SOFAD course resource page for Enjoyment and Entertainment II (ENG-2101) < http://cours1.sofad.qc.ca/ressources>
Look for Common Core Basic Education Curriculum Then click on:
Enjoyment and Entertainment II
Exploring and appreciating the creative potential of language
ENG-2101-2
Learning Guide ENG-1102-2 Enjoyment and Entertainment I
Acknowledgements
Project Manager: Michael Rutka (SOFAD) Instructional Designers: Lou Ann Paul Jo-Ann Stanton (SOFAD) Michael Rutka (SOFAD) Authors: Wendy Sturton Joanne Lehrer Catherine (Cat) Kidd Karen Torgerson Andrew Agostino Content Revisor: Wendy Sturton Copy Editor: Johanne St-Martin Illustrator: Hélène Meunier Rights Agent: Nicole Cypihot (SOFAD) Graphic Designer: Robin Patterson Cover Page: Robin Patterson Cover Photographer: Elie Despins Proofreader: Johanne St-Martin Literature Search: Joanne Trussler Catherine Kidd Video Production: Les films David Chaumel (videographer - Catherine Kidd video) Interviewer of Catherine Kidd: Sarah Low Pedagogical review: Wendy Sturton Audio Production: Claude Mercier Unit 8 interview of Nadia Sessen Unit 10 interview of Norman Nawrocki Interviewer of Ms. Sessen and Mr. Nawrocki: Wendy Sturton Unit 6 readings of “The Chaser,” “My War,” “The Path Through the Woods,” and “The Other Family”: Wendy Sturton Audio Production: Productions du Sixième inc. Original Music: Claude Mercier (Unit 10, beats 1 and 2) Audio Editing: Éric Éthier (Unit 11, “Mother Sucker”)
First Printing: February 2014 © Société de formation à distance des commissions scolaires du Québec All rights for translation and adaptation, in whole or in part, reserved for all countries. Any reproduction by mechanical or electronic means, including micro-reproduction, is forbidden without the written permission of a duly authorized representative of the Société de formation à distance des commissions scolaires du Québec (SOFAD). This work is financed by the Ministère de l’Éducation, du Loisir et du Sport du Québec. Part of this financing comes from the Canada-Quebec Agreement on Minority Language Education and Second Language Instruction.
Legal Deposit: 2014 Bibliothèque et Archives Nationales du Québec Library and Archives Canada ISBN: 978-2-89493-469-2
2 © SOFAD Table of Contents
Introduction – Using the Learning Guide ...... 7 What You Will Need ...... 7. Icons Used ...... 7. What Am I Doing Here? ...... 8 What Will I Learn? ...... 8 Why Did I Enroll in This Course? ...... 8 How Do I Feel? ...... 10 Where Have I Been? ...... 12 How Does the Learning Guide Work? ...... 12 The Learning Situation ...... 12 How the Learning Guide Is Organized ...... 12 Review and Follow-up Section ...... 13 Where to Find Things ...... 14 Accessing the Internet ...... 15 How Will I Be Evaluated? ...... 15 Getting Ready to Learn ...... 16 Study Habits ...... 16 Managing My Time ...... 17. Students With Children ...... 18 First Impressions ...... 18 Unit 1 – Using Language Creatively ...... 21 Welcome on Board ...... 21 You’re Hired ...... 21 Different Types of Media ...... 23 Meet the Team ...... 24. Three Types of Language ...... 26. Review and Follow-up ...... 29 Grammar Pack (Phrase, Subject-Verb Agreement, Active Voice, Tense Consistency) ...... 31 Unit 2 – Unlimited Ink ...... 45 Informative or Aesthetic? ...... 46. What’s in Store? ...... 47 Work Request ...... 48 Main Attraction ...... 49 Reading a Text Together ...... 51 Activating Prior Knowledge ...... 51. Working Through a Response ...... 53 Make Predictions ...... 54 Planning and Preparation ...... 71. Doing the Work ...... 73 Review and Follow-up ...... 74 Grammar Pack (Conjunctions, Passive Voice, Style, Point of View, Person Consistency) ...... 77 Unit 3 – Let’s Practice – Getting to Know You ...... 95. Activity 1 – Introducing Yourself ...... 95 Activity 2 – Presenting a Favourite Creative Production ...... 98
© SOFAD 3 Table of Contents
Unit 4 – Parallel Lines ...... 105 What’s in Store? ...... 106 Work Request ...... 107 Main Attraction ...... 108 Planning and Preparation ...... 119 Doing the Work ...... 121 Review and Follow-up ...... 123 Grammar Pack (Irregular Verbs, Coordinating Conjunctions, Number Consistency, Passive Voice) . . .125 Unit 5 – Word Plays ...... 141 What’s in Store? ...... 142 Work Request ...... 142 Main Attraction ...... 143 Purpose for Reading ...... 147 Planning and Preparation ...... 157 Theme, Issue, Message ...... 157 Plot, Storyline ...... 157 Setting, Set ...... 158 Doing the Work ...... 159 Review and Follow-up ...... 161 Grammar Pack (Tone, Transition Words, Prefixes) ...... 163 Unit 6 – Sound Waves ...... 177. What’s in Store? ...... 179 Work Request ...... 180 Main Attraction ...... 182 Doing the Work ...... 186 Planning and Preparing ...... 186 Revisor’s Toolbox ...... 187 Reading and Recording Your Audiobook ...... 188 Listen to Your Recording ...... 189 Review and Follow-up ...... 190 Communication ...... 192 Grammar Pack (Hook, Persuasive Argument, Suffixes, Specific to General Argument) ...... 193 Unit 7 – Let’s Practice – Watch, Read, Tell ...... 207. Work Request ...... 208 Activity 1 – Essential Ideas and Questions ...... 210. Activity 2 – Verbal Features of the Interview ...... 2 11 Activity 3 – Write an Email ...... 2 11 Activity 4 – Show Your Reading Strategies ...... 218. Activity 5 – Write a Response ...... 218. Activity 6 – Write a Short Story ...... 219 Unit 8 – Words and Music ...... 223. What’s in Store? ...... 227 Work Request ...... 227 Main Attraction ...... 228 Song Patterns ...... 230 Doing the Work ...... 234 Planning and Preparing ...... 234 Revisor’s Toolbox ...... 235 Review and Follow-up ...... 236 Communication ...... 238
4 © SOFAD ENG-1102-2 Enjoyment and Entertainment I
Grammar Pack (Contractions, Possessive Form, Possessive Pronouns) ...... 239 Unit 9 – Shifts in Time ...... 255 What’s in Store? ...... 257 Work Request ...... 258 Main Attraction ...... 259 Planning and Preparation ...... 271. Doing the Work ...... 274 Revisor’s Toolbox ...... 274 Review and Follow-up ...... 276 Grammar Pack (Tone, Clause, Transition Words, Numerals, Singular Pronouns) ...... 279 Unit 10 – Words Out Loud ...... 297. What’s in Store? ...... 302 Work Request ...... 302 Main Attraction ...... 303 Planning and Preparation ...... 310 Doing the Work ...... 312 Revisor’s Toolbox ...... 312 Performing Your Poem ...... 313 Review and Follow-up ...... 314 Communication ...... 316 Grammar Pack (Tone, Singular and Plural, Punctuation, Tag) ...... 317. Unit 11 – Let’s Practice – Let’s Wind It All Up ...... 333 Work Request ...... 334 Activity 1 – Response After Listening to the Story ...... 336 Activity 2 – Make a Connection ...... 337 Activity 3 – Creative Writing ...... 338. Activity 4 – Your Best Course Work ...... 341 Annexes ...... 345 Glossary ...... 345. Authorizations ...... 348. Transcripts ...... 350. Student Feedback Sheet ...... 359. Answer Key ...... 361
© SOFAD 5
Introduction – Using the Learning Guide
What You Will Need
Learning guide: Much of your work will take place in this learning guide.
