School Class Rules Respect each others space property

Grades • You’ve seen the official Excel breakdown of grades. This is an easier

• PREFIXES Add a prefix to the beginning of a word to change

Suffix: “-ness” / “-tion” / “-ation” • Add a suffix to the end of

Root Words and Suffixes Root Word – is a word without a prefix or

Root Words and Suffixes • Apple created (v) the i. Pad. Apple’s new creation

Root Words and Suffixes I smile when I’m happy (adj). Happiness (n) makes me

Introduce Yourself • • • 10 marks - Wednesday, May 22 nd Talk about

• Action verbs – actions / doings • She sings for the school

Create your own examples. • Action verbs: Write 2 sentences that use action verbs

To Conjugate a verb… Conjugate • We conjugate verbs so that the subject and

Conjugations of “to be” Conjugations • Conjugations of “to be” are most often used

“TO BE” – Conjugated in the Present Simple Tense • + subject + “TO

Simple Present Tense (Action Verbs) + Subject + “Verb” + (object). A good student

“TO BE” – Present/Past Simple • + subject + “TO BE” + object. •

• Simple Present – Action Verbs vs. “To Be” • ACTION VERBS +

“TO BE” – Modal Tense • + subject + modal + be + object.

Simple Present Tense • • Use the present simple to talk about facts. -Water

Present Simple Tense POSITIVE STATEMENTS • • Positive: (I/you/we/they) + verb 1 + object.

NEGATIVE STATEMENTS • (I/you/we/they) + (do not/don’t) + verb 1 + object. • We

QUESTIONS • • ? : Do + (I/you/we/they) + (verb 1) + object? Do

Spelling • -Add “-s” when the subject is 3 rd person singular (A bird

Prefix • Prefix – goes at the beginning of a word to change the

USE 1 - Repeated Actions (habits, hobbies, jobs, ) an action is repeated or

Present Continuous Tense + subject + “to be” + verb. ING + object. I

Present Continuous Tense - Questions ? “to be” + subject + verb. ING +

• Present Simple vs. Present Continuous • Present Simple – is used to

Structure of Present Continuous + subject + “to be” + verb. ING + object.

Usage of Present Continuous • We use the present continuous tense to talk about

Usage of the Present Continuous Tense • We use the present continuous tense to

Present Continuous Tense to talk about the future is/am/are + subject + verb. ING?

(is/am/are) + going + to + verb • This is also a type of

Simple Past Tense • Conjugate regular verbs into the simple past tense by adding

Simple Past Tense + Subject + verb. ED/irregular + object. I/She/He/It was good. You/We/They

- “to be” Subject + was/were not + object. My friend was not at

Use 1 – For a completed past action / series of past actions •

Past Continuous Tense • + subject + “to be” + verb. ING + object.

Past Simple vs. Past Continuous Tense • Use the past simple tense to talk

Past Simple & Past Continuous • The past simple and past continuous tenses are

Present Perfect Tense • + helping verb • subject + “to have” + verb

Present Perfect Tense • - helping verb • subject + “to have” + not

Present Perfect Tense • ? helping verb • “to have” + subject + verb

The subject (owns/has/possesses) an (experience/action/event/verb). Have you had that experience? Yes, I have had

Present Perfect Tense + already/yet • Already and yet are 2 adverbs that are

Present Perfect vs. Simple Past Tense is used to talk about an event that

Present Perfect Continuous Tense • Use the Present Perfect Continuous when an action began

Present Perfect Continuous Tense + Subject + “to have” + “been”-verb 3 + verb.

Present Perfect Tense - Structure + Subject + “to have” + (past participle/verb 3).

Coordinating conjunctions join words, phrases, or clauses. They are words such as: and, but,

Relative clauses give more information about a noun. There are subject and object relative

Punctuation for Conjunctions -When joining 2 words or phrases, a comma is not

Correlative conjunctions come in the form of pairs of words: either. . . or;

Verb + Gerund(verb+ing) • • A Gerund is an action that is used as

Indirect Objects • Object Pronouns - me, you, him, her, it, us, them •

Comparative Adjectives • For short adjectives (usually 1 syllable) add “-er” to the adjective.

Comparative ADJ and comparing with “as…as” These adjectives are used in sentences with “than”

Comparative Adverbs The same form as adjectives can be used for adverbs, but for

Superlative Adjectives • For short adjectives use: “ the + “ADJ + -est” long

make/do/have/get make – to create/produce something They made a campfire. My mom often makes

something/somebody/someone/somewhere – are usually used in positive sentences and questions --. Someone is absent.

all/some/most/none ADJ: (all/most/some + noun) All students… Most times… Some friends… NOUN: (all/most/some/none)+ of

too / enough • “TOO” is an adverb “ENOUGH” is an adjective, adverb or

ADVERBS: Regular/Comparative/Superlative Adverbs describe “how” an action happens happi. LY comfortab. LY excited. LY

“-ed” / “-ing” Adjectives “-ed” Adjectives describe the nouns feelings. The noun feels/gets the

Question Tags When you think a statement is true, but you want to make

Conditionals – “If I am late…” • To talk about facts that are generally

Adjectives can go before a noun: The cute cat was… The fierce lion roared.

Simple Future / Modal Tense The simple future tense talks about future facts and

Adverb + Adjective Adverbs before an adjective can make the adjective stronger: •

• Adverbs can also make an adjective weaker: • fairly exciting quite excited

Modal Helping Verbs: will, shall, can, could, should, would, may, might, must CAN: means

Modal Helping Verbs + subject + modal + verb 1 + object. • I

Modal Questions + subject + modal + verb 1 + object. I can eat

Adverbs An adverb describes “how” an action happens happi. LY comfortab. LY excited. LY

Adverbs of Frequency • Adverbs of frequency tell about how often or how much

Past Perfect Tense The past perfect tense is used to talk about an event

Articles • a / an - is used to talk about a general noun.

Modal Verbs Modal Helping / Auxiliary Verbs: will, shall, can, could, should, would, may,

Yes/No Questions • “To Be” Questions: “to be” + subject + object ? Are

Action Verb Questions: “To Do” + subject + action ? Do you like the

Yes/No Answers • • • “To Be” Questions and Answers: Are you happy with

Action Verb Questions and Answers: • Do you like action movies? • Y: Yes,

Passive Voice ****THIS HAS NOTHING TO DO WITH AUTHOR’S or CHARACTER’S VOICE. **** -----------------------------------------------------In

SUBJECT + “TO BE” + VERB #3 The guns are not hidden well

Passive. Voice vs. Active Voice • There are 2 “voices” in English: Active and

1. LABEL THE VERB TENSE OF EACH PASSIVE VOICE SENTENCE/CLAUSE. 2. CONVERT THE PASSIVE

Gerunds and Infinitives Gerund – is (verb + ING). We use gerunds as nouns,

Subject Questions / Object Questions Subject Questions ask about the subject of an action.

Object Questions are more common, and they follow the structure that we have learned

Possessive Questions – “Whose. . . ? ” Whose is the question word to

Relative Clauses Relative clause, or adjective clause, is a dependent clause that gives more

Jane who is the president works long hours. We went to the restaurant that

Present Tenses with “when, before, after, until…” When school finishes, I’ll meet some friends

Conjunctions and – links together 2 similar ideas to make a compound. “and” can

SUBJECT / OBJECT / POSSESSIVE Pronouns & POSSESSIVE Adjectives Subject Object Possessive Pronoun Reflexive

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14.

M. 1 - Grammar Final – Fundamental English 1. Create sentences using all verb

sensory details – writing to appeal to the 5 senses (sight, sound, smell, taste,

Character and Character Traits • character - The people or animals in a story.

Conflict • Conflict – The conflict in a story is the problem that the

Narrator • Narrator – is who explains the story to the reader. The author

Voice • Voice is the author’s particular pattern of speech for a character or

VOICE in “Brother Wolf” • • For example, the wolf narrator calls dogs “the

Moral Folktale • Folktales are stories that explain something about a culture or society.

Animal Archetypes • Owl – wise Raccoon – creative, disguised Fox – sly, clever

Fairy Tale • Good vs. evil – Most characters are very good or very

For the Final Draft • 1. As explained on the handout, you need at

Nature vs. Nurture • Nature vs. nurture is a sociological, psychological and scientific debate

Symbols and Symbolism • Symbols – are objects, characters or events that have one

Symbols and Symbolism • Joseph Bruchac uses symbolism to show that the boy is

Foreshadowing • Foreshadowing – is when the author gives the reader clues about what

Poetry • Rhyme / Rhyme Scheme - • Personification – non-humans do something like

Vocabulary – p. 163 figure of speech – a sentence/phrase that creates a feeling,

Elements of Literature in “Becky and the Wheels-and-Brake Boys” • Pay attention to the

rhythm (n) – a pattern of sounds (rhyme, syllables, alliteration, beat…) repetition (n) –

Myth and Legend Myth - The main characters in myths are usually gods, supernatural

Minotaur The Minotaur is half man and half bull. He was born from King

“Pride” and “Proud” Pride is the major theme of the story of Daedalus and

• 1. Quote examples of foreshadowing from “Wings. ” Find one example referring

• 3. Think back to “The Flying Machine” and the inventor in that

Plot – is the cause and effect sequence of events in a story. Plot

• Analyze the exposition of the story. Choose 3 of the characters and

Vocab – p. 265 - 266 drama – is a type of fiction that

Short Essays (8 minutes) 1. Why are the “ 1 st person narrator” and

symbol – is an object, character or idea that represents something other than itself.

