E10 dec5 2011
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E10 dec5 2011

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E10 dec5 2011 E10 dec5 2011 Presentation Transcript

  • Monday, December 5, 2011Grammar: 1) Count/Non-Count Nouns 2) Articles 3) Sentence Skills Self-AssessmentWriting: Finish Descriptive Paragraph
  • Housekeeping• Exams – are marked but will not be handed back until next week – check your mark online• Roberts Christmas Party next Tuesday 12-2 in Room 101.
  • Overall Exam Results• Class average = 59.25% (C-) [lowest ever]• Lowest mark = 9.5• Highest mark = 92.5• Marks spread: A (86-100) = 2 B (73-85) = 4 C+ (67-72) = 1 C (60-66) = 4 C- (50-59) = 0 F (49 and lower) = 6 View slide
  • Count and Non-count NounsCount nouns name people, places,things, or ideas that can be countedand made into plurals.Ex: desk, blackboard, and teacher (desks, blackboards, and teachers) View slide
  • Count and Non-count NounsNon-count nouns name things or ideasthat cannot be counted and thereforecannot be made into plurals.Ex: weather, anger, and happinessNOT: weathers, angers, and happinesses x
  • Common Non-count Nouns (p. 582)Abstractions and emotions: justice, joyActivities: soccer, readingFoods: sugar, spaghettiGases and vapors: smoke, oxygenLanguages and areas of study: Cantonese, Farsi, biologyLiquids: water, milkMaterials that come in bulk: lumber, stationeryNatural occurrences: snow, thunderOthers: clothing, furniture, homework, etc. . . .
  • More on Non-count NounsQ: Since non-count nouns cannot be made intoplurals, how can we show “how much”?A: The quantity of non-count nouns can beexpressed with qualifiers such as some, more,a little, a lot, etc.Ex: I hear a lot of anger in your voice.Ex: May I have some spaghetti?
  • More on Non-count NounsSome words can be either count or non-countdepending on if they refer to one thing or more thanone thing.Ex: She had many thrilling experiences on her vacation. (several different countable moments)Ex: They told me I did not have enough experience for the job. (an abstract, non-countable idea that describes what you have gained from many countable experiences.)
  • Count / Non-Count Noun Quick Practice• Complete the handout.• We will go over the answers in a few minutes.1. c2. nc3. c4. nc5. nc6. c
  • Non-Count Noun PracticeAt your table, play Ioannis’s word game:• Player 1 – says any non-count noun. – Ex: “Thunder”• Player 2 – must say a non-count noun that starts with the last letter of “thunder” – “R” – Ex: “Reading”• Player 1 – now must say a non-count noun that starts with “G” and so on. . .NOTE: You may use a dictionary to help you in thisgame! 
  • Articles, p. 581An article signals that a noun willfollow. • indefinite = a/an • definite = the
  • Choosing the Correct Indefinite Article (a vs. an)• a carrot, a uniform (use a with a noun that starts with a consonant sound)• an onion, an honor (use an with a noun that starts with a vowel sound)
  • Use a/an with Non-specific Singular Count Nounswhen-you can count it-you don’t know “which one” specificallyEx: A penguin cannot fly; it uses its “wings” to “fly” through water. (Any penguin)Ex: There was a fire today in our neighborhood. (This fire is unfamiliar to us; it is the first time it has been mentioned)
  • Use the with Specific Nouns1. When the noun has already been mentioned once. Ex: There was a fire at work. The fire destroyed everything.2. When words or phrases in the sentence identify the noun or suggest its identity. Ex: The lights in the classroom are turned off. Ex: The coffee at Starbucks is too bitter for me.
  • Use the with Specific Nouns3. When it is unique. (There is only one.) Ex: It is harmful to stare at the sun.4. When it comes after a superlative adjective (best, tallest, fastest, etc.) Ex: He is the best runner in the class.
  • Omit articles for non-specific plurals and non-count nounsDo not use articles when non-specificnouns refer to something in general.Ex: Teachers do not become rich.Ex: Paint can give off a pungent odor.
  • Proper NounsDo not use the for most singular proper nouns:• people and animals (the Stephen Harper)• continents, provinces, cities, streets, and parks (the Granville Street )• most countries (the Korea, the Nicaragua)• individual bodies of water, islands and mountains (the Mount Seymour, the Vancouver Island)
  • Proper NounsDo use the for• plural proper nouns (the Simpsons, the Canucks, the Rockies)• names of large geographic areas (the Pacific Ocean, the North Shore)• names with the format “the ________ of ___________.” (the Premier of BC, the University of British Columbia)
  • Activity 1, p. 584Choose the correct form of noun in the parentheses.1. A telephone/Telephone2. a used car/the used car3. The car/A car4. fog/fogs5. New Jersey/the New Jersey6. patience/the patience7. Indian Ocean/The Indian Ocean8. curiosity/the curiosity9. wine/the wine10. Water/The water
  • Additional Practice1. http://www.chompchomp.com/terms/nonco untnoun.htm2. http://www.chompchomp.com/terms/count noun.htm3. http://web2.uvcs.uvic.ca/elc/studyzone/410/ grammar/count1.htm
  • BREAK
  • Sentence Skills Self-Assessment• Today, each of you will do a Sentence Skills Diagnostic Test.• Then, I will choose 5 key sentence skills for each of you to improve on and be tested on by the end of the term.• You will – Study specific pages in the text – Review some topics on grammar slides provided by the teacher – Review and complete additional grammar practice online• Each class we will have some time to work on practice and ask questions.
  • Sentence Skills Self-Assessment• Turn to p. 400 of your textbook.• On your own paper, write the heading “Sentence Skills Diagnostic Test.” Number your paper from 1-78.• Follow the instructions to complete the test.• When you are done, mark your own work (See Appendix A on p. 624 for answers).• Ask me for the “Sentence Skills Study Plan” Sheet; Follow the directions to complete this sheet.• Hand in both your test and study plan sheet to me (I will photocopy and give back to you).