

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What other words help What other words help to join cause and to join cause and effect sentences?effect sentences?

The ice cream was melting AS A RESULT OF the hot weather.

What is the cause?________________ What is the effect?________________ What is the joining clue word?___________

The hot weather

The ice cream melted

As a result of

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Which words join the Which words join the cause and effect parts cause and effect parts

of a sentence?of a sentence? I told Ellen to come home because it was time

for dinner. _________

The school was closed yesterday on account of the snowy weather. ___________

Sara could not go to the party due to the fact that she was sick. ____________

I saved ten dollars as the result of putting one dollar in my bank every week.____________

because

on account of

due to the fact

as the result of

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USE THE WORDS THAT JOIN THEM Because, since, on account of, due to the

fact

1. I had to wear boots to school _________

________________________________

2. I like you _________________________

3. Alan had to stay after school _________

________________________________

4. We are having a party_______________

Share your own cause and effect

sentences! Read one of your sentences aloud, and let one of your classmates identify the cause

and effect of each.

Share your collage with your

daily routine, maching the

pictures with the vocabulary words

listd as part of the assignment.

You will write a paragraph explaining your daily routine, using the new vocabulary. This

will be evaluated using App E!!

Assignments!Assignments! Journal entry!

E-lab! Remember to hand in your doc from App D

Continue working on your E Portfolio!!

Study for quiz #1!!

Prepare an oral presentation about a restaurant. Give it a name, a menu, what is its specialty dish, a food nutrition label and what type of decor would you use in your “restaurant”.

This will be part of the oral assessment points for the week!

Workshop 2

Documents

Transcript of Workshop 2