• Write a 5 paragraph essay explaining the white umbrella as a symbol.

humor (n) – is anything that amuses or makes people laugh. It could be

• PREFIX “mega-” large, super, one million megaphone, megaton, megabyte, “Megatron” “tele-” far

SCIENCE FICTION Stories in a world like the real-world are called realistic fiction. Stories

In “The Boy Who Lived With Bears” the author creates the symbol of the

Fundamental English / July 1 oth &11 th 1. Using specific verb tenses to

• Our Daily Life – Midterm exam // Monday, July 16 th 1.

#1 – 4 Write 2 sentences with a gerund as the subject. Write 2

“Mowgli’s Brothers” – p. 129 - 131 Foreshadowing – Quote an example and predict

Answer ONE of the following questions in your essay. Write THE QUESTION at the

TOPIC vs. THESIS • What is the difference between a topic statement and a

• A topic sentence defines the main idea of a paragraph, but a

Suffixes: -ist -ic -able “-ist” - changes a word to mean a person characterized

Past Simple Tense - Structure + subject + verb 2 + object Don had

(- action) Subject + “did + not” + verb 1 + object . The

Simple Past – Usage Use 1 – For a completed past action / series

Indirect Objects • The action / verb happens to the Direct Object. •

Present Perfect Tense + already/yet Already and yet are 2 adverbs that are commonly

Suffix Add a suffix to the end of a word to change the Part

Vocabulary – p. 137 • dialect (n) – A dialect is the pattern of

Conjunctions: “when, before, after, until, as soon as” with present tenses Use the present

I will wake up to finish my work and study before the sun rises.

Historical fiction -The setting is real and shows an important event in history. -

• Voice – An author creates a specific “voice” for each character to

Charlie and the Chocolate Factory Dramatization -You must act out your scene in class.

Charlie and the Chocolate Factory Dramatization Scene 1 Narrator- Teerapat 2. Violet – Jackrapan

Slides: 181

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School / Class Rules • Respect each other’s space, property and ideas. • Be ready to work, improve, learn and share ideas. • Do not talk while anyone (teacher/student) is speaking to the class. • Be prepared for class (GO TO LOCKERS ONLY BEFORE PERIOD 1, AT BREAK/LUNCH TIME, AFTER SCHOOL. ) and arrive on time (3 minutes after the scheduled class time). When you arrive, take out homework, notebook, pen and text books. • Leave the desks and room the same as when you entered. You are responsible for your own desk. • No food, drinks, electronics… are allowed in class.

Grades • You’ve seen the official Excel breakdown of grades. This is an easier way to think about them: Midterm Exam (July) 20% Final Exam (October) 20% Class notes/Class work/Homework 10% Writing 10% Listening & Speaking/Behavior/Participation 10% Project 10% Quizzes/Tests 10% *#!*#! 10%

• 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 -> ______

• 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 -> ______

Suffix: “-ness” / “-tion” / “-ation” • 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 goodness kindness 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 suffixes are: educate _______ create _______ demonstrate ______ forgive ____ lazy _____ great ____ aware ______ invent ____ populate _____ expire ______ fierce ____ admire _____ consider ______ imagine _____ transport _______ ----------------------------------------------------

Root Words and Suffixes Root Word – is a word without a prefix or suffix ---------------------------------Choose 3 root word adjectives and 3 root word verbs from the last slide. -Write 2 sentences for each root word. -The 1 st sentence must be the original root word. The 2 nd sentence must have the suffix added to the root 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.

Root Words and Suffixes • Apple created (v) the i. Pad. Apple’s new creation (n) is the i. Pad. • Teachers help, but students must educate (v) themselves. • The best education (n) is to be a self-teacher. 15 million people populate (v) Bangkok’s population (n) is 15 million. I will ____ going with you, but I’m 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 ____.

Root Words and Suffixes I smile when I’m 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 tiger’s _____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.

Introduce Yourself • • • 10 marks - Wednesday, May 22 nd Talk about your past present and future. What are your habits and hobbies? What are your strengths and weaknesses? What makes you interesting and unique? You must speak for 2 – 3 minutes. You must speak in an audible voice so that the whole class can hear. For full marks, because you are only speaking for a few minutes, you must speak naturally and with a good pace without pausing.

• Action verbs – actions / doings • She sings for the school chorus. You play for the school team. • Linking verbs – links/connects the subject to a noun or adjective • John is a student. She was happy after school. They are tall. • Helping verbs – There must be at least 2 verbs for 1 subject. • --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… Conjugate • We conjugate verbs so that the subject and verb agree with each other. • To conjugate a verb is to change it from the infinitive to the proper: • 1) tense – present, past, continuous, perfect… • 2) person – 1 st person (I/we) 2 nd person (you) 3 rd person (he/she/it/they) • 3) number – singular (I/you/he/she/it) or - plural (we/you/they)

Conjugations of “to be” Conjugations • Conjugations of “to be” are most often used as a linking verb. She is cute. I was asleep. You will be fine. • “TO BE” is also used as a helping verb in the Continuous Tenses. • I am going to the movies. You were floating on air. He will be collecting your notebooks soon.

“TO BE” – Conjugated in the Present Simple Tense • + subject + “TO BE” + object. • I am glad to meet you. She is a teacher at BCC. • We are happy during English class. • • - subject + “TO BE” + not + object. The tiger is not orange. The books are not under the chair. I am not bored. • • ? “TO BE” + subject + object? Are you serious? Why are they absent from class? Am I late?

Simple Present Tense (Action Verbs) + Subject + “Verb” + (object). A good student finishe. S the work Mike trie. S his best every time. **^ ADD “-s” to the verb for “he/she/it” nouns. ^** Batman and Robin save the day once again. - Subject + “do/does” +not + (Verb#1) + object. My teacher does not give too much homework We 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.

“TO BE” – Present/Past Simple • + subject + “TO BE” + object. • I am glad to meet you. • She is a teacher at BCC. • We were sad during the end of the film. • - subject + “TO BE” + not + object. • The tiger was not orange. • The book is not under the chair. • ? “TO BE” + subject + object? • Are you serious? • Why were they absent from class?

• Simple Present – Action Verbs vs. “To Be” • ACTION VERBS + Subject + “Verb” + (object). Mike trie. S his best every time. <<<< Add “-s” to the verb for They save the day once again. “he/she/it” subjects. - Subject + “do/does” +not + (Verb#1) + object. My teacher does not give too much homework. ? question word + “do/does” + subject + (Verb#1) + object? What do you like to do on the weekend? “TO BE” (no helping verb) - subject + “TO BE” + not + object. The movie is not very good. ? “TO BE” + subject + object? Why are they absent from class?

“TO BE” – Modal Tense • + subject + modal + be + object. • I should be better in class. • She will be a doctor after 2 more years. • We can be anything if we try hard. • - subject + modal + not + be + object. • The elephant could not be bigger. • The computer can not be broken already. • ? modal + subject + be + object? Where must I be at 4: 00? • May we be excused from dinner? • Will you be in class tomorrow? • Why won’t you be there?

Simple Present Tense • • Use the present simple to talk about facts. -Water freezes at zero degrees Celsius. This class has 25 people. -Lions are larger than tigers. I am 13 years old. -Plants require sunlight. The moon doesn’t revolve around the sun. • Use the present simple to talk about habits/hobbies and things that happen often. • -Sometimes I play basketball after school. • She travels to Hong Kong every month. • She does not travel to Beijing. He goes to school on the BTS. • •

Present Simple Tense POSITIVE STATEMENTS • • Positive: (I/you/we/they) + verb 1 + object. We play football. My brothers like to read books. (He/she/it) + (verb 1 + s) + object. She goes home on the train. This class ends 40 minutes from now.

NEGATIVE STATEMENTS • (I/you/we/they) + (do not/don’t) + verb 1 + object. • We do not sing karaoke well. • They don’t have the books. • (He/she/it) + (does not / doesn’t) + verb 1 + object. • He doesn’t eat spicy food. • She does not have enough money.

QUESTIONS • • ? : Do + (I/you/we/they) + (verb 1) + object? Do you have fun at school? Do your parents like Japanese food? Does + (he/she/it) + verb 1 + object? Does the show start at 8: 00? Does your sister go there often?

Spelling • -Add “-s” when the subject is 3 rd person singular (A bird flies… The student studies… Mike plays…) • -Add “-s” when the subject is “he/she/it. ” • With a 3 rd person singular subject and when a verb ends in a “consonant + y” change “-y” to “-ies” • fly It flies study Mike studies try He tries • With a 3 rd person singular subject and when a verb ends in a “-ch, o, -sh, -ss, ” add “-es” to the verb. •

Prefix • Prefix – goes at the beginning of a word to change the meaning. • 2 common prefixes in English are “un-” and “dis-”. They can mean “not” or “the opposite of”. • • • uncertain = not certain unexplained = not explained disapprove = reject / opposite of approve disappear = vanish / opposite of appear ------------------------------------------Use 5 of these words in your own sentence: disagree (v), uncertain (adj), unidentified (adj), unexplained (adj), disapprove (v), disappear (v), unfair (adj), unkind (adj), unknown (adj)

USE 1 - Repeated Actions (habits, hobbies, jobs, ) an action is repeated or usual. I usually play football at 3: 00. USE 2 - Facts or Generalizations / Physical or Character Traits a fact was true before, is true now, and will be true in the future. USE 3 Scheduled Events in the Near Future • to talk about scheduled events in the near future.

Present Continuous Tense + subject + “to be” + verb. ING + object. I am teaching English class. You/We/They are writing class notes. He/She/It is flying above the clouds. subject + “to be” + not + verb. ING + object. I am not eating lunch today. You/We/They are not having the test this period. He/She/It is not going. --------------------------------------------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.