Journal: For your journal activities, you’ll need some kind of notebook or binder. You will be sending or handing in your completed journals to your tutor.
Dictionary: You can use any English dictionary, either print or online.
Paper for assignments: Loose-leaf paper that will be handed in to your teacher or sent to your tutor.
Internet access: You’ll need access to a computer and the Internet either at home, in class, at a library, or anywhere you can get online.
Accessories: A pencil to write your answers and to take notes in your learning guide, a pen to correct your answers, a highlighter to emphasize important ideas, an eraser, etc.
Icons Used
This means that you have to access the This means that you have an audio clip to Internet. listen to.
This means that you have to do the work This means that you have a video clip to in your journal. view.
This is the Bio Lynx icon. When you see this This indicates an Answer Key icon it means you will read a short biography Task x.x (or AK). You will find the or informative text about an artist. Do you answer to the task at the back understand the icon? The word Bio is from of the learning guide. biography and the word Lynx is a play on words from the word link. This icon indicates that you may contact your teacher or tutor if you This means that you have to download need to ask a question or get some something from the media resource page. feedback on the unit.
Words that are highlighted are words you will find in the glossary near the back of the learning guide.
All instances of the icons throughout the learning guide: Internet icon © beboy / Shutterstock; Audio icon © YuliaPodlesnova / Shutterstock; Journal icon © urfin / Shutterstock ; Video icon © beboy / Shutterstock; Answer Key icon © Jane Rix / Shutterstock.com; Bio Lynx image © Reidl / Shutterstock.com; Contact icon © kp3dart / Shutterstock; Download icon © sommthink / Shutterstock
© SOFAD 7 Introduction—Using the Learning Guide
Captain Comma and Roddy Rock. The Captain and Roddy will be presenting the grammar activities in the learning guide.
What Am I Doing Here?
This course is all about Enjoyment and Entertainment through language in all its creative forms. In the learning guide you will explore how different genres of creative writing are organized, and how language is used to explore ideas and feelings, share information, and entertain people.
Why Did I Enroll in This Course?
What are your motivations and feelings as you begin this course? Take a few moments to think about why you enrolled in this course.
Task 0.1
Check all the boxes that apply to you, or write in your own reason. I enjoy learning new things. I need my high school equivalency to get my dream job. I want to improve my English skills for personal or professional reasons. It’s required for CEGEP, trade school or another course. I want to be a role model for my children. My parents are forcing me. Other reason:
What Will I Learn?
We will be exploring and appreciating the creative potential of language. To make things easier we have divided the tasks into four main types: speaking, writing, listening, and reading.
Do you notice how speaking and writing are outputs, in other words, the language that comes from you? An output could also be in the form of a painting or a film, for example. Listening and reading are what you take in, what you can make sense of from what you hear and see. You can learn to “read” a film or photograph, for example.
8 © SOFAD ENG-2101-2 Enjoyment and Entertainment II
Here is a quick breakdown unit by unit of what you will cover in this learning guide.
Unit 1 – Using Language Creatively
In Unit 1, you will learn that you are both a consumer and producer of creative writing. We go into the different kinds of media that are produced at Sofador. We also discuss the three types of language creative people work with—expressive, informative, and aesthetic.
Unit 2 – Unlimited Ink
In this unit, you will discover the different genres of creative writing and a reading strategy that will help you become a more powerful reader. We have a look at what you can do before reading, during reading, and after reading. You will also learn how to make predictions about a text and how to develop a response to readings. Finally, you will learn how to make an oral presentation recommending a book or another text.
Unit 3 – Scored Activity 1
This scored activity unit will test how well you have understood what you have learned in Units 1 and 2.
Unit 4 – Parallel Lines
In this unit, you will examine some of the many different features of communication: mood, purpose, intended audience, conflict, and characters. You will write a short story and learn how to plan a short story, how to revise it, and how to evaluate your own work.
Unit 5 – Word Plays
In this unit, you will learn how to read and write a television script. To do this you will be learning to develop characters using character sketches. You will also learn about the general plot line for a situation comedy (sitcom).
Unit 6 – Sound Waves
In this unit, you will learn about point of view in stories, that is, the difference between the first and third person points of view. You will also be recording your own short story. To do this, you will learn how to speak with expression using volume, tone, and pace to keep your audience interested.
Unit 7 – Scored Activity 2
This scored activity unit will test how well you have understood what you have learned in Units 4, 5, and 6.
Unit 8 – Words and Music
In this unit, you will examine the songwriting process. You begin by studying the song of a Montréal singer/ songwriter. You will learn about rhyme and rhythm. You will also learn how a song can be written from first, second, and third points of view. You will learn about song form and how verses, chorus, and bridges make up a pattern for a song. You will be writing an informative text on how to write a song.
© SOFAD 9 Introduction—Using the Learning Guide
Unit 9 – Shifts in Time
This unit focuses on chronology; the order in which events are presented in a story. You will be learning about episodes and flashbacks, as well as three different kinds of chronology: linear, non-linear, and reverse chronology. You will learn some of the conventions of comics and their longer form, the graphic novel. You will look into how to use storyboarding to plan your writing.
