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Workshop 2
English 050
Graphic Organizer

http://www.enchantedlearning.com/graphicorganizers/
Simple Present/Present
Continous
Simple Present & Present
Progressive
What is the simple present in a sentence?
Expresses daily habits or usual activities
Example:
a) Ann takes a shower every day.
b) I usually read the newspaper in the morning.
Present Progressive
What is the present progressive in a sentence?

Expresses an activity that is in progress
Example:
a)
I am reading my magazine right now.
b)
She is riding her bicycle.
Diagram
(Yesterday)
Past
(Now)
Present Prog.
(Every Day)
(Tomorrow)
Present
Future
_I_____I______I__________I_______
>>> ^
>>
Facts to Remember: Pronoun+
Auxiliary Verb “Be” Use.
I am
You are
She/He is
It is
We are
They are
Forms of the Simple Present
and Present Progressive
Forms►
Simple Present
Present
Progressive
Statement►
I, You, We, Theywork.
I am working.
You,We,They are
working.
He,she,it is
working.
He, She, It-works.
Negative►
I,You,We,They- do not I am not working
You,We,They are
work.
He,She,It - does not
work.
not working.
He,She,It is not
working.
Examples:
Simple present:

I like to work in the bar.

Mary wants to go to the concert.
Simple Present Negative:

I do not like to work in the bar.

Mary does not want to go to the concert.
Continuation:
Present Progressive:

I am using the computer.

They are studying quietly.
Present Progressive Negative

I am not using the computer.

They are not studying quietly.
Forming the Simple
Present
Subject
Verb Form
Example
I
Simple Form
Sing
You
Simple Form
Sing
He
Simple Form + S
Sings
She
Simple Form + S
Sings
It
Simple Form + S
Sings
We
Simple Form
Sing
They
Simple Form
Sing
The “S” Rule in the Simple
Present
Verb ending in...
How to make the
Example
3rd person singular
s
Add-es
pass-passes
z
Add-es
buzz-buzzes
sh
Add-es
wish-wishes
ch
Add-es
watch-watches
Consonant + Y
Change Y to I, then
add -IES
fly-flies
Anything else
Add-s
sing-sings
Group Work:
Instructions:
With one of your classmates:

Write five (5) sentences in the present tense

Write five (5) sentences in the present progressive
NOW LET’S
PRACTICE!!!

Form the simple present:
1. I ________ in a bank. (to work)
2. She ________ in Florida. (to live)
3. It ________ almost every day in Manchester. (to rain)
4. Jo is so smart that she ________ every exam without even trying.
(to pass)
5. My best friend ________ to me every week. (to write)

Form the present progressive:
1.
It/ rain / today
2.
She / wear / earrings
3.
We / walk / to school
4.
They / wait / for the train
5.
We / plan / our work
Building a Question
Simple Present
Present Progressive
Do I, you, we, they work?
_____________________________
Does he, she, it, work?
Am I working?
__________________________
Are you, we, they working?
__________________________
Is he, she, it, working?
Adverbs:
Modify (describe) an
action (verb).
•Adverbs of manner
describe how something
happens.
•Adverbs of time
describe when
something happens.
•Adverbs of place
describe where
something happens
Example:
Run-Fast (Manner)
Study-Everyday (Time)
Dance-Here (Place)
MANNER: How?
►Leslie walks slowly to
(verb) (adverb)school.
TIME- When?, How Often?
►I was there yesterday.
(verb)
(adverb)-\
PLACE -Where?
► She was here last week.
(verb)(adverb)
Classroom Interaction
Write the adverb on the blank. Indicate if it is of manner, time or place.
1.
Worms live ___________.
2.
The dog is barking ___________.
3.
___________ I went to the movies.
4.
My mom cooks __________.
5.
The little kid is ___________.
6.
___________ I will take an exam.
7.
She likes to study __________.
8.
Her room is __________.
9.
I will go to Florida ___________.
10.
I love my girlfriend ____________.
Questions pg.36

http://youtube.com/watch?v=b7Gw6MFRfLI&feature=related

http://youtube.com/watch?v=ghT81ByhIH4&feature=related

http://www.youtube.com/watch?v=4rQqdSagoOU&feature=relate
d

http://www.youtube.com/watch?v=p1NbkB77QYY&list=PLF467
A1F872AFF222

What kinds of action do th epresent continous and simple present tenses
expresses?