Present Continuous Tense - Questions ? “to be” + subject + verb. ING + object? Am I wearing the correct uniform? Where are you/we/they playing football after class? Is he/she/it doing the homework correctly? • --------------------------------------------- • Create your own questions. Use is, am and are in at least one question.

• Present Simple vs. Present Continuous • Present Simple – is used to talk about facts / something that is true at anytime. She usually works on Silom Rd. • Present Continuous - is used to talk about something happening right now or around now. Today she is working in the office on Sathorn Rd. • Present Simple is used to talk about events that last for a long time / actions that are often repeated. • He often plays football after school. • ---------------------------------------- • past present future • Present Continuous is used to talk about events that last for a short/limited time. • ( They are practicing for cheering for a few weeks. ) ---------(-------------------------)---------- long past ( short past present 90% sure in future ) long future

Structure of Present Continuous + subject + “to be” + verb. ING + object. I am teaching English class. You/We/They are writing class notes. He/She/It is flying above the clouds. subject + “to be” + not + verb. ING + object. I am not eating lunch today. You/We/They are not having the test this period. He/She/It is not going. ? “to be” + subject + verb. ING + object? Am I wearing the correct uniform? Where are you/we/they playing football after class? Is he/she/it doing the homework correctly?

Usage of Present Continuous • 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 I’m going by bus. This weekend my family is going to the beach. • -------------------------------- • You are also responsible for irregular spelling rules in “Table C” on p. 95 of Grammar Spectrum. For example: • winning come coming die dying getting

Usage of the 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 I’m going by bus. This weekend my family is going to the beach. • -------------------------------- • You are also responsible for irregular spelling rules in “Table C” on p. 95 of Grammar Spectrum. For example: • winning come coming die dying getting

Present Continuous Tense to talk about the future is/am/are + subject + verb. ING? Subject + is/am/are + verb. ING 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. I’m 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 VERB 1…” 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.

(is/am/are) + going + to + verb • This is also a type of Present Continuous Tense (“be” + verb. ING), but it is when the future action is 50/50%. • I am going to be a football star sometime in the future. • You are going to see a film if you have time after you study. He is going to travel to Antarctica if Punyapat lets him borrow the red jacket.

Simple Past Tense • Conjugate regular verbs into the simple past tense by adding “-ed” walked opened apply applied stopped *** See “Table D” on p. 95 for other spelling rules. *** There also irregular verbs. See “Table E” on p. 96 for more irregular verbs. do did have had be was/were say said go went

Simple Past Tense + Subject + verb. ED/irregular + object. I/She/He/It was good. You/We/They were happy to be at school. We stopped the car at a rest stop. She bought a coffee from the street stall. helping verb - action Subject + did not + verb 1 + object. We did not start class yet. They didn’t come to the party. --------------------------------------------------------- “to be” Subject + was/were not + object. My friend was not at the market. The taxis weren’t yellow when I was in Bangkok. helping verb ? action Did + subject + verb 1 + object? Did someone ring the doorbell? How did they plan their project? ---------------------------------------------------------------? “to be” Were/Was + subject + object? Were you tired after school? Where was the conference?

- “to be” Subject + was/were not + object. My friend was not at the market. The taxis weren’t yellow when I was in Bangkok. helping verb ? action Did + subject + verb 1 + object? Did someone ring the doorbell? How did they plan their project? ---------------------------------------------------------------? “to be” Were/Was + subject + object? Were you tired after school? Where was the conference?

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 isn’t.

Past Continuous Tense • + subject + “to be” + verb. ING + 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 + verb. ING + 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 + verb. ING + object? • Was I wearing the correct uniform? Where were you/we/they playing football after class? • Was he/she/it doing the homework correctly?

Past Simple vs. Past Continuous Tense • 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. • Use the past simple + “for/from…until” to talk about an event that continued and ended in the past. I studied English from 7: 00 until midnight. I lived in Baltimore for 4 years. • Use the past continuous tense to talk about an action in progress in the past. What was M doing when you saw him last night? He was waiting for the bus. -------(--------------X-----------------)-------- M started ^ waiting. You saw ^ M. M stopped ^ waiting for the bus. 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. I was studying math while my brother was playing games. While you were sleeping, I was searching for the answer

Past Simple & Past Continuous • The past simple and past continuous tenses are often used together with the conjunction, “when, ” to show that a 2 nd action interrupts/stops a 1 st action. • The 1 st action was happening for some time and the 2 nd quickly interrupted. • Usually the 2 nd action is more interesting/important than the 1 st. • The past simple follows “when”. • 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.

Present Perfect Tense • + helping verb • subject + “to have” + verb 3 + object. I have been to Mars. You/We/They have flown a helicopter. • He/She/It has played a game with Messi. • - helping verb • subject + “to have” + not + verb 3 + object. I/You/We/They have not eaten dog meat. He/She/It has not climbed Mt. Everest. •

Present Perfect Tense • - helping verb • subject + “to have” + not + verb 3 + object. • I/You/We/They have not eaten dog meat. He/She/It has not climbed Mt. Everest. • ? helping verb • “to have” + subject + verb 3 + object? • Have I done the homework correctly? Where have (you/we/they) gone in Europe? • Has ( he/she/it ) had the soup yet?

Present Perfect Tense • ? helping verb • “to have” + subject + verb 3 + object? • Have I done the homework correctly? Where have (you/we/they) gone in Europe? • Has ( he/she/it ) had the soup yet? • - -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- • 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) P. P. A: Have you been to England before? B: Yes, I have been there before. I went last April. P. P P. S.

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. I’ve seen this movie already, so I don’t want to see it again now. Today’s 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. -2008 ------2009 ------------X 2010 -----------2011 -- He has been in M. 2 since this past May. --March----April----- X May-------June--

Present Perfect Tense + already/yet • Already and yet are 2 adverbs that are commonly used with the present perfect. • 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 *****Irregular Past Participles / Verb#3 are listed in Table E on p. 96 of Grammar Spectrum. *****

Present Perfect vs. Simple Past Tense is used to talk about an event that happened at a specific time in the past. The event started and finished in the past. When did Jane return from India? He played football from 5 until 6: 30. I met most of your parents on parent-teacher day. past--3 years ago---(---He studied in Japan for 2 years---)----now----future years---) He studied in Japan for the last 2 ^ years, but he just came back to Thailand. ----------------------------------------------------Present Perfect Tense is used to talk about events from the past without a specific time. The subject owns that experience. The subject has that event. Has Jane returned from India yet? He has played football sometime in the past. I have met most of your parents. -Use Present Perfect Tense to talk about an event that started in the past, but that is still true now. Thailand has been a democracy since the 1970 s. - Use Present Perfect if an event from the past (with no specific time) has a cause/effect relationship on the present or future. I have studied for the test, so I will get a good grade.

Present Perfect Continuous Tense • Use the Present Perfect Continuous when an action began in the past and continues until now in the present. past---- ( X action began in the past and continues to the present) I have been waiting from 7: 00 until now. The Present Perfect is different because the action began and finished in the past. • It has happened already. • past--(-----action finished anytime in the past-----)--//present “for” and “since” are prepositions of time often used with both the PPC and PP. ----------------------------------------------------The PPC is used for actions that happen many times in the past and continues until now in the present. past- ( X action repeated in the past and continues to repeat in the present) You have been learning in E. I. P. since grade 1. ------------------------------------------------------- “How long…? ” is often used for questions in the PPC.

Present Perfect Continuous Tense + Subject + “to have” + “been”-verb 3 + verb. ING. He has been learning his lines for the play. They have been taking piano lessons for years. - Subject + “to have” + not + “to be” – verb 3 + verb. ING. She has not been reading the book lately. The cat hasn’t been sleeping in the house. The announcements haven’t been making sense recently. My dogs have not been behaving since Tuesday. ? “to have” + subject + “to be” – verb 3 + verb. ING? Have you been playing football since lunch? How long has your father been working in China? Where has he been going after school? What have we been studying for the last week?

Present Perfect Tense - Structure + 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 hasn’t begun already. The announcements haven’t 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?

Coordinating conjunctions join words, phrases, or clauses. They are words such as: and, but, for, nor, so, and yet. Conjunctions join words to create compound nouns. EXAMPLE: Five and five is ten. Conjunctions join phrases: EXAMPLE: The fisherman is walking along the beach and carrying a bucket of fish. Conjunctions join clauses: EXAMPLE: He walked to his car. He got into it. He walked to his car and got into it. ______________ She is tired but she cannot sleep. Write the sentences. Label if the conjunctions joins words, phrases or clauses. I missed the ending part and I'm guessing who the murderer is. ______ I'd like to go but I'm too busy. ______ The audience wasn't very impressed by his performance nor his jokes. _______ He doesn't have a sister or a wife. ________ The rain got heavier, so the match had to be abandoned. _______ He's only a little boy, and yet he is able to carry such a heavy load. _______

Relative clauses give more information about a noun. There are subject and object relative clauses. They can split or follow an independent clause. 3 relative clause pronouns are who(m), that and which. In a subject relative clause, the relative clause pronoun is the subject of the dependent relative clause. Jane who is the president works long hours. (splits clause) We went to the restaurant that won many awards. (follows clause) The car which was missing was found near the railroad tracks. -----------------------------------------------An object relative clause gives more info about the subject or an object of an independent clause. The relative clause pronoun is the object of the verb. The teacher whom you had last year is leaving for Korea. I ate the main course which the waiter served before the

Punctuation for Conjunctions -When joining 2 words or phrases, a comma is not needed. Cats and dogs are common pets. He is reading or studying. -When joining 3 or more words or phrases, a comma is needed. Cats, dogs, and birds are common pets -When joining 2 clauses, a comma is needed. Bob likes coffee, but he doesn’t like tea. …UNLESS… because is between 2 clauses Your fairy tales must be complete soon because I need them for Academic Day.