Unit 10 – Words Out Loud
In this unit, you learn about spoken word poems. We discuss how spoken word poems often focus on societal issues important to many people. You will read poems and watch performances by Canadian spoken word artists. You will also have a chance to write and perform your own poem.
You will learn how to use concrete language and imagery, rhyme, repetition, attitude, and voice when you write spoken word poems. You will discover the importance of performance in this genre. You will learn that posture, eye contact, gestures, facial expression, enunciation, projection, and memorization are key elements of a successful spoken word performance.
Unit 11 – Scored Activity 3
This scored activity unit will test how well you have understood what you have learned in Units 8, 9, and 10.
Grammar Packs
Each unit (except the three scored activity units) has a grammar section for you to practice and improve your grammar. Just as a carpenter uses tools and raw materials to build a table and chairs, think of grammar as the tools and raw materials you use to build and understand language.
How Do I Feel?
Going back to school can stir up all kinds of feelings. Take a moment to think about how you feel as you begin this course.
Task 0.2 1. Underline one or more illustrations that represent how you feel about beginning this course. You may draw your own if you prefer. 2. Underline one or more illustrations that represent how you feel
about becoming Martin’s assistant at Sofador. You may draw your © Vlue / Shutterstock own if you prefer. © ampyang / Shutterstock
10 © SOFAD ENG-2101-2 Enjoyment and Entertainment II
Brave Draw your own: d f se n u Co
© Cate Frost / Shutterstock
© Melanie DeFazio
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Motivated © Pressmaster / Shutterstock © Subbotina Anna / Shutterstock
rwhelm © Serge Black / Shutterstock e Draw your own: v e d O
Terrified © StudioSmart / Shutterstock © vgstudio / Shutterstock
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© Chepko Danil Vitalevich / Shutterstock © Oleg Golovnev / Shutterstock Confident
© FuzzBones / Shutterstock
© SOFAD 11 Introduction—Using the Learning Guide
Where Have I Been?
There’s an old saying, “To get where you’re going, you have to know where you’ve been.” Let’s take a look at how you chose to take this course.
Task 0.3
What types of language courses have you taken in the past? English, language of instruction English as a second language English, language arts in high school Conversational English Martian-English from the University of Outer Space Grade 6 English language arts Any other type of English language course:
Jot down any other activities, events, or experiences from which you learned something related to English studies:
How Does the Learning Guide Work?
The Learning Situation
In the learning guide you will be exploring and learning to appreciate the creative potential of language. To do this we have set up what we hope will be an interesting partnership for you. You will be an assistant at Sofador, a multimedia company that produces all kinds of media. Mr. Martin Singh is the Director of Production and he will accompany you throughout the learning guide. Mr Singh will also be introducing you to his team of media experts who will also be helping you as you work your way through the learning guide.
How the Learning Guide Is Organized
Take a minute to flip through your learning guide. You’ll notice that it’s divided into chapters, called units. Throughout each unit, you will find a number of tasks to help you learn. The units are divided into the following sections.
Opening Activities: Each unit begins with opening activities to get you thinking about the content you will be learning. This section will help you make the connection between the new learning and what you already know. This is how we learn—we connect new information and knowledge to the information and knowledge already in our heads. These will be quick and fun exercises designed to get you to think about and remember what you already know about the topic.
What’s In Store: This short section describes what you will be learning in the unit.
Work Request: Here you will receive instructions for the work you must complete. Sometimes the work request is an email. Other times, it will be a voice message.
Main Attraction: Here you will find creative productions for you to read, listen to, or watch. You will be asked to respond to them and analyze them. You will be inspired by them for your own writing.
12 © SOFAD ENG-2101-2 Enjoyment and Entertainment II
Production: Here you will try your hand at creating a production in the same genre as the Main Attraction. You will be guided through the steps to take before, during, and after your production. You will be reminded of important grammar points to consider.
Review and Follow-up: This section may be the most important of all. This is where you take stock of what you have learned. You will also be asked to think about your own learning process. This will help you to become an independent learner. You will also complete a self-evaluation to make sure you are on track with your learning and progress. There is more about the Review and Follow-up section below.
Grammar Pack: Read how Captain Comma helps out Roddy Rock with his grammar.
Here is a visual of the learning guide organization.
Grammar Pack Review and Follow-up Doing the Work Planning and Preparing Main Attraction
Work Request
What’s In Store
Opening Activities
Review and Follow-up Section
The Review and Follow-up section is your chance to check your own progress. This section has three parts: the Unit Summary, the Unit Checklist, and the Think It Over section.
The Unit Summary
Each unit of the learning guide provides you with a Unit Summary that briefly describes the main points that were covered in the unit.
© SOFAD 13 Introduction—Using the Learning Guide
The Unit Checklist
Each unit also provides you with a checklist to let you see how well you have understood the unit. Have a look at the chart below. It is an example taken from Unit 6. Put a check mark in the column that best describes your understanding. The Still Unclear column means you did not understand. The Partly Understood column means you understand some parts, but not all of them. The last column, Fully Understood, means you are comfortable with your understanding of the topic. If you check Still Unclear or Partly Understood, go back into the unit, reread and redo the activities. Your teacher or tutor will also be pleased to help you.
Unit 6 Checklist
My questions about it Still Partly Fully (Note to self: Remember to ask Unclear Understood Understood my teacher/tutor about this)
Can I use oral language to entertain a listener? Do I understand the meaning of the first person point of view, and of the third person (omniscient and limited) point of view? Do I understand how the narrator’s point of view affects a story?
Think It Over
This section will be asking you to answer a few questions about your thoughts on your own learning process. It questions you about your train of thought. Seems strange maybe, but this practice helps you to recognize the best strategies for learning. It also helps you to realize if you have understood what you have just heard, read, or seen.
Where to Find Things
The inside of the front cover lists all the audio and video clips that you will find on the media resource page on the SOFAD site.
Have a look at the Table of Contents. The learning guide is divided into 11 units plus the introduction. There are eight content units and three Scored Activity units.
How the tasks are organized: The first number indicates the unit, the number after the period is the task. So Task 3.4 means Unit 3 Task 4.
The Scored Activity units are printed on coloured paper. You may also download the Scored Activities from the SOFAD Resources for Students web page.
There is a glossary page near the end of the learning guide. When you see a highlighted word you will find the word in the glossary. There is extra space for you to add new words.
The authorizations and audio transcripts are found near the end of the learning guide.
