Saturday, May 25, 2013

ISL 9

Writing Different Text Types

Breaking Up (Narrative essay)

          When you are in high school, six months can feel like forever. Just remember back to a week before graduation and how slow those last few days moved. I know it is hard to imagine but I dated someone for two and a half years. Although there have been many life defining moments, breaking up with Ben was by far the biggest challenge I have ever had to face. My ability to move past him impacted my life in ways you cannot imagine.
          Ben and I met in the summer of ninety-nine during a family vacation. At that moment I felt what it was like to have butterflies in my stomach and the racing heart when his eyes caught my own. I felt as if I were Winnie from, The Wonder Years, waiting for Kevin to express his true feelings. Due to each of our encounters, I fell harder and harder for him and he did the same. For the first year, I felt nothing could go wrong, yet I was oblivious.
          Ben and I embarked on a two year relationship based on fighting and lack of trust. It became more of a chore, rather than a choice, to be together. There were too many nights of tears, rather than smiles. It is incredible how someone can be everything you want but can’t be at the same time. After way to long I realized that I no longer longed to be with Ben. I became dependent on Ben to make me happy. I needed him to be there all the time. 
          When Ben and I realized what it was we had become, I made the decision to leave behind that part of my life. It was that single conversation that changed my life dramatically. I realized after my decision how far from God I really had drifted. I now know that true happiness comes from within a person, not based on another individual. 

The Human Body (Descriptive essay)

The human body is made up of a number of different systems. Each system has a separate function, but some work together.
          One system is the skeleton, which serves to support the body and protect the internal organs. The respiratory system enables us to breathe and take oxygen into the blood, which moves around the body by means of the circulatory system. The digestive system enables us to take in food needed for growth. Waste matter is ejected from the body by means of the urinary system. The nervous system controls the other systems and enables human beings to think. 
          The endocrine system consists of various glands, such as the thyroid, sex and adrenal glands. The function of these glands is to secrete chemicals, known as hormones, into the blood. These hormones control various processes in the body, such as growth, sexual activities and digestion.
          Each system is made up of organs. The lungs, for example, are part of the respiratory system. The heart is an organ in the circulatory system. The liver functions as part of the digestive system and other systems. 
Every organ is composed of several kinds of tissue. Epithelial tissue, which includes the skin, forms a covering over organs. Connective tissue supports and holds together parts of the body and includes bone and cartilage. Other types of tissue include nerve tissue and blood tissue. 
          All tissue consists of cells. These are so small that they are measured in thousandths of a millimeter and can only be seen with a microscope. Each cell is covered with a thin membrane which surrounds a nucleus, and a jelly-like substance, called cytoplasm. This in turn contains minute particles, each with its own special function.


COMPARE AND CONTRAST THE ORGANIZATIONAL PATTERN OF THE TEXT-TYPES

Narrative essay
Descriptive essay
Narrative writing is from the authors point of view. So, it’s like: 'I thought the view out of the window was very pretty' or 'Maybe i shouldn’t have done that!'
Descriptive writing is describing things as they are without a point of view. Like: 'The sun was shining, making the day very hot' or 'If you looked out of the window you could see the village church'.
The narrative essay you use your point of view to tell the story.
The descriptive you describe the person or the place or the event using vivid images that refer to the smell, touch, sound, taste, personality, and behavior, also, person job or hobbies, and you describe what you feel about the person throughout the use of all these categories.
In narrative writing, the reader is perfectly capable to tell you the plot of the story, while in descriptive writing there does not have to be a plot, but something has become very easy for the reader to visualize.

Descriptive writing vividly portrays a person, place, or thing in such a way that the reader can visualize the topic and enter into the writer’s experience.
Narrative writing tells a story or part of a story.
Descriptive writing vividly portrays a person, place, or thing in such a way that the reader can visualize the topic and enter into the writer’s experience.
Narrative writing appears in and is not limited to novels, short stories, biographies, autobiographies, historical accounts, essays, poems, and plays.
Descriptive writing appears almost everywhere and is often included in other genre, such as in a descriptive introduction of a character in a narrative.
The general characteristics of descriptive writing include:
- elaborate use of sensory language
- rich, vivid, and lively detail
- figurative language such as simile, hyperbole, metaphor,    symbolism and personification
- showing, rather than telling through the use of  active verbs and precise modifiers

The general characteristics of narrative writing include:
- plot structure
- conflict
- characterization
- setting
- theme
- point of view
- sequencing
- transitions

ISL 8

Paragraph Writing

Marriage Proposal

          As most American girls, I have grown up dreaming of my wedding day. I pictured myself in a stunning, white gown, standing next to someone who resembled Ken, the male Barbie. I would vision a crowd of friends and family that were there to see me enter into a never ending fairytale. For some reason, I always left the most important part out. Which is, having the man that God created just for me ask me to marry him.