Correlative conjunctions come in the form of pairs of words: either. . . or; neither. . . nor; both. . . and; not only. . . but also, and whether. . . or. • EXAMPLES: You can have either this one or that one. They are neither our friend nor our ally. Pepe can both juggle and perform magic tricks. He has not only been reprimanded but also faces possible expulsion. I couldn't decide whether to marry her or her sister.

Verb + Gerund(verb+ing) • • A Gerund is an action that is used as a noun. To box is an action. Boxing is the sport To make a GERUND: verb + “ing” • Gerunds commonly follow these verbs: avoid, can’t stand, enjoy, like, finish, hate, keep, miss, stop • • (verb) + (verb+ing / gerund) Past / present / future + always the same • Indirect Objects • • The action / verb happens to the Direct Object The Indirect Object replaces a prepositional phrase and goes before the direct object. I gave a present to Mom. Subject + verb + direct object + prepositional phrase • • I gave mom a present. Subject + verb + indirect object + direct object Object Pronouns - me, you, him, her, it, us, them I gave her it. Subject + verb + indirect object pronoun + direct object pronoun

Indirect Objects • Object Pronouns - me, you, him, her, it, us, them • The action/verb happens to the Direct Object. The D. O. receives the action. The Indirect Object is “for whom” or “to whom” the action is done. The I. O. replaces a prepositional phrase and goes before the direct object. • Subject + verb + direct object + prepositional phrase • I gave a present to Mom. We bought a bag of food for the dog. Subject + verb + indirect object + direct object • She gave mom a present. I have brought her the homework. They are giving the class a presentation.

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.

Comparative ADJ and comparing with “as…as” 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. 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.

Comparative Adverbs The same form as adjectives can be used for adverbs, but for long form adjectives, use “more” + adverb form (“-LY”) 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. --------------------------------------------------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 don’t happen equally use: “to do + not + verb + as…ADV as…” Chale doesn’t play as skillfully as Messi. Some students didn’t study as well as they should have studied.

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.

make/do/have/get make – to create/produce something They made a campfire. My mom often makes me lunch. T. Patrick is making himself a cup of coffee. make + something + adjective - Don’t make me annoyed. Students can make you crazy. Make your mother happy tomorrow. do – to work/act. “Do” is like the pronoun of verbs because it can replace most actions, and therefore it is the helping verb for the simple tenses. I am doing my homework. Has he done it yet? Did you do the project yet? have + noun – is used to describe activities. They often have lunch together. They had a game yesterday. We are having a test next period. get – a situation/condition/state changes. I’m getting tired. It gets cold during winter and gets hot in the summer. They got soaked by the monsoon.

something/somebody/someone/somewhere – are usually used in positive sentences and questions --. Someone is absent. Something happened on the BTS. I live somewhere in Bangkok. anything/anybody/anyone/anywhere – are usually used in negative statements and questions. -- Is anyone there? I didn’t answer anything on the test. Have you been anywhere in South America? I didn’t see anybody on the bus this morning. nothing/nobody/nowhere/no one - usually are used before or after positive verbs Nothing can save you now. No one went to the extra class. I’ll go nowhere without you. There was nobody who could do the math problem. “ELSE” – is often used after something, anybody, nowhere, etc… I told you and no one else. Anywhere else would be a better place than here. Can someone else try to answer? These words can also be used before adjectives. Did I do anything wrong? Have you been anywhere nice? We did something exciting. They met no one more boring than Chaichontat.

all/some/most/none ADJ: (all/most/some + noun) All students… Most times… Some friends… NOUN: (all/most/some/none)+ of + the/my/his… + noun/pronoun All of his grades… Some of the best times… None of your pets… Most of our classes… “ALL”: 1. can be used without “of” --- I do it all the time. 2. is often used to talk about time --- All + morning, evening, night, day, week, month, year, decade. . . It means, “the whole. ”

too / enough • “TOO” is an adverb “ENOUGH” is an adjective, adverb or NOUN too + adjective It is too hot to go outside. I’m too tired to play. too many + plural noun Some schools have too many students. Too many cars are on the roads of Bangkok. too much + uncountable noun Don’t eat too much food before dinner. too + adjective + “to verb” They’re too young to drive. • ============================ ADJ + enough – Is it warm enough for you? Yes, it’s warm enough + noun – Do you have enough time for the project? (enough / not enough) + ADJ + “to verb” - You’re old enough to learn on your own. •

ADVERBS: Regular/Comparative/Superlative Adverbs describe “how” an action happens happi. LY comfortab. LY excited. LY How does he run? He runs quick. LY (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 – faster – the fastest He eats very fast. He eats faster than her. 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.

“-ed” / “-ing” Adjectives “-ed” Adjectives describe the nouns feelings. The noun feels/gets the adjective. He was excited by the movie. He felt excitement. The students were interested in class. They felt interest. The fans were disappointed when their team lost. They felt disappointment. -------------------- -------------“-ing” Adjectives describes the noun that creates / makes a feeling. The movie was exciting. It made him feel excitement. The class was interesting. It made them feel interest. The game was disappointing. They felt disappointment when their team lost. ----------------------------------------------------Complete the example and create 3 of your own. ((confuse)) The ______ chemistry problem made her feel _____.

Question Tags When you think a statement is true, but you want to make sure, use a Question Tag. The question tag depends on: 1. the type of verb in the statement and 2. whether the verb is positive or negative. Verb type ^ + statement - question - statement + question “to be” – He is a writer, isn’t he? She wasn’t at the party, was he? action - You studied hard, didn’t you? They don’t drive yet, do they? helping – You would try, wouldn’t you? He isn’t speaking Chinese, is he? Mark has been to India, hasn’t he? We will come back, won’t we? ---------------------------------------------------------Create (4) positive and negative question tags for “to be” and action verbs. Create (6) positive and negative question tags for modal, con’t and perfect tenses

Conditionals – “If I am late…” • To talk about facts that are generally true, use one of these structures: If + Present Simple, + Present Simple If Man. U. scores the 1 st goal, the team usually wins the match. OR… Present Simple + if + Present Simple We study hard if we have a grammar test. To talk about something that might happen in the future and its effect, use: If + future possibility (Present Simple), + Modal Tense If we don’t take a motorbike today, then we will be late. If you don’t like hot weather, you shouldn’t go to Thailand. OR… Modal Tense + if + future possibility (Present Simple) You will get a good grade if you do your homework.

Adjectives can go before a noun: The cute cat was… The fierce lion roared. The hungry students ate… The smart boy studied… The English speaker… When there are 2 adjectives before a noun, put a comma between them. The nice, young child… The small, wooden table… The old, green hat… Adjectives go in a certain order: Size + Age + Color + Nationality + Material A small, old, blue, Thai style, wooden house… A huge , new, grey, metal table… ----------------------------------------------------Adjectives can also be the object of linking verbs (to be). The dog is kind. They were absent. The meals are delicious. The class is being annoying. He was tired. I am American.

Simple Future / Modal Tense The simple future tense talks about future facts and events that will happen in the future. Also use the simple future when you choose in the moment to do something in the future. Now the phone is ringing, so I will answer it. + subject + modal (will/shall) + verb 1 + object. • I will finish my fairy tale soon. • He will be happy when he hears. • My parents will turn 50 years old tomorrow. - subject + modal (will/shall + not) + verb 1 + object. My friends will not eat squid at tonight’s dinner. The dog won’t ever fetch a ball. ? modal (will/shall) + subject + verb 1 + object. Will you go to the party with me? Will he complete the project on time?

Adverb + Adjective Adverbs before an adjective can make the adjective stronger: • very good extremely tiring really tired • Adverbs can also make an adjective weaker: • fairly exciting quite excited pretty cute I was extremely tired after the marathon, so I fell asleep as soon as I got home. The game was fairly exciting to watch, but the score wasn’t close at the end. • Adjective + Adjective • When using adjectives together, they go in a certain order: OPINION, SIZE, OTHER ADJ amazing, tall, new skyscraper… funny, big black dot The magical, small, grey stone stopped everything from aging and growing.

• Adverbs can also make an adjective weaker: • fairly exciting quite excited pretty cute I was extremely tired after the marathon, so I fell asleep as soon as I got home. The game was fairly exciting to watch, but the score wasn’t close at the end. • Adjective + Adjective • When using adjectives together, they go in a certain order: OPINION, SIZE, OTHER ADJ amazing, tall, new skyscraper… funny, big black dot The magical, small, grey stone stopped everything from aging and growing. Noun + Noun When 2 nouns are together, the 1 st noun acts as an adjective of the 2 nd noun. basketball player comic book fairy tale video game The basketball player was reading a comic book during halftime.

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 past tense of “can”)))^ MAY: means 1)) “are allowed” / “have permission. ” 2)) “maybe” MIGHT: means “maybe” + subject + modal + verb 1 + object. • I can eat very spicy food. My parents could help us, if I ask them later. • He could run extremely fast when he was younger. - subject + modal + not + verb 1 + object. My friends cannot / can’t fly an airplane. The jester could not / couldn’t entertain the Queen of Hearts ? modal + subject + verb 1 + object ? Can you make it to my party on Saturday? Could they complete the project on time?