How do you form affirmative sentences in the present continous and
simple present tenses?Give an example.

How do you formulate questions in the present continous and simple
present tenses? Give an example

How do you form negative sentences in the present continous and simple
presen tenses? Give an example.
Writing Paragraphs
Hamburger Paragraphs
How to write a really
great paragraph!
Click on me
to learn
about good
paragraphs!
The Topic Sentence (Top
Bun)

Very first sentence
of your paragraph.

Always needs to be
indented.

Tells what your
paragraph is going to
be about.
There are many reasons
that I love to teach. First of all,
I love to teach because I love
being at school. Another reason
I love teaching is that the days
go by quickly. A third reason I
love to teach is because I love
seeing a student understand
something new. Finally, I love to
teach because I love to be
around kids. These are just a
few reasons I love to teach.
Click here to return to the hamburger
The First Detail (Lettuce)



Should not be the most
important detail.
Needs to follow directly
after the topic sentence.
Needs to be full of good
“lettucy” details!
There are many reasons that I
love to teach. First of all, I love
to teach because I love being at
school. Another reason I love
teaching is that the days go by
quickly. A third reason I love to
teach is because I love seeing a
student understand something
new. Finally, I love to teach
because I love to be around kids.
These are just a few reasons I love
to teach.
Click here to return to the hamburger
The Second Detail
(Tomato)



Still should not be the
most important detail.
Needs to follow
directly after the
lettuce sentence.
Needs to be full of
good “juicy” details!
There are many reasons that I
love to teach. First of all, I love to
teach because I love being at
school. Another reason I love
teaching is that the days go by
quickly. A third reason I love to
teach is because I love seeing a
student understand something
new. Finally, I love to teach
because I love to be around kids.
These are just a few reasons I love
to teach.
Click here to return to the hamburger
The Third Detail (Cheese)



Still not be the most
important detail.
Needs to start
differently than other
sentences.
Needs to be full of
good “cheesy” details!
There are many reasons that I
love to teach. First of all, I love to
teach because I love being at
school. Another reason I love
teaching is that the days go by
quickly. A third reason I love to
teach is because I love seeing a
student understand something
new. Finally, I love to teach
because I love to be around kids.
These are just a few reasons I love
to teach.
Click here to return to the hamburger
The Last Detail (Meat)



Finally!! The most important
detail.
Should start differently
than most of the other
sentences.
Needs to be full of good
“meaty” details!
There are many reasons that I
love to teach. First of all, I love to
teach because I love being at
school. Another reason I love
teaching is that the days go by
quickly. A third reason I love to
teach is because I love seeing a
student understand something
new. Finally, I love to teach
because I love to be around kids.
These are just a few reasons I love
to teach.
Click here to return to the hamburger
The Closing Sentence
(Bottom Bun)

Should look a lot like
the topic sentence.

Needs to summarize
the topic.

Needs to be an
obvious end to the
sentence.
There are many reasons that I
love to teach. First of all, I love to
teach because I love being at
school. Another reason I love
teaching is that the days go by
quickly. A third reason I love to
teach is because I love seeing a
student understand something
new. Finally, I love to teach
because I love to be around kids.
These are just a few reasons I
love to teach.
Go toAPP E!
Survey your Classsmate!
What do you
do every
morning?
What do you
do for a
living?
What do you
do after
work?
What do you
usually do on
the weeken
or in your
free time?
REMEMBER TO USE SOLELY SIMPLE PRESENT TENSE AND/OR
PRESENT PROGRESSIVE!
Helping/Auxiliary Verbs

