Theme: Gender Roles
Noun Phrases
Identify and apply various functions
of NPs (Subj, Obj, Comp) in appropriate contexts
Warm up:
Look at the words and phrases below. Which phrases are
·
Typical of men?
·
Typical of women?
·
Can be typical for men or women?
Can be typical for men or women?
Circle your response.
Being competitive Men/Women/
Both men and women
Being supportive Men/Women/
Both men and women
Shopping Men/Women/
Both men and women
Crying often Men/Women/
Both men and women
Good social skills Men/Women/
Both men and women
Cleaning the home Men/Women/
Both men and women
Want to be loved Men/Women/
Both men and women
Afraid of failure Men/Women/
Both men and women
Afraid of commitment Men/Women/
Both men and women
è
Compare your answers with other students. Give
examples to support your opinions.
Activity: Read the article on the next page. Decide
which word should go in each gap: man/men or woman/women. Make a guess based on
your opinions.
Article reprinted from Cunningham & Moor (2003)
Cutting Edge, Advanced. Pearson
Longman.
Comprehension:
Compare your answers in pairs. Then check your answers on pg. 8.
Discuss these questions with other students. Be prepared to share your answers with the
class.
1.
Does this text generally tell the truth about
men and women, in your opinion?
2.
Are there any points that you do not
agree with? Explain.
3.
Is it right to make these points about men and
women, or are these stereotypes?
Stereotype (n): an often unfair and untrue belief that many
people have about all people or things with a particular characteristic
For example: Many movies
may show women characters as stupid, but this is a stereotype.
That movie character is a stereotype of an
African man.
Exercise: For
each of the sentences from the article, underline and label the subject, verb, and object.
If you are not sure, guess. Check your
answers with a partner.
*In some sentences, there is only a subject and verb with no
object.
*Some sentences may have more than one subject, verb, or
object.
a.
The average woman uses 10,000 words a day in
speech.
b.
Tears make men very uncomfortable because they
feel something is expected of them, but they don’t know what.
c.
These days, men can and do cook, iron, and
vacuum.
d.
Men want friends to play with, whereas women
want friends to talk to.
e.
Women feel guilty about everything, all the
time.
f.
The majority of men dislike shopping.
g.
The purchase of lettuce, cat food, or air
freshener does not excite them.
Let’s briefly review subjects,
verbs, and objects on the next page.
Comprehension: Answer true or false and correct the false
statements. Check your answers with your
group.
1.
All
sentences contain an object. _______
2.
Verbs followed by an object are called “transitive
verbs.” ______
3.
Some verbs are both intransitive and
transitive. _____
4.
The subjects and objects of verbs are always
pronouns. ______
Noun Phrases (from https://learnenglish.britishcouncil.org/en/english-grammar/clause-phrase-and-sentence/noun-phrase )--Adapted by Holly Woolbright
Let’s look at another name for nouns and pronouns: noun
phrases.
A noun phrase can be just a noun or
a pronoun:
People like to have
money.
I am tired.
It is getting late.
I am tired.
It is getting late.
Sometimes the subject or object contains more than one word,
but all words are important to understand the complete subject or object. It might include:
a determiner and a noun …:
Our friends have bought a house.
Their house is very expensive.
Their house is very expensive.
(Examples of determiners:
the, a/an, this, that, these, those, my, your, his, her, its, our, your,
their.)
or an adjective
and a determiner:
Our closest friends have just bought a new house.
It might start with a quantifier:
All those children go to school here.
Both of my younger brothers are married
Some people spend a lot of money.
Both of my younger brothers are married
Some people spend a lot of money.
(Examples of quantifiers:
all, any, enough, less, a lot of, lots of, more, most, no, none of,
some, both.)
It might include numbers:
My four children go to
school here. (All my children go to school here.)