Modal Helping Verbs + subject + modal + verb 1 + 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 + verb 1 + object. My friends cannot / can’t fly an airplane. The jester could not / couldn’t entertain the Queen of Hearts. M. 2 may not do a fairy tale for the project. ? modal + subject + verb 1 + object ? Can you make it to my party on Saturday? Could they complete the project on time? • May I go to the bathroom, please?

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 past tense of “can”)))^ + subject + modal + verb 1 + object. • I can eat very spicy food. My parents could help us, if I ask them later. • He could run extremely fast when he was younger. - subject + modal + not + verb 1 + object. My friends cannot / can’t fly an airplane. The jester could not / couldn’t entertain the Queen of Hearts. ? modal + subject + verb 1 + object ? Can you make it to my party on Saturday? Could they complete the project on time?

Modal Questions + subject + modal + verb 1 + object. I can eat very spicy food. - subject + modal + not + verb 1 + object. My friends cannot / can’t fly an airplane. ? modal + subject + verb 1 + object ? Can you make it to my party on Saturday? Could they complete the project on time? Will the project be ready by Friday? Shall we begin? ----------------------------------------------------- Create 4 modal questions using each of the 4 modal helping verbs.

Adverbs An adverb describes “how” an action happens happi. LY comfortab. LY excited. LY Irregular Adverbs: good – well fast – fast hard – hard late – late How does he run? She runs quick. LY (ADV). She is quick (ADJ). How does he play? He plays well (ADV). He is a good (ADJ) player. They were excitedly(ADV) completing their fairy tales. They were excited(ADJ) to create a story. -----------------------------------------------------Complete 3 examples following ^ these^ ^models. ^ You must have 6 sentences in total. You must have 3 adverb/action verb sentences and 3 adjective/linking verb sentences.

Adverbs of Frequency • Adverbs of frequency tell about how often or how much something happens. • never = 0% hardly ever = 5% rarely = 10% sometimes = 30% • Often = 70% normally = 80% usually = 90% always = 98% • These adverbs go after “to be, ” after a helping verb, or before an action verb. • He is often late for school. I am always happy to help. I have usually done well on exams. She would never do that. We hardly ever watch T. V. To tell exactly how often something happens, use: every… once a…. twice a…. . three/four/etc… times a…. Students go to school five times a week. They have math class once a day.

Past Perfect Tense The past perfect tense is used to talk about an event that happened before another event in the past. + Subject + “had” + (past participle/verb 3). subject + past tense + verb + “-ed/-en”. He had left his wallet at home, so he couldn’t pay the bill. When the hurricane hit, he had already prepared the family’s supplies. - Subject + “to have + not” + (past participle/verb 3). She hadn’t studied for the test, so she tried to cram before the final exam for an hour before it began. ? “to have” + subject + past participle ? Had you been to England before you went there last summer? ---------------------------------------------------Create 3 example cause and effect sentences combining the past perfect tense and simple past tense.

Articles • a / an - is used to talk about a general noun. It is not a specific noun, and probably hasn’t been identified earlier. • the – is used to talk about a specific noun, or a noun already specified in the conversation. Use “the” when there is only one of something. • I bought a banana and an apple from the cafeteria. • Was the apple red or green?

Modal Verbs Modal Helping / Auxiliary Verbs: will, shall, can, could, should, would, may, might, must MUST: means that the verb is necessary / required. + subject + Modal + verb 1 . • I must try harder this time. You must arrive on time. We must make a movie this semester. - subject + Modal + not + verb 1 + object. My dog must not eat chicken bones. Students must not forget their homework. ? Modal + subject + verb 1 + object ? Must we make a serious movie? Must Charlie wear those clothes to dinner? **^ Create 2 positive statements, 2 negative statements and 2 questions using “must. ”^**

Yes/No Questions • “To Be” Questions: “to be” + subject + object ? Are you busy this weekend? Is he a new student? Was your house flooded? Were you in Bangkok over the break? *** ^ Complete 1 present tense and 1 past tense example. ^ *** Action Verb Questions: “To Do” + subject + action ? Do you like the book? Does she come here often? Did our group win the competition? *^ Complete 1 present tense and 1 past tense example. ^*

Action Verb Questions: “To Do” + subject + action ? Do you like the book? Does she come here often? Did our group win the competition? *** ^ Complete 1 present tense and 1 past tense example. ^ *** Helping / Auxiliary Verb Questions: “helping” + subject + action ? Are you having lunch together? Has he been to Spain? Will they finish on time? Should we begin now? *** ^ Complete 2 examples using different helping verbs. ^ ***

Yes/No Answers • • • “To Be” Questions and Answers: Are you happy with that? Y: Yes, I am. N: No, I am not. Was his house flooded? Y: Yes, it was. N: No, it was not. ***^ Complete 1 present tense and 1 past tense question/answer example. ^*** Action Verb Questions and Answers: • Do you like action movies? • Y: Yes, I do. N: No, I do not. • Did you see that? • Y: Yes, I did. N: No, I did not. ***^ Complete 1 present tense and 1 past tense question/answer example. ^***

Action Verb Questions and Answers: • Do you like action movies? • Y: Yes, I do. N: No, I do not. • Did you see that? • Y: Yes, I did. N: No, I did not. ***^ Complete 1 present tense and 1 past tense question/answer example. ^*** Helping / Auxiliary Verb Questions and Answers: Are you playing in the band? Y: Yes, I am. N: No, I am not. Has he done the project? Y: Yes, he has. N: No, he has not. Will you be there on Friday? Y: Yes, I will. N: No, I will not. ***^ Complete 1 continuous, 1 perfect and 1 modal tense example. ^***

Passive Voice ****THIS HAS NOTHING TO DO WITH AUTHOR’S or CHARACTER’S VOICE. **** -----------------------------------------------------In Passive Voice the action happens to the subject of the sentence. Passive Voice can be used in all verb tenses. These are simple tense examples: PASSIVE VOICE STATEMENTS SUBJECT + “TO BE” + VERB #3 The classroom is cleaned on Fridays. I am taught by native English speakers. The guns are not hidden well by the bank robbers. The games were lost because of the team’s errors. The window was not broken by the baseball. Your projects will be done before the end of the semester.

SUBJECT + “TO BE” + VERB #3 The guns are not hidden well by the bank robbers. The games were lost because of the team’s errors. The window was not broken by the baseball. Your projects will be done before the end of the semester. ---------------------------------------------------- PASSIVE VOICE QUESTIONS “TO BE” + SUBJECT + VERB #3 Is this newspaper delivered daily? Where are you dropped off by your parents? Was your camera stolen by someone? When were you born? ------------------------------------- MODAL TENSE PASSIVE VOICE QUESTIONS MODAL + SUBJECT + (BE + VERB #3) Should he be chosen as the 1 st pick? Will the tiger be set free when it recovers? Can the jacket be washed normally? --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Create 3 passive statements using all 3 simple tenses (present / past / modal). Create 3 passive questions using all 3 simple tenses (present / past / modal ).

Passive. Voice vs. Active Voice • There are 2 “voices” in English: Active and Passive We use Active Voice more often and it is more direct. The subject does the action/verb which happens to the direct object. The subject is most important. All grammar covered so far has been in the Active Voice. John finished the homework. Peter scored a goal. The Passive Voice is used when what receives/feels the action is most important. Usually what does the action is not important or not even mentioned. The Great Wall of China was begun in 220 B. C. by the 1 st emperor. The members were elected a few months ago. Glass is made from sand. Problems are discussed by the whole family.

1. LABEL THE VERB TENSE OF EACH PASSIVE VOICE SENTENCE/CLAUSE. 2. CONVERT THE PASSIVE VOICE SENTENCES TO THE ACTIVE VOICE. ---Make sure to keep the same verb tense and meaning of the original. We were invited to attend the party. PAST They invited us to attend the party. Most problems are shared by all members of the group. The letter must be mailed before this Friday. The Earth is heated by the sun. The world record was broken by the star athlete. The hamburgers were finished when I arrived. If they meet, the cat will be chased by the dog. ------------------------------------------------------------------------------------ New apartments are being built across the street. The Grand Palace has been visited by many tourists.

Gerunds and Infinitives Gerund – is (verb + ING). We use gerunds as nouns, so it is different from the Continuous Verb Tenses. A gerund can be a subject , direct object or object of a preposition. A gerund can have its own object. Playing music is fun. Her singing is beautiful. I’m going shopping. Let’s go skiing. We’re talking about writing in English. Infinitive – is (to + verb). An infinitive can be the subject or direct object. An infinitive can have its own object. To learn guitar is difficult. To talk annoys the teacher. He learned to play well. ------------------------------------------------------ Sometimes you can use either a gerund or an infinitive… I like to do homework. I like doing homework. Voting is important. To vote is important. but sometimes they mean different things. We stopped to play football with T. Paul. We stopped playing football at 5: 00. He stopped eating to run around the field. He went to eat after playing football in P. E.

Subject Questions / Object Questions Subject Questions ask about the subject of an action. The speaker wants to know who/what did the action. The question word is the subject of the verb. Do not change word order to ask a subject question Subject + (Whole Verb) + Object Who finished the work? John finished the work. Who is playing basketball on Friday? Class 2/9 is playing. Who was absent? Many students were absent. What costs the most? The red one costs the most. What can fly? Birds, insects and airplanes can fly. What has changed your mind? Their scores have changed my mind. ----------------------------------------------------- Object Questions are more common, and they follow the structure that we have learned so far. The speaker wants to know about the object of an action. The question word is the object of the verb.

Object Questions are more common, and they follow the structure that we have learned so far. The speaker wants to know about the object of an action. The question word is the object of the verb. (? Word) + Helping Verb + subject + Action ? Who did they beat last night? They beat the Lakers. What can I do for you? You can help with this problem. Where have you been on holiday? I have been many places. What was he trying to do? He was trying to learn the drums.