A helping verb works with a main verb to help you
understand what action is taking place.
Elmer was
using the
computer.
23 Helping/Auxiliary
Verbs
may be
do
might being does
must been did
am
are
is
was
were
(main) (main)
should have
could had
would has
(main)
will
can
shall
Helping/Auxiliary Verbs
Other things to keep in mind:
•Not every sentence will have a
helping verb with the main verb.
•When you see an "ing" verb
such as "running", be on the
lookout for a helping verb also.
Helping/Auxiliary Verbs
•Sometimes there is another word
which separates the helping verb
from the main verb. One common
example is "not", as in: The boy
couldn't find his socks. The
helping verb is could and the main
verb is find.
Helping/Auxiliary Verbs
•A sentence may contain up to
three helping verbs to the main
verb. An example would be: The
dog must have been chasing the
cat. The helping verbs are: must,
have, and been; the main verb is
chasing.
Online Verb Games
Hit the Back Arrow on your browser to return.
Take Dave’s Quiz
Helping Verb Quiz
Print and complete the Action Verb Worksheet
Find the Verb Game
Jeopardy Challenge Board
Present and Past Tense Matching Game
Verb Machine
More Verb Activities

Irregular Verb Worksheet

Verb Concentration Game

ANTS PICNIC (Irregular Verb Game)

Verb Worksheet
MAIN
Verb “to do”
Primary helping verbs

Uses of Do, Does and Did

In the simple present tense, do will function as an auxiliary to
express the negative and to ask questions. (Does, however, is
substituted for third-person, singular subjects in the present tense.
The past tense did works with all persons, singular and plural.)
Primary helping verbs

With "yes-no" questions, the form of do goes in front of the subject and
the main verb comes after the subject:

Did your grandmother know Truman?

Do wildflowers grow in your back yard?
Primary helping verbs

Forms of do are useful in expressing similarity and differences in
conjunction with so and neither.

My wife hates spinach and so does my son.

My wife doesn't like spinach; neither do I.
Primary helping verbs

Do is also helpful because it means you don't have to repeat the verb:

Larry excelled in language studies; so did his brother.

Raul studies as hard as his sister does.
Primary helping verbs

The so-called emphatic do has many uses in English.

To add emphasis to an entire sentence: "He does like
spinach. He really does!"

To add emphasis to an imperative: "Do come in."
(actually softens the command)

To add emphasis to a frequency adverb: "He never did
understand his father." "She always does manage to
hurt her mother's feelings."
Primary helping verbs
To contradict a negative statement: "You didn't do your
homework, did you?" "Oh, but I did finish it."
To ask a clarifying question about a previous negative
statement: "Ridwell didn't take the tools." "Then who did take the tools?"
To indicate a strong concession: "Although the Clintons
denied any wrong-doing, they did return some of the gifts."
In the absence of other modal auxiliaries, a form of do is used in question
and negative constructions known as the get passive:
Did Rinaldo get selected by the committee?
The audience didn't get riled up by the politician.
Subject
Pronouns/Object
Pronouns
Practice:

Frank and Pedro are my friends. ______ are my brothers.

This is Alice. _____ is in my class.

Judy lost her book. I found it, and I gave it to _____.

That is Maria’s husband. ______ works in downtown.

Fernando and ____ are cousins. ____ enjoy listening to music together.

My best friends are on vacation. _____ are in Paris.

Are you from San Juan, P.R.? ____ is a beautiful city.

Sam gave the baseball bat to Juan. ____ was her birthday gift for ____.

Glori had no idea the surprise party was for ____. ____ loved ___!

Manuel, Lulu, Wilma and _____ (referring to the speaker) went to the
movies. ____ had a terrific time.
Auxiliary verb to
have
Primary helping verbs


Uses of Have, Has and Had
Forms of the verb to have are used to
create tenses known as the present perfect
and past perfect. The perfect tenses
indicate that something has happened in
the past; the present perfect indicating that
something happened and might be
continuing to happen, the past perfect
indicating that something happened prior
to something else happening.
Primary helping verbs

To have is also in combination with other modal
verbs to express probability and possibility in the past.

As an affirmative statement, to have can express how
certain you are that something happened (when
combined with an appropriate modal + have + a past
participle)
Primary helping verbs

As a negative statement, a modal is combined with
not + have + a past participle to express how certain
you are that something did not happen: "Clinton
might not have known about the gifts."
Primary helping verbs

Have is often combined with an infinitive to form an
auxiliary whose meaning is similar to "must."

I have to have a car like that!

She has to pay her own tuition at college.

He has to have been the first student to try that.

http://www.englishexercises.org/makeagame/viewg
ame.asp?id=641
Reading and
Scanning
Techniques
Can you read
my mind?
Let us test your reading speed!
Scanning and Skimming
http://www.readingdynamicsrsa.com/speedtest.htm
Skimming and scanning are especially valuable when there is
only one item of information that you need to find from a
particular passage.