You will also find the Answer Key printed on coloured paper at the end of the learning guide. This is where you will find the answers to all the tasks you will do. Use the Answer Key (AK) to correct your work after you’ve made an honest attempt at the tasks. The AKs are there to help you when you’re really stuck. They’re not meant as an easy way out. Your hard work and commitment to this course will be the keys to your success.
This is the Answer Key icon. It tells you that an answer is available for that task. Task x.x
14 © SOFAD ENG-2101-2 Enjoyment and Entertainment II
Accessing the Internet
During this course, you’ll be listening to interviews, stories, poems, and other audio clips. You will also be watching a number of videos. You will be required to respond to, make comments, and form an opinion about the audio and video clips that accompany this course. These resources are an important part of your learning for this course.
When you see these icons you’ll need to have access to a computer and the Internet. You can do this at home, in class, at a library, or anywhere you can get online. Depending on your school or centre, there may be different set-ups for accessing the Internet. Your centre may have downloaded the files for your use. You also have the option of downloading the entire media resource page from a zip file to your computer or device. You will find the audio and video files on the resource web page for your course. The link is written on the inside front cover of this learning guide.
Ask your teacher or tutor where the audio and video files are.
On the SOFAD media resource page for Enjoyment and Entertainment II.
On the school intranet. Write the address:
On a CD-ROM provided with my learning guide.
Other:
I’ll guide you through the standard procedure. If your school or centre does things differently, write down the instructions here:
How Will I Be Evaluated?
Your teacher or tutor will help you throughout this course. He or she will be available to answer any questions you may have and will correct your Scored Activities. To help you prepare for the final examination you will have three preparatory evaluations in this learning guide. The first Scored Activity is Unit 3 and is worth 20% of your grade. The two other Scored Activities (Units 7 and 11) are worth 40% each. You will also be evaluated on the journal that you will hand in to your teacher or tutor.
Evaluation for Certification Purposes
In order to earn the credits for this course you must obtain a mark of a least 60% on the final examination that will be held in an adult education centre. To be able to write this final examination you should have an average of at least 60% on the evaluations that accompany this learning guide.
Instructional Support
This learning guide may be used by students in distance education or in an adult education centre. In the case of distance education your school board will assign a tutor to help guide you and answer your questions. For students who choose to study in an adult education centre you will be guided by a teacher in class.
The prerequisite for this course is Secondary I. This means that you should have successfully completed your Secondary I English Language Arts classes. Your school board can also help place you in the correct level for your language skills. If you are not sure that this course is at the right level for you, contact the Adult Education Department at the school board in your region.
© SOFAD 15 Introduction—Using the Learning Guide
This course is the third of four courses for Secondary Cycle I (grades 7 and 8). Here is a list of the four courses:
Course Name Level Hours to Complete the Course Informed Choices Secondary I 100 hours Enjoyment and Entertainment I Secondary I 50 hours Enjoyment and Entertainment II Secondary II 50 hours Rights and Responsibilities Secondary II 100 hours
Your Feedback About the Learning Guide
The writers and other contributors to the learning guide are interested in hearing your feedback on your impressions and experience with this learning guide. There is a page near the end the learning guide that you can fill out and send to us. We will use your insights to help us improve the learning guide for the next printing.
Getting Ready to Learn
Study Habits
Make a schedule that you can respect. This is one of the most important things you can do. I speak more about this in the section Managing My Time. Follow instructions carefully – pay close attention to what you are asked to do. Write the instructions in your own words. StudyAsk forHabits help – everyone needs the help of others. We have to pull together to be successful. Reread texts – you are in a course of study, it makes sense to read everything twice or more. You will retain more if you read everything twice. Set goals and rewards for yourself – it feels great to meet your goals. Set small and reachable goals. Remember to reward yourself when you meet your goals. For example, you could set the goal of completing one of the tasks and when you are finished you relax with your favourite TV show or go out with friends. Take breaks – everybody needs a break. Do some work, take a break, and then get back to work. Stay positive – remind yourself of your skills and abilities whatever they are. Avoid comparing yourself with others; this can, and usually does, lead to negative thoughts. Choose a workspace that will help you focus. You may need a quiet room such as a library, for instance, in order to be free from distractions. Give yourself enough time and space. Take notes – writing down in your own words what you have learned is a powerful practice that leads to better understanding (and grades!). Ask myself how I can improve my learning.
16 © SOFAD ENG-2101-2 Enjoyment and Entertainment II
Here is some space for you to add a few more study habits that you find online or that you know about already: 1.
2.
3.
Managing My Time
Managing your time is probably the most important thing you can do to be successful with your studies. The Enjoyment and Entertainment II course is designed to take 50 hours to complete. It’s important to set aside time on a regular basis for your course work. If you need more hours to complete the course, then take more time. Take the time you need. We recommend that you create a routine for yourself and stick to it.
The following schedules are examples provided to give you an idea of how you might organize your time. You can adjust the schedules to suit your needs. If you need 20 weeks to complete the course, then take 20 weeks. We suggest that you work on the course a minimum of three hours per week. Less than three hours and you risk dragging it out too long.
Here is a sample schedule for two days of study per week that will take 14 weeks to complete:
Week Unit Monday Wednesday Total hours 7 to 9 p.m. 7 to 9 p.m. Week 1 Unit 1 2 hours 2 hours 4 hours Week 2 Unit 1 – Unit 2 2 hours 2 hours 4 hours Week 3 Unit 2 2 hours 2 hours 4 hours Week 4 Unit 3 – Unit 4 1 hour (SA) 2 hours 3 hours Week 5 Unit 4 2 hours 2 hours 4 hours Week 6 Unit 5 2 hours 2 hours 4 hours Week 7 Unit 5 – Unit 6 2 hours 2 hours 4 hours Week 8 Unit 6 2 hours 2 hours 4 hours Week 9 Unit 7 – Unit 8 1 hour (SA) 2 hours 3 hours Week 10 Unit 8 2 hours 2 hours 4 hours Week 11 Unit 9 2 hours 2 hours 4 hours Week 12 Unit 9 – Unit 10 2 hours 2 hours 4 hours Week 13 Unit 10 2 hours 2 hours 4 hours Week 14 Unit 11 1 hour (SA) 1 hour Total hours 25 hours 26 hours 51 hours
© SOFAD 17 Introduction—Using the Learning Guide
Here is a sample schedule for three days of study per week that will take 11 weeks to complete:
Week Unit Tuesday Thursday Saturday Total hours 7 to 9 p.m. 7 to 9 p.m. 10 a.m. to noon Week 1 Unit 1 2 hours 2 hours 2 hours 6 hours Week 2 Unit 2 2 hours 2 hours 2 hours 6 hours Week 3 Unit 3 1 hour (SA) 1 hour Week 4 Unit 4 2 hours 2 hours 2 hours 6 hours Week 5 Unit 5 2 hours 2 hours 2 hours 6 hours Week 6 Unit 6 2 hours 2 hours 2 hours 6 hours Week 7 Unit 7 1 hour (SA) 1 hour Week 8 Unit 8 2 hours 2 hours 2 hours 6 hours Week 9 Unit 9 2 hours 2 hours 2 hours 6 hours Week 10 Unit 10 2 hours 2 hours 2 hours 6 hours Week 11 Unit 11 1 hour 1 hour Total hours 19 hours 16 hours 16 hours 51 hours
You may find these schedules useful to you. Use one of the above schedules or create your own. We strongly suggest that you create a regular schedule of study for yourself. It is one of the most important keys to your success.