          I experienced a life defining moment on September 21, 2002. That was the day that John, also known as the most perfect person in the world, asked me to marry him. The weather that day was so nice that it forced us to skip class and spend the afternoon sitting on the berm. (The berm is the hill next to MSC-3.) I did notice that John’s smile was a little wider than normal, and I assumed he was up to something. I had no idea what he was about to do though. When he asked if he could give me a foot massage, I was positive that something was about to happen. I went along with him, anxious to see what he had in store. About twenty minutes pasted before he casually asked what was hanging in my dorm room window that was facing by back. When I turned to look at my third floor window I read a banner that asked, “Will you marry me?” Wow! I was in shock. When I turned to look at John he had pulled the ring out of his pocked and pushed it towards me. He anxiously waited for an answer while I sat there speechless. He finally interrupted the chaos that was going through my mind by saying, “Well?” I stumbled across the words, “Of course.”

         That was such a great day. I knew, without a doubt, that this was the man that I am supposed to marry. This is the man that I will grow with, spiritually, emotionally, and physically. Praise God for sending such a wonderful person into my life.

ISL 7

ENGLISH SOUND SYSTEM: PRONOUNCIATION, ENOUNCIATION, STRESS AND INTONATION
In groups, download an audio recording of a news report and transcribe the recording.
Write a reflection of the experience on the activity.

Ali and the Magic Carpet
One very hot day Ali finds a carpet in his uncle’s shop.
“What’s this?”
Suddenly the carpet jumps! It moves and flies off into the air.
“Hey!” “What’s happening?”
A loud booming voice comes from the carpet.
“Welcome, O master. I am a magic carpet.”
First they fly high up into the sky and then they land in a jungle.
It is hot and wet and it is raining.
Then they fly to the desert. It is very hot and dry.
“It is very, very hot today!”
After that they fly to the South Pole. There is lots of ice and snow. It’s freezing.
“Brrr!”
“Where are we now? I can’t see!”
“In the mountains, can you see me?”
“It’s very foggy.”
Then they fly to a forest. It’s very windy there.”
“ Oh, it’s windy in the forest!”
Then they fly to an island in the sea. There is thunder and lightening.
“Aaagh! Let’s go home!”
“What a storm!”
Finally they fly back home. The carpet lands in the shop and Ali gets off.
“Wow! What an adventure!”

GROUP 3 
FROM THE VIDEO SELECTED

ˈælə ənd ðə mædʒɪk ˈkaːpɪt 
wʌn ˈveri hɒt deɪ ˈælə faɪnd eɪ ˈkaːpɪt ɪn hɪz ˈʌŋkl ʃɒp
" wɒt ðɪs ? "
ˈsʌdnli  ðə ˈkaːpɪt  dʒʌmps !  ɪt  muːv  ənd  flɪes  ɒf  ˈɪntə ðə  eə
" heɪ! "  wɒt 's ˈhæpənɪŋ ? "
eɪ laʊd buːmɪŋ vɔɪs kʌms frəm ðə ˈkaːpɪt
" ˈwelkəm, əʊ ˈmaːstər. aɪ æm eɪ  mædʒɪk ˈkaːpɪt . "
fɜːst ðeɪ flaɪ haɪ ʌp ˈɪntə ðə  skaɪ ənd ðen ðeɪ lænd ɪn eɪ ˈdʒʌŋgl.
/ɪt/ /s, z, əzː strong ɪz/ /hɒt‖hɑːt/ /ənd, ənˈ strong ænd/ /wet/ /ənd, ənˈ strong ænd/ /ɪt/ /s, z, əzː strong ɪz/ /reɪnɪŋ/.
/ðen/ /ðeɪ/ /flaɪ/ /tə, before vowels tʊ; strong tuː/ /ðə; before vowels, ði; strong ðiː/ /dɪˈzɜːt‖-ɜˈrt/. /ɪt/ /s, z, əzː strong ɪz/ /ˈveri/ /hɒt‖hɑːt/ /ənd, ənˈ strong ænd/ /draɪ/.
“/ɪt/ /s, z, əzː strong ɪz/ /ˈveri/ /hɒt‖hɑːt/, /ˈveri/ /hɒt‖hɑːt/ /təˈdeɪ/!”
/ɑːftə‖ˈæftər/ /ðæt/ /ðəɪ/ //flaɪ/ /tə, before vowels tʊ; strong tuː/ /ðə; before vowels, ði; strong ðiː/ /saʊθ/ /pəʊl‖poʊl/. /ðeə,ðə‖ðer,ðər/ /s, z, əzː strong ɪz/ /lɒts‖lɑːts/ /əv, ə; strong ɒv‖əv, ə; strong ɑːv/ /aɪs/ /ənd, ənˈ strong ænd/ /snəʊ‖snoʊ/. /ɪts/ /ˈfriːzɪŋ/.
“/brrr/!”
“/weə‖wer/ /ə; strong ɑː‖ər; strong ɑːr/ /wi; strong wiː/ /naʊ/? /aɪ/ /kɑːnt‖kænt/ /siː/!"
"/ɪn/ /ðə; before vowels, ði; strong ðiː/ /ˈmaʊntɪəns‖ˈmaʊntns/, /kənˈ strong kæn/ /jə, jʊ; strong juː/ /siː/ /mi; strong miː/?"
“/ɪts/ /ˈveri/ /frɒgɪ‖frɑːgɪ, frɑːgɪ/.”
ðen ðeɪ flaɪ  tuː eɪ ˈfɒrɪst; . ɪt's 'veri wɪnd ðeə."
"əʊ, ɪt's wɪnd ɪn ðə fɒrɪst!"
ðen ðeɪ flaɪ tuː -ɪan 'ɑɪlənd ɪn ðen siː. ðeə ɪz 'θʌndə 'lartnɪŋ.
"ɑː;! let gəʊ; həʊm!"
"wɒt eɪ stɔːm!"
'faɪnəli ðen flaɪ bæk həʊm. ðə 'kɑːpɪt lænd ɪn ðe ʃɒp ənd æli get "ɒf;.waʊ wɒt-ɪan  əd'ventʃə!"