Skimming and scanning are very rapid reading
methods in which you glance at a passage to find
specific information. These reading methods make it
easier for you to grasp large amounts of material,
especially when you're previewing. They are also useful
when you don't need to know every word.
Skimming refers to the process of reading only main
ideas within a passage to get an overall impression of
the content of a reading selection. An example of this is
when we read the title of a newspaper to know what
happens everyday.
How to skim:
1. Read
the title.
2. Read
the introduction or the first paragraph.
3. Read
the first sentence of every other
paragraph.
4. Notice
any pictures, charts, or graphs. *
Notice any italicized or boldface words or
phrases.
5. Read
the summary or last paragraph.
Scanning is a reading technique to be used when you want
to find specific information quickly. In scanning you have a
question in your mind and you read a passage only to find
the answer, ignoring unrelated information.
How to scan:
1. State
the specific information you are looking for.
2. Try
to anticipate how the answer will appear and
what clues you might use to help you locate the
answer. For example, if you were looking for a
certain date, you would quickly read the
paragraph looking only for numbers.
3. Use
headings and any other aids that will help you
identify which sections might contain the
information you are looking for.
4. Selectively
passage.
read and skip through sections of the
seconds
Special Note:

When you skim and scan, you need to cover
everything, even titles, subtitles, side features, and
visuals. That bit of information you need may not be
tidily packaged in a paragraph, so you need to check
1. Cover
the entire page--not
justeverything
the main body of the text,
2. Check
entire
page
there are also many
visual
clues
that help you to find
information. Heads
and subheads
break up the text
3. Visual
clues
and identify the4.content
eachhave
part.titles/captions
Where key
Graphs,of
charts
terms are introduced and defined, they appear in
boldface type. Graphs and charts have titles and/or
captions that tell you what they are about. These
clues will help you to find information. . . but only if
you use them.
SW: Skim and Scan the
text:
A newly published report indicates that jogging
could have adverse health effects, especially for
those who do it alone. A team of researchers from
Harvard University has suggested that going for a run
on your own is not as healthy as previously believed
and is nowhere near as beneficial as jogging as part
of a group. They suggested it could actually be
detrimental to one’s health. Experiments conducted
on rats indicated that running alone raises stress levels
and stifles brain cell regeneration. Professor Elizabeth
Gould, who led the research, said: “These results
suggest that, in the absence of social interaction, a
normally beneficial experience can exert a potentially
deleterious influence on the brain.”

The researchers monitored two groups of rats on
exercise wheels. One group exercised alone, the
other as part of a rodent jogging team. After two
weeks, the scientists conducted tests to ascertain
the rate of brain cell growth in all of the test
animals. The results revealed that the communal
joggers had double the amount of new brain
cells as the solo runners. Professor Gould
concluded that: “When experienced in a group
setting, running stimulates neurogenesis (brain
cell growth). However, when running occurs in
social isolation, these positive effects are
suppressed.” Joggers around the world should
perhaps take the research with a pinch of salt
and remember that jogging is healthier than the
rat race.
Part 1: Skimming
1.
Answer the following questions using your own words
but taking into account the information in the text.
a.
According to the text, is jogging alone beneficial for our
health? Why?
Has this piece of research been tested on humans?
b.
2. Choose a, b or c in each question below. Only one choice is
correct.
Some Harvard researchers claim that jogging alone
i.
a. is not healthy.
b. is as healthy as it was thought.
c. is not as healthy as it was thought.
Jogging alone..
ii.
a.
increases the production of brain cells.
Part 2: Scanning
Are the following statements TRUE or FALSE? Identify the part
of the text that supports your answer.
a.
Jogging with rats stimulates the brain cell production:
________
Evidence:
b. Jogging rats produce more brain cells if they do it in group:
________
Evidence:
Answer the following questions:
c. What does professor Gould says about the results of this
Prepositions and
Conjunctions
http://www.youtube.com/watch?v=2US4cZJWrus
http://www.youtube.com/watch?v=MOs_IVOeSPk
Let’s Practice!