Possessive Questions – “Whose. . . ? ” Whose is the question word to ask about possession (the owner of something. ) It’s the same as saying, “Who is the owner of the…? ” We answer the question with a possessive noun - (singular noun) + ( ‘s) Steve’s… Mary’s… The doctor’s… Some kid’s… (regular plural noun) + (s’) The kids’… The girls’… The doctors’… (irregular plural noun) + (‘s) The children’s… The men’s… The people’s. . possessive pronoun (mine, yours, his, hers, its, ours, theirs) Whose + thing/object + verb + … Whose car is outside? John’s is. Whose books are under the desk? Hers are. Whose motorbike drives the fastest? His does. Whose project was the best? Yours was. Whose team won the game? 1. 9’s team did. ---------------------------------------------------Who’s is a contraction that means “Who is / Who has. ”

Relative Clauses Relative clause, or adjective clause, is a dependent clause that gives more information about a noun. There are subject and object relative clauses. 3 relative clause pronouns are who(m), that and which. In a subject relative clause, the relative clause pronoun is the subject of the dependent clause. Jane who is the president works long hours. We went to the restaurant that won many awards. The car which was missing was found near the railroad tracks. I have been on one vacation that was better than all the others. ------------------------------------------------An object relative clause gives more info about the object of an independent clause. The relative clause pronoun is the object of the verb in the clause. The teacher whom you had last year is leaving for Korea. They are my favorite shoes that I wear for basketball. Many awards that the restaurant won are prestigious. I ate the main course which the waiter served before the appetizer.

Jane who is the president works long hours. We went to the restaurant that won many awards. The car which was missing was found near the railroad tracks. I have been on one vacation that was better than all the others. -----------------------------------------The teacher whom you had last year is leaving for Korea. They are my favorite shoes that I wear for basketball. Many awards that the restaurant won are prestigious. I ate the main course which the waiter served before the appetizer.

Present Tenses with “when, before, after, until…” When school finishes, I’ll meet some friends at the mall. After she eats dinner, She is going to watch the new movie. I will wake up to finish my homework and study before the sun rises. You’re not leaving this room until I know what happened. When using these words as conjunctions, we usually use the present simple tense after when, before, after, until and as soon as because it is a type of cause and effect sentence where we assume the event will happen. So, the cause is present simple and the effect is a future tense (simple, pres. con’t…) -----------------------------------------------------When I have completed the project, I will ask T. Patrick to check the grammar. They will take a bus into the city when they have landed in Bangkok. Use the present perfect when the action must be completed before the effect. ----------------------------------------------------After (I graduate, / I have graduated, ) I will go to medical school. Both tenses can be used with “after” without a change in meaning.

Conjunctions and – links together 2 similar ideas to make a compound. “and” can link nouns, verbs, adjective or 2 complete sentences. Jane and I are getting married. We are going to Hawaii and San Diego after the wedding. We are having a live band, and we are inviting a lot of people. but – links together 2 opposing ideas to make a compound sentence. He likes football, but he can’t swim. They eat a lot, but they still didn’t finish. so – links together a cause and an effect. The effect always follows “so. ” I studied hard, so I did well on the exam. The team played well, so they won. because – links together a cause and effect. The cause always follows “because. ” He goes to extra class because he likes to learn. Because I am tired, I am going to bed early. or / either…or – talks about 2 possibilities Either you finish your homework, or you will not get enough marks. neither…nor – puts together 2 negative statements. The verb form is always positive. Neither John nor Sally is coming to my party.

SUBJECT / OBJECT / POSSESSIVE Pronouns & POSSESSIVE Adjectives Subject Object Possessive Pronoun Reflexive Pronoun Possessive ADJ I me mine myself my you yourself / yourselves your he him his himself his she her herself her it itself its we us ourselves our they them theirs themselves their I saw him at the store, and he was buying his favorite drink. She bought a new car yesterday, so that new Honda is hers. You know that they will enjoy themselves at the concert. They ate lunch a little bit late because their teacher talked to them after class. You must finish the work by yourselves if you are going to learn. We went to our grandparent’s house. Ours are the best grandparents. Neither mine nor yours is good enough to get an A+. My favorite drink is coffee because it is delicious. Complete 10 sentences using at least 2 of each type.

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. M. 2 Grammar Final (Fundamental English) Create sentences using all verb tenses covered in the Grammar Spectrum book (positive/negative statements & questions). Use them in the proper time and meaning. Complete sentences that have question tags. (ch. 21) Create conditional sentences using various conjunctions. (ch. 13/14) Past Continuous and Simple Past used in a sentence together with the conjunction, “when. ” (ch. 5) Create sentences using comparative adjectives and adverbs. (ch. 36/40) Create sentences using “as…ADJ/ADV…as” for comparison. (ch. 37/40) Convert ADJ and ADV sentences into the other type. (ch. 36/37/40) Create sentences using possessive pronouns, possessive pronoun adjectives and reflexive pronouns. Create sentences and demonstrate meaning of participle ADJs. (ch. 39) Convert sentences with indirect objects and prepositional phrases (to/for) into the other type. (ch. 32/42) Convert passive voice sentences into the active voice while keeping the same verb tense. (ch. 26) Create subject questions using “who” & “what. ” (ch. 19) Create sentences with relative clauses that define the subject or object of your main clause as directed. (ch. 44) Create sentences that use infinitives and gerunds as subjects or objects as directed. (ch. 27/28)

M. 1 - Grammar Final – Fundamental English 1. Create sentences using all verb tenses covered in the Grammar Spectrum book (positive/negative statements & questions). Use them in the proper time and meaning. Also, complete questions using specific question words. 2. Create sentences using comparative and superlative adjectives. 3. Convert ADJ and ADV sentences into the other type. 4. Create sentences using adverbs of frequency. 5. Create sentences using subject pronouns, object pronouns, possessive pronoun adjectives and possessive pronouns. 6. Create sentences using prepositions to talk about location and time. 7. Identify the 4 types of verbs. 8. Use conjunctions to create sentences.

sensory details – writing to appeal to the 5 senses (sight, sound, smell, taste, touch. ) The author’s sensory details made me imagine that I was eating the delicious cake. imagery – descriptive and creative language using sensory details that creates a picture in the reader’s mind. The writer focused on sensory details, so I had visual imagery in my imagination as a read the story.

Character and Character Traits • character - The people or animals in a story. • character traits - things that you notice about a character’s personality. I can understand characters’ traits from what they say, what they do, what happens to them and from what other characters say about them. • ----------------------------------------------

Conflict • Conflict – The conflict in a story is the problem that the main character must solve. A story’s 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 character’s problem gets worse. • Climax – is when the main character’s problem is the worst. It may seem like the main character will fail, but then the character will start to solve the problem. • 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?

Narrator • Narrator – is who explains the story to the reader. The author creates the narrator. The narrator is not the author. • 1 st Person Narrator – The main character is the narrator of the story, so the character narrator often uses “I” and “We. ” • 3 rd 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 character and personal history. • 3 rd 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.

Voice • Voice is the author’s particular pattern of speech for a character or narrator. In “Brother Wolf, ” Brandenburg writes in the voice of a wolf. Voice is one way an author creates the story’s tone. • ------------------------------ • Find a quote from “Brother Wolf” that shows Brandenburg writes in the voice of wolves. •

VOICE in “Brother Wolf” • • For example, the wolf narrator calls dogs “the tame ones. ”

Moral Folktale • Folktales are stories that explain something about a culture or society. • A moral is a lesson or message from a story that teaches about right and wrong. A moral is a specific type of theme. • **Aesop’s Fables and “The Stone” are moral folktales • A theme is a pattern in a story about a topic or message. The author doesn’t explain theme to the reader, but shows theme to the reader with characters and conflict. • Some themes in “The Stone” are morality, pride, change / old age, personal responsibility, cause/effect… • ----------------------------------------------------- • As we read “The Stone, ” also notice foreshadowing and symbolism.

Animal Archetypes • Owl – wise Raccoon – creative, disguised Fox – sly, clever Cat – curious • Dog – loyal Snake – sneaky, mischievous • Crocodile / alligator – uncaring Bull/Buffalo – strong • Beaver – busy, hard-working Crow/Raven – death • Dove – peaceful, loving Eagle – regal, courageous, proud • Falcon/Hawk – visionary Lion – powerful, royal • Horse – free to travel, graceful, swift • Squirrel - preparedness • Ants – hard-working, team oriented, thoughtless • ---------------------------------------------------- • FICTIONAL ANIMALS • Western Dragon - powerful, ferocious, merciless • Eastern (Chinese) Dragon – intelligent, benevolent • Phoenix – rebirth, regeneration •

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…” • Traveler’s 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. conflict

For the Final Draft • 1. As explained on the handout, you need at least 25% dialogue. If you didn’t have it, then you need to be extremely careful about the grammar for your dialogue for the final draft. 2. You need paragraphs. • 3. All dialogue must be punctuated: X said, “Hello. ” • All quotes must be attributed to a speaker. • 4. Use a past tense for your narrator: simple past, past con’t, past perfect… • 5. The 1 st draft must be submitted with the final draft on September 19 th. • 6. I probably will lose half of your work if it isn’t stapled. • 7. Your 1 st draft marks will be determined based on your fixing of mistakes from the 1 st to final draft. • 8. I will focus on the 10 Elements of Literature and if your story is a folktale for your marks for the final draft.