ISL 6

THE PRINCESS AND THE PEA
Hans Christian Andersen

Once upon a time there was a prince who wanted to marry a princess; but she would have to be a real princess. He travelled all over the world to find one, but nowhere could he get what he wanted. There were princesses enough, but it was difficult to find out whether they were real ones. There was always something about them that was not as it should be. So he came home again and was sad, for he would have liked very much to have a real princess.
     One evening a terrible storm came on; there was thunder and lightning, and the rain poured down in torrents. Suddenly a knocking was heard at the city gate, and the old king went to open it.
     It was a princess standing out there in front of the gate. But, good gracious! What a sight the rain and the wind had made her look. The water ran down from her hair and clothes; it ran down into the toes of her shoes and out again at the heels. And yet she said that she was a real princess.
     Well, we'll soon find that out, thought the old queen. But she said nothing, went into the bed-room, took all the bedding off the bedstead, and laid a pea on the bottom; then she took twenty mattresses and laid them on the pea, and then twenty eider-down beds on top of the mattresses.
     On this the princess had to lie all night. In the morning she was asked how she had slept.
     "Oh, very badly!" said she. "I have scarcely closed my eyes all night. Heaven only knows what was in the bed, but I was lying on something hard, so that I am black and blue all over my body. It's horrible!"
     Now they knew that she was a real princess because she had felt the pea right through the twenty mattresses and the twenty eider-down beds.
     Nobody but a real princess could be as sensitive as that.
     So the prince took her for his wife, for now he knew that he had a real princess; and the pea was put in the museum, where it may still be seen, if no one has stolen it.
     There, that is a true story.