Divide in two sections, one will share their graphic organizers on
prepositions, the other gorup thei graphic organizers on conjunctions.
You will discuss th einformation in detail and summarize everything in
one or two graphic organizers. Then, you will teach your classmates
about the topic.
Prepositions function within phrases to modify
main verbs, nouns, or adjectives.
They also express spatial and temporal
relationships between parts of a sentence.
1. Location: at, on, in: Prepositions differ according to the
number of dimensions they refer to. We can group them
into three classes using concepts from geometry: point,
surface, and area/volume.
a. Point: (at) Prepositions in this group indicate that the noun that
follows them is treated as a point in relation to which another
object is positioned.
b. Surface: (on) Prepositions in this group indicate that the position
of an object is defined with respect to a surface on which it
rests.
c. Area/Volume: (in) Prepositions in this group indicate that an
object lies within the boundaries of an area or within the
confines of a volume.
2. Direction: to, on(to), in(to): These prepositions express
movement toward something. To, into, and onto
correspond respectively to the prepositions of location at,
in, and on. Each pair can be defined by the same spatial
relations of point, line/surface, or area/volume.
3. Temporal relations: Prepositions also express how objects
relate temporally. Prepositions can express a point in time
or an extended time.
a. On, at, and in are each used to express similar relations as their
spatial counterparts.
b. Since, by, for, and from-to are used to express extended time.
1. We arrived ____ the house ____ the
afternoon.
2. The waiter was ____ our table
immediately.
3. We have not seen our waiter _____
we arrived.
8. A light appeared ____ the window.
9. The cattle will graze ____ the open
range ____ the whole summer.
10. Three hockey players are ____ the
ice.
4. The soccer player leaped ____ the
ball.
11. The cowboy rode _____ the
setting sun.
5. The tiger jumped _____ my face.
12. Three boxers are ____ the ring.
6. The tiger jumped _____ the trap.
13. The play ran _____ September
____ November.
7. I went ____ the store today.
14.
The water spilled _____ the

For is a personal and personally limiting preposition and expresses a
proprietary relationship. Also, for refers to temporal duration (ex: I went to
England for two weeks) and motivation.

To is a quantitative, directional preposition and should be used to explain the
impersonal connection between objects.
1. For:
a. “Speak for myself.” Here for refers to motive and is personally limiting and
proprietary. The emphasis is as follows: “I speak on my own behalf; no one
else does it for me.”
b. “This is my first time for a visit.” This sentence lays more stress on the
personal motive for the visit. This preposition stresses the relationship
between the visitor and the visitee.
2. To: “Speak to myself.” Here to explains the direction of the conversation.
3. Infinitives: “This is my first time to visit.” To visit is an infinitive not a
preposition. This sentence lays stress on the action of the visit. An adverb
could be added to inform the reader of the specific type of action (personal
visit, professional visit . . . etc.).
5.
(Motive) The bookstore
closed ___ convocation.
6.
(Direction) The clerk left to
go ___ the chapel.
2. (Personal) I am waiting ___
the ambulance.
7.
(Motive) The clerk left ___
the chapel.
3.
8.
(Direction) Sally wants to go
___ the lake.
9.
(Personal) John spoke ___
himself.
1.
(Direction) I went ___ the
bank to deposit my check.
(Motive) John left ___
France where he hopes to
study French culture.
4. (Direction) Thomas is leaving
to go ___ England
tomorrow.
10. (Direction) John spoke ___
himself.

