3. Articles, p. 581 An article signals that a noun will follow. indefinite = a/an definite = the
4. Choosing the Correct Indefinite Article 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)
5. With Count and Non-count Nouns Count nouns name people, places, things, or ideas that can be counted and made into plurals. Ex: desk, blackboard, and teacher (desks, blackboards,and teachers)
6. With Count and Non-count Nouns Non-count nouns name things or ideas that cannot be counted and therefore cannot be made into plurals. Ex: weather, anger, and happiness NOT: weathers, angers, and happinessesx
7. Common Non-count Nouns (p. 582) Abstractions and emotions: justice, joy Activities: soccer, reading Foods: sugar, spaghetti Gases and vapors: smoke, oxygen Languages and areas of study: Cantonese, Farsi, biology Liquids: coffee, milk Materials that come in bulk: lumber, stationery Natural occurrences: snow, thunder Others: clothing, furniture, homework, etc. . . .
8. More on Non-count Nouns Q: Since non-count nouns cannot be made into plurals, how can we show “how much”? A: The quantity of non-count nous can be expressed with qualifiers such as some, more, a little. Ex: I hear a lotof anger in your voice. Ex: May I have somepaper?**choose anotehr ex.
9. More on Non-count Nouns Some words can be either count or non-count depending on if they refer to one thing or more than one 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.)
10. Use a/an with Non-specific Singular Count Nouns when -you can count it -you don’t know “which one” Ex: A penguin cannot fly; it uses its “wings” to “fly” through the 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)
11. Use the with Specific Nouns When the noun has already been mentioned once. Ex: There was a fire at work. The fire destroyed everything. 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.
12. Use the with Specific Nouns When it is unique. 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.
13. Omit articles for non-specific plurals and non-count nouns Do not use articles when non-specific nouns refer to something in general. Ex: Teachersdo not become rich. Ex: Paint can give off a pungent odor.
14. Proper Nouns Do 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)
15. Proper Nouns Do 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)
16. Activity 1, p. 584 Choose the correct form of noun in the parentheses. 1. A telephone 2. a used car 3. The car Kim 4. Thick fog 5. New Jersey 6. patience 7. The Indian Ocean 8. curiosity 9. wine 10. The water
19. Compare and Contrast Paragraphs Compare – show how things are similar Contrast – show how things are different In both cases, the things being compared or contrasted should be of the same type: two products, two jobs, two friends, etc.
20. Compare and Contrast Paragraphs There are two possible ways to organize a compare/contrast paragraphs. Turn to p. 222 and 223.
21. Compare and Contrast Paragraphs How is each paragraph organized? My Senior Prom All about the dream All about the reality This type of organization is called “block” or “one side at a time”
22. Compare and Contrast Paragraphs Day versus Evening Students 1. Characteristics of day students Characteristics of evening students 2. Responsibilities of day students Responsibilities of evening students 3. Attitude of days students Attitude of evening students. This type of organization is known as “point by point.”
23. Compare and Contrast Paragraphs Whether you chose “one side at a time” A – point 1, 2, and 3 B – point 1, 2, and 3 or “point by point” point 1 – A; B point 2 – A; B point 3 – A; B Make sure you keep the order of comparison consistent all the way through!
24. Compare and Contrast Paragraphs You can see this structure in detail if you turn to p. 224 and 225.
25. Compare and Contrast Paragraphs Two more examples can be found on p. 226-227. Review on your own if you are still unsure about the two different structures.
26. Compare and Contrast Paragraphs Turn to p. 228-229. Read the final three example paragraphs and then complete the questions on p. 229-230. We will go over them together.
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28. Contrast Transitions Transitional expressions showing contrast (differences): Although, whereas, but, however, conversely, on the other hand, in contrast, while, yet, unlike
29. Comparison Transitions Transitional expressions showing comparison (similarity): In the same way, just as A . . . so B, and, also, in addition, similarly, as well as, like, both, neither, too, each of , the same
30. Homework Writing Read p. 230-232 of the text. Then do Writing Assignment #1. Read and follow the step-by-step instructions. Hand in all your work, from prewriting, rough draft, to final draft. Due Monday. Marks /10 Novel Read to p. 98 for Monday – be prepared for the quiz. Vocabulary Paragraph – revised deadline – Wednesday, May 12th.
Editor's Notes
Read to them and then have them read again to analyse the structure. Half students one and half the other???