Students With Children
Having to study while supervising children can be very challenging, and despite your efforts it may be difficult to manage. Here are a few tips for those of you who have children underfoot while you are studying: •• Spend time with your children before you begin your studies. •• Allow your children to watch an educational DVD or TV show while you study. You can teach them to wear headphones while you study. •• Ask for cooperation from your children. Reward them with time together after you have finished studying. •• Explain your study schedule to your children. They will be more likely to cooperate if you have a regular schedule. Reward your children for respecting your schedule. •• Childproof a room so that your children will need less supervision while you study. •• Organize activities for your children that they can do while you study. Such as colouring books, building blocks, and other toys that engage your children’s attention. •• Find a playmate for your children while you study. •• Ask other adults to help you out.
First Impressions
Task 0.4
Take a few minutes to flip through this learning guide. What does it mean to flip through a learning guide? Look at the pictures. Read the introductions. Glance through the pages as though you’re looking at a magazine. Stop when something catches your eye. To flip through means to gather first impressions.
Photos top to bottom: © AISPIX by Image Source / Shutterstock; © Ilike / Shutterstock; © Karen Struthers / Shutterstock; © Monkey business Images / Shutterstock.
18 © SOFAD ENG-2101-2 Enjoyment and Entertainment II
At first glance, what is your feeling about this learning guide?
What looks easy?
What looks difficult?
Name one thing that stands out for you:
Task 0.5
Open your journal. At the top of the first page, write the date in the top right hand corner. On the next line, write: Unit 1, Task 5.
November 12, 2013 Unit 1, Task 5
Writing in your journal is a great way to stay organized. Now, set a timer for one minute, and make a list of everything you’ll need to do in your journal. Some examples are: a pencil, a quiet place… What do you need to make writing easy and pleasant? When one minute is over, stop writing.
My Notes:
© SOFAD 19 Introduction—Using the Learning Guide
My Notes:
20 © SOFAD Unit 1 – Using Language Creatively
Welcome on Board
You’re Hired
From: Martin Singh Subject: You’re Hired! To: Assistant Welcome on board Assistant!
My name is Martin Singh. As Director of Production at Sofador, it is my job to review all our creative projects. I’m involved in the entire creative process, from the first ideas to the final product.
I am pleased that you have accepted the invitation to work with me at Sofador. We are one of Canada’s largest media companies. Your work with us will be a creative adventure.
We offer many media products and services. Television and radio broadcasting are, of course, an important part of what we do. The world of print is equally important. We publish newspapers, magazines, and books. We also distribute a wide array of cultural products, such as music and video games.
As my Assistant, you’ll be looking into the creative potential of language. Songs, poems, stories, essays, interviews, presentations, scripts… we’ll be learning and creating together as we read, write, speak, and listen. But first, I’d like to get to know you better.
Your first task is to give me a picture of who you are as a consumer of media. This will tell me what media you might want to create in the future.
Think it over and fill it in. I’ve heard good things about you and am looking forward to our collaboration.
Regards,
Martin Sofador
Consumer and Producer of Creative Writing
You might not know it, Assistant, but you are already a consumer and a producer of creative writing.
© SOFAD 21 Unit 1—Using Language Creatively
Task 1.1
Below is a list of different types of creative writing that you may have already consumed. Let’s see if you can identify some of them. Copy the type of creative writing from the list on the right onto the line below each image. I left two rows blank so that you can add a couple of your own.
Type of Writing Found It
magazine articles
websites
songs
television shows
raps
comic books
short stories and novels
movies
shopping lists
cereal boxes
blogs
Photos counter clockwise from top left: © ARENA Creative / Shutterstock; © EDHAR / Shutterstock; © Andrey_Popov / Shutterstock; © Mat Hayward / Shutterstock; © EDHAR / Shutterstock; © Deklofenak / Shutterstock; © wavebreakmedia / Shutterstock; © Zaretska Olga / Shutterstock; © Matthew Cole / Shutterstock; © William Robson / Shutterstock; © viviamo / Shutterstock
22 © SOFAD ENG-2101-2 Enjoyment and Entertainment II
Task 1.2
In addition to being a consumer of creative writing, you have produced some of your own writing. Circle the items you have produced or think you might like to produce in the future:
Magazine Websites Poems Novels Articles Comic Movies Cereal Books Songs Raps Boxes Television Emails Short Shows Other: Stories Lists Text (shopping lists, Blogs Messages to-do lists)
Different Types of Media
From: Martin Singh Subject: Different Types of Media To: Assistant
Hello Assistant,
I’m glad to see that you’re getting organized. I’d like to tell you about how we organize our work at Sofador.
Because we are a media company, our departments are organized around different media. “Media” are communication channels for all kinds of content and messages. This makes life a challenge at Sofador! As you know, the world of media is constantly evolving and we have had to reorganize several times over the years. Back in 2000, how many people knew that we would be watching movies on our phones, or making phone calls on our computers? Or, that the Internet would have television channels? Today, there are many ways of delivering cultural products and the lines dividing media are not clear anymore. At the moment, we have four department heads with major responsibilities. In these exciting times, we work together across media to make things happen!
Regards,
Martin Sofador
© SOFAD 23 Unit 1—Using Language Creatively
Meet the Team
Welcome to Sofador Assistant, it is nice to meet you in person. I would like to introduce you to the team you will be working with at Sofador.
