V5ENTL+ Period 1 Grammar - subclauses contrast/reason/manner, indirect speech

• Engels
• Middelbare school
• vwo
• Leerjaar 5

Today's class

Tests Period 1:

Writing test CPE style 100 min. in test week

Tests MC vocab, grammar, expressions & literary devices 50 min. in class

Grammar = clauses of contrast, manner, reason; indirect speech, nominalizations/complex sentences

Unit 11 - 

Reading & Use of English Part 5 - ex. 4, 5, 6, 7 - p. 116  - Reading comprehension, literary devices, speaking, vocabulary

Writing Part 2 - instead of a report -> comparative essay task sent by mail 

Nominalization ex. 3/4/5 + Vocab. ex. 6 (p. 120) = HW tomorrow

Listening Part I (p. 117) + Speaking Part II (p. 118) tomorrow's class

Essay feedback

Format -

 paragraph 1 = both texts; 

paragraph 2 = text 1 + your opinion

paragraph 3 = text 2 + your opinion

paragraph 4 = In conclusion, I feel ...

Register (more formal, sophisticated words)

Synonyms (do not copy! avoid using the same words)

Two essays were okay/a good start 

Literary Devices in 2 poems

Alliteration

Personification

Metaphor

Symbol

Allusion

Consonance

Assonance

Stanza

Euphony

Onomatopoeia

Poems

Whoso List to Hunt - Thomas Wyatt (1503-1542) - Renaissance 

To Autumn - John Keats (1819) - Romantic Period

www.litcharts.com

Prose 

Lamb to the Slaughter - Roald Dahl - Short Stories

Literary devices amongst others: protagonist, antagonist, setting etc. (check list)

Whoso list to hunt? - Thomas Wyatt (1503-1542)

1. Whoso list to hunt, I know where is an hind,​
2. But as for me, alas, I may no more.​
3. The vain travail hath worried me so sore,​
4. I am of them that farthest cometh behind.​
5. Yet may I, by no means, my wearied mind​
6. Draw from the deer, but as she fleeth afore​
7. Fainting I follow. I leave off, therefore,​
8. Since in a net I seek to hold the wind.​
9. Who list her hunt, I put him out of doubt,​
10. As well as I, may spend his time in vain.​
11. And graven with diamonds in letters plain​
12. There is written, her fair neck round about,​
13. "Noli me tangere, for Caesar's I am,​
14. And wild for to hold, though I seem tame."

www.poetryfoundation.org

Expressions with make

Make for: 

Make do with: 

Make or break: 

Make up for: 

On the make:

All the makings of: 

Make out: 

Make like: 

Make off with:

Unit 10 - vocabulary p. 101

• Reams = large quantities of
• Ubiquitous = very common, being everywhere at the same time
• Fallout = the bad results of a situation
• To spill (over) into = to affect another area/situation/group of people, especially in an unwanted/unpleasant way
• Deficit = shortage, amount by which sth. is too small

Types of clauses

In general:

Main clause = group of words/phrase that forms a complete thought/a simple sentence (......,I need to work hard.; I need to work hard, ....)

Subordinate clause = : a clause that does not form a simple sentence by itself and that is connected to the main clause of a sentence (even if I pass....)

Types of clauses

Contrast clauses: 

even if, even when, although, though, much as, much, but, despite, despite the fact that, while, whereas

Reason clauses:

because, since, now that, while, as, for, in (in that there are...)

Adverb clauses of manner:

though, as if, just as,  as though, like

Expressions with make

Make for: to move towards sth

Make do with: to manage with sth. that isn't really good enough

Make or break: complete succes or total failure

Make up for: to do sth. that corrects a bad situation

On the make: trying to get money or an advantage for yourself

All the makings of: to have the qualities that are necessary to become sth.

Make out: to understand sb's character

Make like: to pretend to be, know or have sth. in order to impress people

Make off with: to steal sth. and hurry away with it

Indirect Speech - backshift

Direct Speech

"It is a very moving speech"

"I think it has nothing to do with peace"

"Can you help me tomorrow?"

"I have never smoked in my life!"

"I saw Tim yesterday".

Indirect speech

He said it was a very moving speech.

She said she thought it had nothing to do with peace.

He asked if she could help him tomorrow.

She said she had never smoked in her life.

She said she had seen Tim the day before.

Backshift - changes in imperative

Imperative:

Direct speech: Go away!

Indirect speech: He told me to go away!

Imperative negative:

Direct speech: Don't leave!

Indirect speecht: He told me not to leave

Backshift -  changes in other words

• yesterday -> the day before
• this week -> last week
• today -> that day
• tomorrow ->the next day, the following day
• here -> there
• last week -> the week before, the previous week

Indirect Speech: no tense changes

the reporting verb is in a present tense; 

Joanna: I have just arrived in Hanoi.

Joanna says she has just arrived in Hanoi. (reporting a recent telephone conversation; the reporting verb say is present simple)

the reported words are true at the time of reporting:

George: I'm meeting Karen tomorrow.

George said he is meeting Karen tomorrow. (reported on the same day, tomorrow still refers to tomorrow)

the reported words express a general truth:

Copernicus: The planets revolve around the sun.

Copernicus stated that the planets revolve around the sun. (it is a general truth)

the reported words refer to an unreal situation:

Mike: I wish I was a year older; then I could enter the race.

Mike wished he was a year older, so he could enter the race. (he is not older)

www.grammaring.com

Nominalization

Nominalization = turning the verb into a noun (i.e. decide -> decision)

Why?

• Formal register
• To hide the agent
• Concise writing (=short and to the point, each word contributes to meaning)
• Avoid use of personal pronoun
• Combine sentences into 1 complex sentence (noun phrase -> noun + modifier; gerunds)

Example:

• The principal decided to expel the student and he was then severely criticized for it 

-> The decision to expel the student led to severe criticism.

• Elvis slowly walked into McDonalds. He was recognized by a member of the crew. Elvis then quickly left.

-> Walking slowly into McDonalds, Elvis was recognized by a crew member 

-> Elvis' slow walk into McDonalds lead to his recognition.

Today's class

Homework - ex. 3, 4, 5 on Nominalization/grammar - p. 120

Listening Part 1 - (ex. 2 )+ ex. 4 (Vocabulary) - p. 117

 + ex. 6 (Expressions) - p. 118

Feedback comparative essays 

csgliudger.sharepoint.com

The position and influence of celebrities as role models is the focus of both texts; however, both differ in their take on the matter. The first text takes the stance that all celebrities are poor role models whereas the second text argues that their positive or negative influence depends on the individual concerned.  

As the first text points out, our chosen role models are integral to shaping many aspects of who we are and who we aspire to be. With reference to celebrities in particular, the author is scathing about the scope of celebrities to 

 be inspirational figures. I feel that it is an over-reaction to dismiss all celebrities in this way because of the behaviour of a limited number of individuals.  

The second text makes the point that the media builds and destroys celebrities at will. I am inclined to agree with this argument as it is sensationalism that sells newspapers and fuels online chat. As I argued above, to apply one label to an entire group is inaccurate and unfair. There are without doubt a number of positive celebrity role models and blanket condemnation is inappropriate.  

In conclusion, I feel that celebrities should be judged as individuals, in the same way as any other people who are grouped together because of a particular job or status. After all, it would be equally inaccurate to say that all political leaders or parents are positive role models.  

csgliudger-my.sharepoint.com

engxam.com