/ðə/ /prɪns/ /ənd/ /ðə/ /piː/

/hɑːns/ /krɪstʃən/ /ændɜːrsən/

/wʌns/ /əˈpɒːn/ /ə/ /taɪm/ /ðeə,ðə‖ðer,ðər/ /wəz;strong wɒz‖wəz;strong wɑːz/ /ə/ /prɪns/ /huː/ /ˈwɒntɪəd‖ˈwɒːn-,ˈwaːn-/ /tə,before vowels tʊ; strong tuː/ /ˈmæri/ /ə/ /ˌprɪnˈses‖ˈprɪnsəs/ ; /bət/ /ʃiː/ /wʊd/ /v, əv, həv; strong hæv/ /tə,before vowels tʊ; strong tuː/ /bi; strong biː/ /ə/ /rɪəl/ /ˌprɪnˈses‖ˈprɪnsəs/. /hiː/ /ˈtrævəl/ /ɔːl‖ɒːl/ /ˈəʊvə‖ˈoʊvr/ /ðə/ /wɜːld‖wɜːrld/ /tə,before vowels tʊ; strong tuː/ /faɪnd/ /wʌn/ , /bət/ /nəʊ‖noʊ/ /weə‖wer/ /kəd ; strong kʊd/ /hiː/ /get/ /wɒt‖waːt, wʌt/ /ˈwɒntɪəd‖ˈwɒːn-,ˈwaːn-/. /ðeə,ðə‖ðer,ðər/ /wə; strong wɜː‖wər; strong wɜːr/ /ˌprɪnˈseses‖ˈprɪnsəsəs/ /ɪˈnʌf/ , /bət/ /ɪt/ /wəz;strong wɒz‖wəz;strong wɑːz/ /ˈdɪfɪkəlt/ /tə,before vowels tʊ; strong tuː/ /faɪnd/ /aʊt/ /ˈweðə‖-ər/ /ðeɪ/ /ðeə,ðə‖ðer,ðər/ /wə; strong wɜː‖wər; strong wɜːr/ /rɪəl/ /wʌns/. /ðeə,ðə‖ðer,ðər/ /wəz;strong wɒz‖wəz;strong wɑːz/ /ˈɔːlwɪəz, -weɪz‖ˈɒːl-/ /ˈsʌmθɪŋ/ /əˈbaʊt/ /ðəm; strong ðem/ /ðæt/ /wəz;strong wɒz‖wəz;strong wɑːz/ /nɒt‖nɑːt/ /əz; strong æz/ /ɪt/ /ʃəd; strong ʃʊd/ /bi; strong biː/ . /səʊ‖soʊ/ /hiː/ /keɪm/ /həʊm‖hoʊm/ /əˈgen, əˈgeɪn‖ˈgen/ /ənd/ /wəz;strong wɒz‖wəz;strong wɑːz/ /sæd/ , /fə; strong fɔː‖fər; strong fɔːr/ /hiː/ /wʊd/ /v, əv, həv; strong hæv/ /laɪk/ /ˈveri/ /mʌtʃ/ /tə,before vowels tʊ; strong tuː/ /v, əv, həv; strong hæv/ /ə/ /rɪəl/ /ˌprɪnˈses‖ˈprɪnsəs/ .

ISL 5 - Tag Questions

TAG QUESTIONS
The basic structure is:

+
Positive statement,
-
negative tag?
Snow is white,
isn't it?
-
Negative statement,
+
positive tag?
You don't like me,
do you?

Look at these examples with positive statements:

positive statement [+]
negative tag [-]
notes:
subject
auxiliary
main verb

auxiliary
not
personal
pronoun
(same as subject)

You
are
coming,

are
n't
you?

We
have
finished,

have
n't
we?

You
do
like
coffee,
do
n't
you?

You
like
coffee,
do
n't
you?
You (do) like...
They
will
help,

wo
n't
they?
won't = will not
I
can
come,

can
't
I?

We
must
go,

must
n't
we?

He
should
try
harder,
should
n't
he?

You

are
English,
are
n't
you?
no auxiliary for main verb be present & past
John

was
there,
was
n't
he?

Look at these examples with negative statements:

negative statement [-]
positive tag [+]
subject
auxiliary

main verb


auxiliary
personal
pronoun
(same as subject)
It
is
n't
raining,


is
it?
We
have
never
seen

that,
have
we?
You
do
n't
like

coffee,
do
you?
They
will
not
help,


will
they?
They
wo
n't
report

us,
will
they?
I
can
never
do

it right,
can
I?
We
must
n't
tell

her,
must
we?
He
should
n't
drive

so fast,
should
he?
You


are
n't
English,
are
you?
John


was
not
there,
was
he?

Some special cases:

am right, aren't I?
aren't I (not amn't I)
You have to go, don't you?
you (do) have to go...
have been answering, haven't I?
use first auxiliary
Nothing came in the post, did it?
treat statements with nothing, nobody etc like negative statements
Let's go, shall we?
let's = let us
He'd better do it, hadn't he?
he had better (no auxiliary)

ISL 5 - Information Questions (WH)

INFORMATION QUESTIONS (WH)

Wh word
(Usage)
(Example)
Who
(to inquire about person or people)
Who is that?
What
(to inquire about things)
What is this?
When
(to inquire about times)
When will you go?
Where
(to inquire about locations)
Where will you be?
Why
(to inquire about reasons)
Why are you crying?
How
(to inquire about manner)
How did you do that?
Which
(to inquire about a specific member of a group)
Which one was it?
Whom
(formal objective case for persons)
Whom do you seek?
Whose
(to inquire about ownership)
Whose are these?
How much
(to inquire about amount)
How much does it cost?
How many
(to inquire about number)
How many are there?
How long
(to inquire about duration of time)
How long have you been here?
How far
(to inquire about distance)
How far is it to the station?
How often
(to inquire about frequency)
How often do you come here?
How do you
(to inquire about method)
How do you say it in English?
What?do
(to inquire about occupation)
What do you do?
(to inquire about activities)
What did you do last night?
What...for
(to inquire about reason)
What did you do that for?
How come
(informal: to ask for a reason)
How come (I can't go)?