Hi Assistant! Welcome to As our Head of Print Production, Anne Trister works with Sofador. I am happy traditional media. She is in charge of all the books and to hear from Martin magazines we publish. Any artwork that is printed on that you love reading paper will find its way to Anne’s desk. as much as I do.
Marco Lombardi is our Head of Digital/Mobile Production. He You’d be surprised manages all the websites, mobile applications, and video games how much creative we produce. His name comes up in blogs all over the net, and writing there is in his own blog has won a few awards. Marco works with our other interactive media. department heads to figure out what traditional media can be Don’t worry Assistant, adapted to digital, interactive and mobile formats. I’ll let you try all our video games too.
Julie Laplante is the Head of our Audio Department. She produces Do you like all of our music CDs as well as music? Of course audiobooks. She also organizes you do! I’m glad music festivals, concerts, and other you’re here! events to promote our productions.
Hi Assistant, how Ahmed Lagab is our Head of Audiovisual Production. He produces do you like words film and video for home and theatre use, and is also in charge and cameras? We of television and theatre production. He and Marco often work spend a lot of time together. working with them!
24 © SOFAD ENG-2101-2 Enjoyment and Entertainment II
Below you will see a fun quiz prepared by our department heads. See if you can guess which projects they have worked on, now that you know what media they work with. They’re all very talented people who are looking forward to working with you, Assistant.
Enjoy the quiz, and I’ll be in touch with you soon.
Task 1.3
Hello Assistant. Here are a few of the best projects and events we have worked on for Sofador. Can you guess who did what? Draw a line connecting each of us with the projects you think we worked on. We’re looking forward to working with you on some new ones!
Sweet Deep Moments: The Sugar Trauma Shacks of Quebec by Teresa Falk
Montréal World Film Festival Event Pass Anne – Print Julie – Audio
Visit Montréal Come and Festival With Us Ahmed – Marco – Centaur Theatre Presents Audiovisual Digital/Mobile Carmela’s Table by Vittorio Rossi 2006
Task 1.3
Photos clockwise from top left: © kanate / Shutterstock; Author: OOgie, Public Domain, Wikipedia Commons,Ticket for Osheaga Music and Arts Festival; © filip robert / Shutterstock; © Involved Channel / Shutterstock; © oriontrail / Shutterstock (and inside the billboard- Author: Jeangagnon, Wikipedia Commons); © National Screen Institute; © Tertman / Shutterstock (and inside the billboard-© Denis Roger / Shutterstock); © MidoSemsem / Shutterstock
© SOFAD 25 Unit 1—Using Language Creatively
Three Types of Language
Our department heads enjoyed your work on the quiz. You’ll get to know them better as time goes on.
Before we leap into the work of Unit 2, I want to discuss the creative process with you. In this course and at Sofador, the creative use of language is very important.
We use language for different reasons. Language can be either expressive, informative, or aesthetic.
Expressive language is used at the beginning of the writing process. When you brainstorm, write concept maps, make lists, write an outline or diagram, jot down your feelings as you react to a person, event, or art work, you are using expressive language. Sometimes you might share these first ideas and reactions with someone close to you. A lot of the time, you will work on these ideas and shape them into informative or Writing down some thoughts in a journal. aesthetic language. © Victoria Andreas / Shutterstock
Informative Aesthetic language is used to language is inform and to get language for things done. We can its own sake, as inform by: recording, an art medium. reporting, classifying, The purpose of comparing, and aesthetic language Getting the report done. generalizing. We can Writing down some lyrics. is to create pleasure, © wavebreakmedia / Shutterstock get things done by: © hidalgo89 / iStockphoto satisfaction, and instructing, warning, appreciation. It advising, and persuading. For example, we includes a wide variety of oral and use informative language in instructions, writing productions such as poems and explanations, reviews, textbooks, and song lyrics, jokes and anecdotes, stories, how-to books. films, plays, and novels.
Here is a graphic of how expressive language is used to begin the writing process.
Expressive Language
Informative Language Aesthetic Language
26 © SOFAD ENG-2101-2 Enjoyment and Entertainment II
Here at Sofador, the work we produce uses mostly aesthetic language. Assistant, you will also be using informative and expressive language as you go about your tasks.
Task 1.4
Look at the samples of writing below. Would you say they are expressive, informative or aesthetic? Write your answer on the line below each example and then explain your answer.
Lullabies for Little Criminals
1 Right before my twelfth birthday, my dad, Jules, and I moved into a two-room apartment in a building we called the Ostrich Hotel. It was the © Susan Law Cain / Shutterstock first time I could remember taking a taxi-cab anywhere. It let us off in the alley behind the Is this an example of expressive language, informative building, where all the walls had pretty graffiti language, or aesthetic language? painted on them. There was a cartoon cow with a sad look on its face and a girl with an oxygen mask holding a tiny baby in her arms.
Jules was wearing a fur hat and a long leather jacket. He was all in a hurry to get our stuff out of the taxi because it was so cold. “Stupid, lousy
http://en.wikipedia.org/wiki/History_of_film prick of a bastard, it’s cold!” Jules screamed. That’s the only type of thing anyone could say The history of film (known variously as film, while outside in that weather. I think he was also motion pictures or movies) began in the late 1880s in shock that the cab driver had charged him ten with the invention of the first movie camera. bucks. ~1~ Motion pictures were initially exhibited as a
carnival novelty and developed to one of the Lullabies for Little Criminals (extract), by Heather O’Neill – used with permission. most important tools of communication and entertainment, and mass media in the 20th century Is this an example of expressive language, informative and into the 21st century. Most films before 1930 language, or aesthetic language? were silent. Motion picture films have substantially influenced the arts, technology, and politics.
© Nicemonkey / Shutterstock Is this an example of expressive language, informative language, or aesthetic language?
© SOFAD 27 Unit 1—Using Language Creatively
Sofador
November 3, 2013
Ms. Andrea Parks Deadline Movies Ltd 54 Pleasaunce Road Toronto, Ontario SB3 4RT Dear Ms. Philips: Translation Services and Fees Thank you for your letter of October 22 enquiring about our translation services. Sofador offers a full range of services to help you with subtitles and dubbing of your films. It’s a pleasure to enclose our latest brochures and price list from which you can see that our prices are highly competitive. I look forward to calling you in a few days. Yours sincerely, James Brown James T. Brown Sales Manager
Is this an example of expressive language, informative language, or aesthetic language?
