E10 feb21 2011-eoc
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The document provides guidance on identifying subjects and verbs in sentences and writing effective topic sentences for paragraphs. It discusses how subjects are the who or what in a sentence and verbs are the action or what is said about the subject. Examples are given to demonstrate finding subjects and verbs. It also covers topic sentences being the first sentence of a paragraph that states the main point or focus in a clear and single idea to give unity and coherence to the paragraph.
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今回のトピックは「簡単な文章を理解する」です。
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Here are the corrected run-on sentences using methods 1 and 2:
Method 1:
2. I forgot my homework at home. I will have to do it tonight.
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6. He walked to school he wanted exercise.
8. I finished my assignment I am going to relax.
Method 2:
1. I forgot my homework at home, but I will have to do it tonight.
3. She went to the store, and she needed milk and bread.
5. He walked to school, so he wanted exercise.
8. I finished my assignment, so I am going to relax.
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The document provides an agenda for a class that includes practicing for the GED, turning in a social studies pretest, reviewing how to write a thesis from a GED prompt, discussing homework, learning about supporting details and examples, and putting together an essay. The class will also review writing thesis statements from GED prompts, discuss the importance of co-workers' characteristics using examples and reasons, and learn how to outline essays with topic sentences, supporting details, and conclusions that tie back to the thesis.
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Sentence structure
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Paragraph writting
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This document provides guidance on writing a text response essay. It discusses the different types of questions that may be asked, including a statement about the text followed by an instruction, a direct quote followed by a task, or a direct question. It also covers how to prepare, including identifying key words and understanding unfamiliar words. The document outlines developing a contention in response to the topic and creating an essay plan with the contention and reasons. It provides tips for writing an introduction to state the contention and main points, developing the body in paragraphs with a topic sentence, evidence, explanation, and link, and concluding by restating the contention and main points without new ideas.
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Mark had 3 2/5 meters of rope that he cut into shorter ropes of 3/5 meter each. The summary calculates that Mark was able to make 5 shorter ropes from the original rope, with no rope left over. The document provides information on defining and recognizing the 8 parts of speech, including examples of how words can play multiple grammatical roles depending on the context of the sentence. It discusses the key characteristics and functions of nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections.
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E10 may2 2011
This document provides guidance for a class on vocal expression, presentation skills, and writing cause and effect paragraphs. It includes the following:
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The document provides an overview of classroom material and activities covered in an English lesson on the article "All Grown Up and Still in Tow". It includes instructions for students to complete comprehension questions and vocabulary exercises from the article, as well as discussing techniques like paraphrasing. Students are asked to submit draft answers to comprehension questions for review and provide original sentences using given word families for homework.
C:\Documents And Settings\Nx7400\Desktop\Teaching English Through English
This document discusses teaching English through oral activities and exercises. It provides examples of dialogues, games, drills and other speaking activities that target listening, speaking, reading and writing skills. Some key strategies include using pictures to elicit language, substitution drills, role plays and discussions. The goal is to help students practice English in a meaningful way that mimics real-world conversation.
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This document provides an overview of basic grammar concepts including parts of speech. It begins with defining the basic sentence structure of subject and predicate. It then discusses phrases, clauses, objects, and complements. The main parts of speech are defined including nouns, pronouns, adjectives, verbs, adverbs, prepositions, conjunctions and interjections. Specific types of each part of speech are explained like common and proper nouns, personal and possessive pronouns. The document provides examples and notes on common errors for concepts like subject-verb agreement, pronoun usage, and plural nouns.
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This document provides an overview of basic grammar concepts including parts of speech. It begins with defining the basic sentence structure of subject and predicate. It then discusses phrases, clauses, objects, and complements. The main parts of speech are defined including nouns, pronouns, adjectives, verbs, adverbs, prepositions, conjunctions and interjections. Specific types of each part of speech are explained like common and proper nouns, personal and possessive pronouns. The document provides examples and notes on common errors for concepts like subject-verb agreement, pronoun usage, and plural nouns.
The paragraph
The document provides information on how to write effective paragraphs. It defines a paragraph as a group of sentences that develops one main idea. There are typically three parts to a paragraph: a topic sentence, supporting sentences, and a concluding sentence. Additionally, a good paragraph maintains unity by only discussing one main idea and coherence by connecting ideas in a logical order. The document outlines the steps for prewriting, writing, and editing paragraphs and provides examples of transitional signals that can be used to link ideas between sentences and paragraphs.
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E10 feb21 2011-eoc
- 1. February 21, 2011 Grammar: Subjects and Verbs Writing: Effective Writing/Topic Sentences
- 8. More about Subjects and Verbs, p. 407
- 12. 10 Minute Break
Editor's Notes
- Ask the students the question for each example.
- Ask the class the question for each example.
- Give the students 5 minutes to do as many as they can. Do not wait for everyone to finish. Go over them all together.
- Give them 5 minutes to do as many as they can. Go over them all.
- Students should have read the samples for homework. You can read aloud to refresh their memory and to include those who didn’t do the reading (some students started late). Some students may not have texts. They should share with a classmate for today.
- Ask students to think about this individually for a couple of minutes. Then ask “raise your hand if you think A is most effective”? Why? Point out the strengths of A and weaknesses of B that the students do not identify.
- What kind of details would we expect for #1? #2? . . .
- Have students share one or two examples per question. Type them on the slide or write them on the board.
- Students who missed last Wednesdays class can find copies of the article in my mailbox.