http://www.k12reader.com/subject/prepositionworksheets/
Grammar for Writing
Learning Objective:
How sentences can be joined using conjunctions.
A conjunction helps us join two short sentences together to
make a longer one.
The cat is brown.
Conjunction
The cat is fat.
The cat is brown and the cat is fat.
With more precise writing we have to think about using other
conjunctions.
Read the following letter with your
partner. Focus on the underlined
words.
Dear Mr Agard and Ms Nichols,
I like the book you wrote called Caribbean dozen. I say one of the poems while I am
skipping. I’ve been saying that poem since I was four but now I say the version in
your book. I look at the book everyday so that I can learn the last verse. Mrs Bradley
reads us poems when we have finished our work. Martin likes the one about the
chocolate bars because it is only five words long. I like writing poems though I’m not
as good at it as Sheena. I am better if nobody bothers me. I could write you a poem
about my friend’s hamster or I could draw Mrs Bradley’s cat for you. I like the picture
of the rabbit and I like the poem too. I want a rabbit but I am not allowed one.
Love from
Gina
Here is a list of the conjunctions we have just read:
and, while, since, but, so that,
when, because, though, if, and
or.
Try and join these ‘simple’ sentences using the list of conjunctions
to make a ‘complex’ sentence.
The cat is brown.
His mother was brown.
I like playing football.
I’m not as good as my friend.
I have not had much sleep.
My brother started to learn the drums.
and, while,
since, but, so
that, when,
because,
though, if,
and or.
Well Done!
WELL DONE!
We understand how to write a complex sentence using
conjunctions.
Practice!

Write 7 sentences using a prepositional phrase and 7
sentences using conjunctions.

http://esl.about.com/library/grammar/blgr_prep_p
hrases1.html
Cause and Effect
Writing About Cause and
Effect

What is a CAUSE?
 It
is what makes something happen
 (Example: The floor was wet...)

What is an EFFECT?
 It
is what happens
 (Example: so, I slipped and fell.)
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MAPTAP 2004
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Writing Tips

Look for words such as…





Since
So
Because
Therefore
Due to the fact

Use cause and effect in
paragraphs to explain how
things work
OR

how something happens.
…to join cause
and effect sentences.
84
MAPTAP 2004
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Two things have to happen in a
cause and effect sentence!
A
CAUSE is what makes
something happen.
 An
EFFECT is what happens as a
result of the cause.
The needle

Look at the pictures below.The balloon will pop

What is the cause?________________

What will be the effect?_______________
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MAPTAP 2004
4/11/2016
Look at the pictures below.
Match the CAUSE with the EFFECT
 Cause
 Effect
GREAT JOB!!
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MAPTAP 2004
4/11/2016
Remember these tips…
 The
CAUSE happens FIRST
 Ask yourself, what had to happen first?
 The

EFFECT happens SECOND
Ask yourself, what happened last?
 Also:

Cause before Effect!
 Look

C before E (In the alphabet)
for clue words
Because, since, so, on account of, due to the fact
87
MAPTAP 2004
4/11/2016
Certain words join cause
and effect sentences.
I bought Dan a present BECAUSE it was
his birthday.
-
It was Dan’s birthday
What is the cause? ________________
I bought him a
________________
present
-
What is the effect?
-
What is the word that join the cause and effect?
_______
Because
88
MAPTAP 2004
4/11/2016
What other words help to
join cause and effect
sentences?

The ice cream was melting AS A RESULT OF the
hot weather.

The hot weather
What is the cause?________________

What is the effect?________________
The ice cream melted

What is the joining clue word?___________
As a result of
89
MAPTAP 2004
4/11/2016
Which words join the
cause and effect parts of a
sentence?

I told Ellen to come home because it was time for
because
dinner. _________
The school was closed yesterday on account of the
snowy weather. ___________
on account
of
 Sara could not go to the party due to the fact that she
due to the fact
was sick. ____________


I saved ten dollars as the result of putting one dollar
as the result
in my bank every week.____________
of
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MAPTAP 2004
4/11/2016

USE THE WORDS THAT JOIN THEM

Because, since, on account of, due to the fact
1.
I had to wear boots to school _________
________________________________
2.
I like you _________________________
3.
Alan had to stay after school _________
________________________________
4.
We are having a party_______________
91
MAPTAP 2004
4/11/2016
Share your own
cause and effect
sentences!
Read one of your sentences aloud, and let one of
your classmates identify the cause and effect of each.
Share your collage
with your daily
routine, maching the
pictures with the
vocabulary words
listd as part of the
assignment.
You will write a paragraph explaining your daily
routine, using the new vocabulary. This will be
evaluated using App E!!
Assignments!

Journal entry!

E-lab! Remember to hand in your doc from App D

Continue working on your E Portfolio!!

Study for quiz #1!!

Prepare an oral presentation about a restaurant. Give it a name, a menu,
what is its specialty dish, a food nutrition label and what type of decor
would you use in your “restaurant”.

This will be part of the oral assessment points for
the week!