If I can stop one heart from breaking, I shall not live in vain; If I can ease one life the aching, Or cool one pain, Or help one fainting robin Unto his nest again, I shall not live in vain. Is this an example of expressive language, informative language, or aesthetic language? Emily Dickinson (December 10, 1830 – May 15, 1886)
Is this an example of expressive language, informative language, or aesthetic language?
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Review and Follow-up
Unit Summary
So that’s it for this unit, Assistant. It’ll be hard work, but I know you’ll do an excellent job. Otherwise, I wouldn’t have hired you.
We’ve shared a lot of information in this unit. You’ve explained why you enrolled in this course and how you feel about it. You learned that you are both a consumer and producer of creative writing. You’ve learned what kind of media are produced at Sofador and which types are produced by our different departments. We also had a chance to discuss the three types of language creative people work with—expressive, informative, and aesthetic.
Unit 1 Checklist
My questions about it Still Partly Fully (Note to self: Remember to ask Unclear Understood Understood my teacher/tutor about this) Did I create a schedule for myself to keep me on track for this course? Did I consider my motivations and concerns for taking this course?
Did I identify the types of creative writing I consume? Did I identify the types of creative writing I already produce or would like to learn how to produce? Can I explain the different types of media that are produced at Sofador? Do I understand how expressive language is used to begin the writing process? Can I explain the difference between informative and aesthetic language? Can I identify examples of expressive, informative, and aesthetic writing?
Think it Over
In this section, think over your own learning process in the unit you have just completed.
© SOFAD 29 Unit 1—Using Language Creatively
Write about: •• Your favourite learning activity •• Anything that was new to you •• Any achievement that made you proud of your progress
While writing about these topics, you may want to use some of the following sentence starters. They will get you thinking about what and how you learned:
I learned that I . . .
I was surprised that I . . .
I noticed that I . . .
I discovered that I . . .
I was pleased that I . . .
I solved a problem when . . .
When you have questions, write them down in the second column of the Unit Checklist. Don’t forget to ask those questions to your teacher or tutor the next time you speak to him or her!
In the next unit, you’ll learn more about the department heads and work on an assignment for one of them. See you there!
My Notes:
30 © SOFAD ENG-2101-2 Enjoyment and Entertainment II
This is the Captain here. Roddy here. Thanks Captain Comma. I At the end of each unit you will find really don’t mind helping at a grammar pack like this one. The all. Anything to help my fans. grammar pack will explain and discuss I hope you guys will have as some common grammar points with you. much fun working through The grammar pack also contains some these grammar packs as I had additional exercises for you to practice in working with the Captain. what you have just learned with Roddy Good luck to you and keep and I. on rocking. Roddy Rock has been kind enough to share his grammar challenges with you. I admire him very much for his efforts and want to thank him for allowing us to use his experiences to help others with similar grammar challenges.
Grammar Pack (Phrase, Subject-Verb Agreement, Active Voice, Tense Consistency)
Each of them are the hurting kind
He was left a year ago
By the only woman he ever loved
Then he rides on the rails of a broken mind
But neither of them are in the know
How a hurting mind can melt to snow…
© SOFAD 31 Unit 1—Using Language Creatively
Something isn’t right here. I need Captain Comma!
Great song, Roddy. I really like how you’re using language in your lyrics. Some of those phrases are creating great images.
Oh yeah? Which phrases, Captain Comma? I like to know what I’m doing right!
The phrases I like so far are “on the rails” and “of a broken mind.” If you don’t mind, I’m going to add them to my collection of favourite phrases.
32 © SOFAD ENG-2101-2 Enjoyment and Entertainment II
By the way, do you know what a phrase is?
A phrase is a small group of related Refresh my words that acts like a part memory. of speech in a sentence. Sometimes phrases have a subject or a predicate, but never both.
OK. Tell me more The first one, “on about my own the rails,” tells where the great phrases. action is taking place, so it’s behaving like an adverb. It’s called a prepositional phrase because it begins with the preposition on.
What about “of a broken mind?”
That phrase is acting like an adjective, because it’s giving more detail about the noun “rails.” It’s also a prepositional phrase because it begins with the preposition of. Put them together and you’ve got one great line in your song!
Thanks CC, but we both know I’ve got a few problems in my lyrics. That’s why you’re here, right?
© SOFAD 33 Unit 1—Using Language Creatively
True. You’ve run into a few grammar Let’s look at There’s subject-verb problems. I’m here something wrong to help you make agreement, Roddy. with the first line. I Do you remember what a a good song even like it, but . . . better! subject and verb are?
Sure, a verb is a word that shows action, like “runs, talks, eats.” Oh, and it can show a state You got it! With of being, like “is, exists, subject-verb agreement, were.” The subject actually you make sure that your performs the verb—like subject matches your verb. “he runs,” “Susan is For example, you wouldn’t happy,” and so on. say “He run,” would you?
Well no, it’s “He runs.” “John “John have been sick” has been or “John has sick!” been sick?”
Which would you say, “They is late” or “They Easy! are late?” “They are late.”
34 © SOFAD ENG-2101-2 Enjoyment and Entertainment II
Right again. This is the basic rule of subject- verb agreement: if the subject is singular, use the singular verb form. If the subject is plural, use the plural verb form.
Here’s a short list of examples. See if you can fill in the missing verb forms on the blank lines:
Practice 1.1: Subject-Verb Agreement
Singular Forms Plural Forms Charles laughs Charles and Eva laugh
He has grown He and she have grown
She was late They late
It doesn’t matter Those events don’t matter
The seed has been planted The seeds planted
A thought forms in my mind Thoughts in my mind
Your mother has been worried Your parents
Club membership $300 Two club memberships cost $600
A ship has sunk Two ships
Your friend soon Your two friends are arriving soon
GP 1.1
© SOFAD 35 Unit 1—Using Language Creatively
Right again, Those were Roddy. It’s easy to easy. But I have a recognize a plural verb feeling things are form, but it’s not always going to get more easy to recognize a plural complicated. subject. Here are a few rules you need to know.
1. Two singular subjects connected by or or nor require a singular verb. Ex: Either Bob or Dan is going to represent us at the festival.
singular subject singular verb
2. Use a plural verb with two or more subjects connected by and. Ex: Jack and Jill are good friends. 3. Pronouns each, everyone, every one, everybody, anyone, anybody, someone and somebody are singular. They need singular verbs. Don’t be confused by what follows of: Ex: Each of those songs is a winner. Every one of the judges agrees on this. 4. When either and neither are used as subjects, they always take singular verbs. Ex: Neither of us has a handle on this. Either of the girls is able to do a good job. When you look back at your lyrics, do you have Uh oh, I’m starting a few grammar to get your point. Some of inspirations? these rules aren’t as easy as “He is, they are.” Especially rules three and four!