Nature vs. Nurture • Nature vs. nurture is a sociological, psychological and scientific debate over what is more important to a person’s characteristics and development. Nature – genetics, DNA, heredity Nurture – environment, society, culture, conditioning -----------------------------------Free will – is an individual person’s freedom of choice. How do you think free will fits into the debate? ----------------------------------- As we read “Mowgli’s Brothers, ” consider this as a theme of the story.

Nature vs. Nurture • Nature vs. nurture is a sociological, psychological and scientific debate over what is more important to a person’s characteristics and development. Nature – genetics, DNA, heredity Nurture – environment, family, society, culture, conditioning ------------------------------------------------------- Free will – is an individual person’s freedom of choice. How do you think free will fits into the debate? ------------------------------------------------------- As we read “Mowgli’s Brothers, ” consider this as a theme of the story.

Symbols and Symbolism • Symbols – are objects, characters or events that have one meaning in the fiction world another meaning in the real world. • In the fiction world symbols have one meaning within the plot/conflict that the characters can understand. • In the real world symbols have another meaning as a message from the author to the reader. • Here are some visual symbols:

Symbol and Symbolism • Symbol – a symbol is an object, picture, logo or character that represents a 2 nd meaning beyond the picture as a message from the author/artist to the reader. Symbols are a sign of something more important than the picture itself. Here are some visual examples of symbols and symbolism: draw and then explain the deeper meaning.

Symbols and Symbolism • Joseph Bruchac uses symbolism to show that the boy is being reborn (born again) into a new family. • The boy comes out of a cave (p. 151) and joins the animal family. Later the boy comes out of a hollow log (p. 153) and rejoins the human family. In real life a person is born and is the newest family member. • The image of a person being born is similar to the image of a person coming out of a cave or hollow log. • Therefore when the boy comes out of the cave and later the log, these events are symbols for the boy’s rebirth. He is born again. Another way the author creates the symbol of rebirth is that the boy is blinded by light when he comes out of the cave and log just like a baby who opens his eyes for the 1 st time. • --------------------------------------------- • What is another symbol in this story?

Foreshadowing • Foreshadowing – is when the author gives the reader clues about what will happen later in the story. • What events does Joseph Bruchac, the author of “The Boy Who Lived with Bears, ” foreshadow in the story? Quote and explain 3 examples. Also explain how the author gives the reader the clues.

Poetry • Rhyme / Rhyme Scheme - • Personification – non-humans do something like a human. – (Talking animals) • • Metaphor (simile) - Alliteration - Repetition – Words or lines that appear more than once in a poem Onomatopoeia – The sound of the word is the same as the meaning of the word. Bang! Boom! A cat’s sound is “meow. ” A dog “barks. ”

Vocabulary – p. 163 figure of speech – a sentence/phrase that creates a feeling, but the speaker doesn’t really mean what he says. Ex))) Clouds are balls of cotton in the sky. Hold your horses! (Can you please relax? ) Books are like flashlights. hyperbole (n) – is a figure of speech that uses extreme exaggeration to create a feeling. Ex))) He is as fast as lightning. It was so amazing that my eyes popped out of my head. There were so many people at the restaurant that we had to wait forever to get our dinner.

Elements of Literature in “Becky and the Wheels-and-Brake Boys” • Pay attention to the narrator, voice and the 5 parts of the conflict. • 1. What kind of narrator does James Berry, the author, create for this story? • ---Quote an example of this kind of narrator in the story. • 2. What are the 2 different kinds of voice used in this story? • --- Quote an example of each kind and label which character is speaking. • 3. Summarize each part of the conflict in one sentence. • ------------------------------------------------- • In your notebook answer “Narrator” #1 - 2, “Recall” #2 – 4 and “Interpret” #5 – 8 from p. 378. Answer completely and in complete sentences.

rhythm (n) – a pattern of sounds (rhyme, syllables, alliteration, beat…) repetition (n) – to say something over and over rhyme scheme (n) – the pattern of rhyme at the end of a line in a poem or song

Myth and Legend Myth - The main characters in myths are usually gods, supernatural heroes and humans. Myths are often closely linked to religion or kings. A myth is usually told as a true story of how something (Earth, humans, elements of nature…) began, but clearly are not true. Legend – Legends are told as truth, and although there may be a real connection to history, some characters and events are supernatural. Both myths and legends are specific to a certain culture and explain an important element of that society. ----------------------------------------------------- Ancient Greek plays, myths and legends often have a “chorus. ” The chorus can have different jobs, but gives background information, comments on themes and explain events that happen off stage. • The chorus represents the audience and/or the average townspeople where the story happens. • Specifically in “Wings” the chorus seems to represent fate. Fate is the idea that the future is predetermined (already set) by a natural order or god.

Minotaur The Minotaur is half man and half bull. He was born from King Minos’ wife as a punishment for Minos disobeying the gods. It is an unnatural being and therefore eats man as its food. The Minotaur lives within Daedalus’ labyrinth.

“Pride” and “Proud” Pride is the major theme of the story of Daedalus and “Wings. ” Pride and Proud describe an emotion that can have 2 meanings. Think about your understanding of the words and attempt to describe how it can describe emotion in both positive and negative ways. -----------------------------------------------------

• 1. Quote examples of foreshadowing from “Wings. ” Find one example referring to birds and the sky, one from the chorus and one of Daedalus’ actions. Copy the quote, label the page number and label who is speaking. • 2. Write 3 short paragraphs explaining how Daedalus’ pride led to his exile, the death of his son, Icarus, and a war between Crete and Sicily.

• 3. Think back to “The Flying Machine” and the inventor in that story. Is this inventor more similar to Daedalus or Icarus? Explain using specific examples from the stories.

Plot – is the cause and effect sequence of events in a story. Plot includes every action/event in a story whether it affects conflict or not. Conflict – is the character’s main problem that he/she must solve. The conflict has 5 parts: background/exposition, rising action, climax, resolving action, results Exposition – is most common at the beginning of the text and explains the plot and conflict’s background, setting, and history of the characters. The author gives information to the reader so that the reader can identify characters, recognize time, place and situation and will understand character motives during the plot/conflict. It can occur in later parts of the plot/conflict to advance the time forward without the author explaining event by event. Protagonist – is the main character in a story. The plot and conflict center around the protagonist. The author intends the reader to connect most to the protagonist.

• Analyze the exposition of the story. Choose 3 of the characters and interpret their personalities based on their introduction to the reader by exposition. Use quotes from the story and predict how the characters might act throughout the conflict.

Vocab – p. 265 - 266 drama – is a type of fiction that actors perform on stage or film for an audience. The written form of drama is a script that contains the following elements: List of characters Dialogue – is what characters say to each other in fiction. Scene – a series of action in a play/film Setting the scene – gives details about the time and place of the scene and tells what characters are doing before the action begins. It helps the reader imagine what is happening by creating a mental picture. Stage directions – notes in a script that tell how characters should act (what they do while talking) and how they should feel (emotion. ) They also tell about costumes and scenery. The stage directions & setting the scene replace the narrator in a script.

Short Essays (8 minutes) 1. Why are the “ 1 st person narrator” and “voice” important to characterization in “Becky and the Wheels-and-Brake Boys? ” 2. Explain pride as the major theme of “Wings” by using 2 specific examples from the story with complete explanations. 3. Label and explain the 5 parts of the conflict. Explain each part in “President Cleveland, Where Are You? ” 4. Briefly explain exposition and its general uses. Explain 2 different ways (characterization, plot, setting, etc…) that it is used in “President Cleveland, Where Are You? ” Short Answers (1 -2 minutes) 1. Briefly and completely explain the birth, life and death of the Minotaur. 2. Compare and Contrast myth and legend. 3. Name the protagonists of the 3 stories. 4. Explain the chorus as generally used in Greek Drama and its specific importance in “Wings. ”

symbol – is an object, character or idea that represents something other than itself. The purpose of a symbol is for the reader to infer/figure out a greater meaning and context for the symbol as it shows importance to the characters and theme of the story. For example, in “The Flying Machine, ” the emperor’s music box symbolizes/represents his control over China. The Minotaur symbolizes/represents the pride of King Minos since the gods cursed Minos for disobedience. Then he hides the Minotaur in the labyrinth because he cannot deal with his problem. This shows that Minos had too much pride to follow the gods’ orders and that he cannot admit his mistake. In “An Occurrence At Owl Creek Bridge, ” the painful ticking of Peyton’s watch represents that he has little time left before his execution.

• Write a 5 paragraph essay explaining the white umbrella as a symbol. Use a thesis statement in your introduction, and 1 quote in each body paragraph. Your body paragraphs should trace the white umbrella’s role within the conflict and analyze how the white umbrella is a symbol.

humor (n) – is anything that amuses or makes people laugh. It could be a joke, a strange and interesting situation or comic acting. colorful language – this includes figures of speech, hyperbole, idioms, puns, etc. Authors use colorful language to create a silly character or to make dialogue humorous. It is informal language.