Let’s take a look.
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Each of them are the hurting kind Practice 1.2: Subject-Verb Agreement He was left a year ago By the only woman he ever loved Each of them the hurting kind Then he rides on the rails of a broken mind He was left a year ago But neither of them are in the know By the only woman he ever loved How a hurting mind can melt to snow… Then he rides on the rails of a broken mind But neither of them in the know How a hurting mind can melt to snow…
GP 1.2
I can see it now. I need “is,” not “are,” to agree with each and neither.
Well done! Now I’m Those are minor getting somewhere. improvements that Any other will make your song suggestions? even better!
As a matter of fact, yes. To improve your style, you should know when to use active and passive voice. Let’s start with active voice.
What’s that?
© SOFAD 37 Unit 1—Using Language Creatively
When you write in the active voice, the subject of your sentence “acts.” It’s as simple as that.
So instead of saying “The ball was hit by Jack” you’d say “Jack hit the ball.” Or instead of saying “The letter was written by the teacher” you’d say “The teacher wrote the letter.” The subjects are doing things—not having things happen to them!
Oh, so He was left a year ago instead of saying… By the only woman he ever loved
It would be better to say… The only woman he ever loved Left him a year ago
Yes, I like that better. It sounds stronger.
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There are some If you have places where it’s better any more time to use the passive form. to spend with me, But we’ll look at that please make more later. I think you’ve made suggestions. a good choice here.
I do have a few more minutes before I have to rush off to rescue the Prime Minister’s speech writer. So how about looking at tense consistency?
Tense? Should I be tense?
No, by tense I’m talking about how the verbs in your lyric refer to time—verb tenses, such as present tense, past tense—you know. And by consistency, I mean that you have to think about how your verbs should use the same tense for events that belong in the same time. Here’s the rule. As long as you are talking about actions or states in the same time frame, use the same main verb tense. This applies to sentences, paragraphs, and entire texts!
© SOFAD 39 Unit 1—Using Language Creatively
If you are telling a story, you usually tell it in the past tense, although it’s possible to narrate in the present tense if you prefer. The rule is, pick your tense and stick to it! Can you spot the problems in this text?
The little girl was walking in the woods, planning to deliver a basket of food to her grandmother. Then a big, bad wolf comes up to her and says, “Where are you going, little girl?” OK, I see the point. It should be “was walking, came up to her, said.” We should tell the story in past You got it. tense. Now look at your song, Roddy. What about your verb tenses?
They’re a bit confused, I think. This story I probably should happened a year change some of them. ago. Past tense Should I put them all makes sense. in the past tense?
40 © SOFAD ENG-2101-2 Enjoyment and Entertainment II
OK. I’ll make some changes, then. was
Each of them is the hurting kind The only woman he ever loved Left him a year ago was rode Then he rides on the rails of a broken mind But neither of them is in the know How a hurting mind can melt to snow…
could
I have Thanks, to fly, Roddy. CC. That speech writer is about to have a meltdown, and rescue is my business! But you should practice these grammar items to make sure they stick. Check out the Additional Exercises section I put together for you below.
© SOFAD 41 Unit 1—Using Language Creatively
Additional Exercises
Practice 1.3: Let’s Agree!
Which verb in the bracket agrees with the subject of the sentence? Underline or circle the correct verb. 1. The contest between the two teams (is, are) uneven. 2. The winners of the contest, after sharing a trip to the Bahamas, (is, are) planning to announce a huge party for their friends.
3. Neither of the friends (was, were) late for the show. 4. Everyone who saw the space aliens (was, were) invited to describe the experience on the evening news. 5. At the costume party, everybody wearing hats (is, are) going to receive a small prize. 6. We got the bad news yesterday that neither of us (has, have) passed that exam. 7. Both Jill and Pete, in spite of taking a good driving course, (has, have) had several car accidents in the last few months. 8. (Has, Have) everybody here had enough to eat? 9. I have looked everywhere, but neither of my suitcases (is, are) in this apartment. 10. After examining the evidence, we believe that Dan or Frances (was, were) on duty that night.
GP 1.3
Practice 1.4: Where do I belong?
Place the words in boxes where they belong in the following sentence. 1. have, likes, has, is The owner of the bar, who the cousin of my bosses, invited both of us to a party he and his wife organized for anyone who muscle cars. 2. has, have, admits, is, have It delights me to announce that Robin and Freda, friends of the bride, prepared a small presentation about her childhood and teenage years. Bob and Zachary been warned not to add any of their comments. The bridegroom been warned that it’s too late to change his mind. We’re not sure whether Philippa or Derek responsible for the photos, but neither any responsibility.
GP 1.4
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Task 1.5: Passive to Active
Change the following verbs from passive voice into active voice.
For example: Passive: You will be registered Active: You will register 1. He was chased 2. They have been ordered 3. Henry is asked 4. The bridge will be opened 5. I was injured 6. You have been invited 7. The girls were bullied 8. The team has been beaten 9. The director was named 10. Corey will be fired
GP 1.5
Practice 1.6: Action, Please!
Many verbs in the following sentences have been written in passive voice. Rewrite the sentences with all verbs in the active voice. 1. The letter was sent to Vicky by a close friend.
2. When Susan was picked up at the station by her nephew, he was arrested by the police for suspicious behaviour.
3. When the garden was planted by his wife, Samuel was forbidden to help by the doctor because of his strained back.
4. Freda’s arrival was planned at eight, but she was told by the train conductor to get off at the wrong stop.
5. After Philip was named Employee of the Year by his company, he was fired for stealing.
GP 1.6
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Practice 1.7: Be Consistent, Please!
The tenses of verbs should remain consistent within the same time frame. What verb tenses should be used to complete these sentences? 1. When she saw the accident, Florence (call) 911 on her cell phone. 2. Cindy (throw) out the old clothes she found in the apartment. 3. Victor returned the defective alarm clock and (get) his money back. 4. The fire truck (arrive) at our front door just as we all ran out of the burning house. 5. Frances (take) ballet lessons when she is old enough. 6. Ambulances (arrive) at the accident scene as we are speaking. 7. As Karen (serve) dinner, the phone rang. 8. I was thrilled with my great test mark because I (study) so hard. 9. The doctor (warn) him to stay home after he was diagnosed with chicken pox. 10. When the city runs out of money, it (raise) taxes.
GP 1.7
My Notes:
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