• PREFIX “mega-” large, super, one million megaphone, megaton, megabyte, “Megatron” “tele-” far away, distance telescope, telecommunication, teleport, telepathy “re-” again / backward reverse, review, repeat, recycle, renew, recapture

SCIENCE FICTION Stories in a world like the real-world are called realistic fiction. Stories about magic, such as fairy tales, are called fantasy. Stories about our universe but at a different time are called science fiction. Usually it is in the future with new technology, but a consistent law of science is necessary. Setting – The setting might be on Earth or a distant planet. Usually there is new technology, but there must be a scientific basis which means that strange parts of the setting can be explained by today’s science or science as explained by the author. The new world must follow consistent rules to be different from fantasy. Plot / Conflict – The story usually grows and results from the strange new setting and circumstances surrounding the characters. Theme – is usually to make the reader consider some part of the real-world. The author may exaggerate an everyday problem by using the strange setting and characters to change the reader’s perspective. Famous and recent “sci-fi” include: Star Wars, Star Trek, Inception, In Time, Repo Men, Terminator, A Journey to the Center of the Earth, Frankenstein…

In “The Boy Who Lived With Bears” the author creates the symbol of the boy being “reborn” or “born again. ” In the middle of the story on p. 151 the boy comes out of a cave and joins or is born into the animal family. At the end of the story on p. 153 the boy comes out of a hollow log and rejoins the human family. In real life a person is born and is the newest member of a family. The author also creates this symbol by making the boy “blinded by the light” as if he was using his eyes for the 1 st time. This is like a newborn baby. The real-world image of a baby being born is similar to the image created by the author when the boy comes out of the cave and the log. ---------------------------------------------------What is another symbol from “The Boy Who Lived With Bears”?

Fundamental English / July 1 oth &11 th 1. Using specific verb tenses to talk about a photo For example, what are the people doing now? What did they do before the picture? Describe the photo using linking verbs. What have they done to bring them to this situation? etc… 2. Symbolism: A))) What is symbolism? Explain how words are symbols. B)))Write a paragraph to describe the symbolism of a picture. One of three pictures will be on the test. The pictures will be available on the web page. 3. Conflict – What is the conflict of a story? What are the 5 parts of a conflict? Explain. 4. Vocabulary – All “Key Words” from Unit 1 of Keystone and selected democracy vocabulary. 5. What is your favorite question word? Explain the reasons for your choice. 6. Sensory details: Write a paragraph to describe an object or event.

• Our Daily Life – Midterm exam // Monday, July 16 th 1. Grammar - a. Verb Tenses (positive / negative statements and questions b. Subject – Verb Agreement c. 4 Types of verbs (action, linking, helping, modal) 2. Prefixes and Suffixes – a. Complete sentences with the proper form of a word. b. Complete sentences with the correct meaning c. Create your own sentences using words with or without a prefix or suffix while demonstrating the meaning and using the correct part of speech.

#1 – 4 Write 2 sentences with a gerund as the subject. Write 2 sentences with an infinitive as the subject. # 5 – 10 Consider the following verbs: like, enjoy, love, keep, finish, stop, mind, want, agree, forget, hope, arrange, decide, promise, try, plan, offer Use each verb only once to make 3 sentences with a gerund as an object and 3 sentences with an infinitive an object.

“Mowgli’s Brothers” – p. 129 - 131 Foreshadowing – Quote an example and predict what you think will happen later. Theme – Quote and explain the specific importance of this theme to this story. Characterization – Quote one example of Direct Characterization - Quote one example of Indirect Characterization. What kind of I. C. is it? What does it tell you about the character? Animal Archetype – We have met 3 types of animal so far. Explain how 1 animal fulfills its animal archetype. Voice – Quote one example of author’s voice. Explain how the author creates the voice of an animal. Plot – List 10 events of the plot so far. At what point of the conflict is the story now? ANSWER COMPLETELY and IN COMPLETE SENTENCES

Answer ONE of the following questions in your essay. Write THE QUESTION at the top of your page. • You must develop your opinion and offer proof using example from the story. • You must use a thesis statement. One reason of thesis and the 3 rd body paragraph must show that you read the end of the story. The Law of the Jungle: 1. Why is it important that all animals follow the Law of the Jungle? 2. Compare Bagheera and Shere Kahn in relation to the Law of the Jungle. How does this affect their relationship with other animals? Nature vs. Nurture: 1. In “ Mowgli’s Brother’s, ” is nature or what a character has been nurtured to do more important to personality and actions?

TOPIC vs. THESIS • What is the difference between a topic statement and a thesis statement?

• A topic sentence defines the main idea of a paragraph, but a thesis statement defines the main idea and outlines an entire essay.

Suffixes: -ist -ic -able “-ist” - changes a word to mean a person characterized by the base word. “science “ becomes “scientist” which means a person who practices science. ideal - idealist peace - pacifist active - activist optimism - optimist “-ic” - changes a noun to an adjective and means “of” or characterized by. ” democrat - democratic toxin – toxic idealist - idealistic acid - acidic “-able” - changes a verb or noun to an adjective and means “able to be. ” vary - variable predict – predictable rely – reliable favor - favorable athlete - ______ energy - ______ scientist - ______ adapt - ______ observe - ______ comfort - ______ avoid - ______ value - ______ pessimism - ______ optimist - ______ biology - ______ objective - ______

Past Simple Tense - Structure + subject + verb 2 + object Don had lunch at noon with his best friend. We played dodgeball in this morning’s house. The Mayans were a civilization in South America. (- action) Subject + “did + not” + verb 1 + object . The Simpsons did not finish their dinner. He didn’t do the first draft. (- linking) Subject + “was/were + not” + object . The test was not difficult. The games weren’t exciting enough for me.

(- action) Subject + “did + not” + verb 1 + object . The Simpsons did not finish their dinner. He didn’t do the first draft. (- linking) Subject + “was/were + not” + object . The test was not difficult. The games weren’t 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 (+, -, ? )

Simple Past – Usage 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 isn’t.

Indirect Objects • The action / verb happens to the Direct Object. • The Indirect Object replaces a prepositional phrase and goes before the direct object. • I gave a present to Mom. • Subject + verb + direct object + prepositional phrase • I gave mom a present. • Subject + verb + indirect object + direct object Object Pronouns - me, you, him, her, it, us, them I gave her it. Subject + verb + indirect object pronoun + DO pronoun -------------------------------------------She sent a message to her friend. The chef cooked his guests a meal.

Present Perfect Tense + already/yet Already and yet are 2 adverbs that are commonly used with the present perfect. 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 *****Irregular Past Participles / Verb#3 are listed in Table E on p. 96 of Grammar Spectrum. *****

Suffix: “-ness” / “-tion” / “-ation” • 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 goodness kindness 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 _______ ----------------------------------------------------

Suffix 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 goodness kindness 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 - ______

Vocabulary – p. 137 • dialect (n) – A dialect is the pattern of speech of a small area of a country. For example, there are many dialects of English across the U. S. • suspense (n) – Suspense is a mysterious feeling when the reader wants to know what will happen next. • The detective mystery made me feel suspense, so I finished the book in 2 hours because I wanted to know who robbed the bank. • mood (n) – Author’s mode is how he wants the reader to feel. • The mood of a horror story is scary and suspenseful.

Conjunctions: “when, before, after, until, as soon as” with present tenses Use the present simple tense after when, before, after, until and as soon as So, the cause is present simple and the effect is a future tense (simple, pres. con’t, modal…) When school finishes, I’ll meet some friends at the mall. After she eats dinner, She is going to watch the new movie. I will wake up to finish my work and study before the sun rises. You’re not leaving this room until I know what happened. --------------------------------------------When I have completed the project, I will ask T. Patrick to check the grammar. They will take a bus into the city when they have landed in Bangkok. Use the present perfect when the action must be completed before the effect. ----------------------------------------------------After (I graduate, / I have graduated, ) I will go to medical school. Both tenses can be used with “after” without a change in meaning.

I will wake up to finish my work and study before the sun rises. You’re not leaving this room until I know what happened. --------------------------------------------When I have completed the project, I will ask T. Patrick to check the grammar. They will take a bus into the city when they have landed in Bangkok. Use the present perfect when the 1 st action must be completed before the 2 nd. --------------------------------------------After (I graduate, / I have graduated, ) I will go to medical school. Both tenses can be used with “after” without a change in meaning.

Historical fiction -The setting is real and shows an important event in history. - The story often has historical characters, but the main characters are fictional. - The writer puts the reader in the point of view of an average person at the time of an important historical event. Biography (non-fiction) – is a detailed description of a person’s life. Usually, the person is important in history.

• Voice – An author creates a specific “voice” for each character to make the reader believe each character’s personality. • The way each character talks reveals the personality. • For example, a character who is a child will speak like a child and maybe make grammar mistakes and as a lot of questions. An old man character might speak very formally and give advice to the child. • What is a clear example of an animal’s voice in “Mowgli’s Brother’s”?

Charlie and the Chocolate Factory Dramatization -You must act out your scene in class. -You must memorize your lines. -You can edit your character’s lines to make them shorter, but you must not exclude anything important from the scene. -You must dress up in costume for the scene. -You need at least one prop (objects or furniture used on stage during a play in order to illustrate the action of a scene) for your character.

Charlie and the Chocolate Factory Dramatization Scene 1 Narrator- Teerapat 2. Violet – Jackrapan 3. Veruca – Kunach 4. Mike – Tanakorn Scene 2 Narrator – Khanin 2. Mr. Bucket – Chaovatas 3. 2 Grandpas – Napat 4. Charlie - Chatu Scene 3 1. Mr. /Mrs. Bucket – Ittiwat 2. Charlie – Sorawis 3. Grandparents/All – Nattapon Scene 4 Charlie – Jiratip 2. Grandpa – Chanarop 3. Wonka – Chaichontat 4. Kids – Pichapon Scene 5 Augustus – Pawin 2. Charlie – Nachanon 3. Grandpa – Tanapong 4. Wonka – Danmuang 5. All others - Chaiyawat Scene 7 1. Wonka – Poom 2. Violet – Supakorn 3. Mrs. B. – Kittitat Scene 8 Wonka – Thass 2. Veruca – Tanapol 3. Mr. /Mrs. Salt – Vich 4. Others - Chanalai Scene 9 1. Wonka – Pattarwat 2. Charlie – Dechawee 3. Mike - Kasama