Those two suitcases are mine. (Both those suitcases are mine)
Those two suitcases are mine. (Both those suitcases are mine)
(Note: Quantifiers come before determiners,
but numbers come after determiners).
|
Noun phrase formulas:
Noun: people; money
Determiner + noun: the village, a house, our friends; those houses Quantifier + noun: some people; a lot of money Determiner + adjective + noun: our closest friends; a new house. Quantifier + determiner + noun: all those children; Quantifier + determiner + adjective + noun: both of my younger brothers |
The noun phrase can
also include phrases that describe it,
such as adjective clauses or prepositional phrases. Thus, the noun
phrase can be quite complicated:
a loaf of nice fresh brown bread
the eight-year-old boy who attempted to rob a sweet shop with a pistol
that attractive young woman in the blue dress sitting over there in the corner
the eight-year-old boy who attempted to rob a sweet shop with a pistol
that attractive young woman in the blue dress sitting over there in the corner
Don’t worry about memorizing all types of noun phrases. As your English develops, it will become
easier to form more complex noun phrases and sentences. We will look at different types of
determiners and quantifiers later in the semester.
Practice: Look
again at the sentences in the exercise on pg. 4
Write the noun phrases from each sentence. Some sentences
may have more than one noun phrase. Some noun phrases may have more than one
word.
a.
______________________________________________________________________________
b.
______________________________________________________________________________
c.
______________________________________________________________________________
d.
______________________________________________________________________________
e.
______________________________________________________________________________
f.
______________________________________________________________________________
g.
______________________________________________________________________________
Activity:
Add words in the blanks in the chart below to create noun phrases. Use your own
ideas. Then, report to your instructor.
|
Quantifier
|
Determiner
|
Adjective
|
Noun
|
|
X
|
A
|
|
girl
|
|
Many
|
X
|
old
|
|
|
X
|
The
|
happy
|
|
|
X
|
These
|
|
fathers
|
|
|
my
|
wonderful
|
aunties
|
Activity:
Complete the following sentences with appropriate noun phrases. Use your own
ideas.
Then, read your sentences to the group. Count how many
people in the group agree and how many disagree with the sentence that you
wrote.
Example: All Tanzanian women like ____young rich men.________________________________
How
many agree?___2________ How
many disagree?___4________
1.
All Tanzanian women like
_________________________________________________________.
How many agree?________________ How many
disagree?_____________________
2.
_______________________________________________
have more problems in a relationship.
How many agree?________________ How many
disagree?_____________________
3.
Most young men like ____________________________________________________________.
How many agree?_______________ How many
disagree?_____________________
4.
______________________________________________
want to buy _____________________.
How many agree?________________ How many
disagree?_____________________
5.
A majority of ______________________ want to
marry ________________________________.
How many agree?________________ How many
disagree?_____________________
Activity:
Look at the responses to your statements. Which ones did most people agree
with? Which ones did most people disagree with?
Write a short paragraph (3-5 complete sentences) to
summarize the results. Identify your noun
phrases.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
|
3 women 12
women 21 women
4 woman 13
men 22 men
5 man 14
woman 23 Women
6 man 15
Men 24 Men
7 women
16 men 25 men
8 man 17
women 26 Women
9 woman 18
men 27 men
10 men 19
women 28 men
11 women 20 Men
|
Answers from pg. 3
Verb Phrases
Identify verbs and verbs phrases in sentences
Warm up:
Look at this picture, and then answer the following questions about it. Write
at least two sentences for each
question. Write your answers in complete
sentences.*
*A complete
sentence has a subject, a verb, and sometimes an object.
Write answers in complete
sentences – at least 2 sentences for each question.
1.
What do you see in this photo?
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2.
Is this situation common in your hometown?
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3.
What is your opinion of this situation?
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Activity:
Share what you wrote with a partner. Then, switch papers. Look at his/her
answers. Underline the verbs in each sentence. Tell your instructor
examples of verbs you underlined. Last
lesson we looked at how noun phrases can be subjects and objects. Now let’s study verb phrases.
The verb phrase in English has the following forms:
1) a main verb:
|
|
Verb
|
|
|
We
I Everybody We |
are
like saw laughed |
here.
it. the accident. |
2) an auxiliary verb and a main
verb
|
|
Auxiliary
(be, have, do or modal)
|
Verb
(-ing, past participle, or base form)
|
|
|
I
Everybody
We |
do not
is
were |
like
watching
laughing. |
her.
her.
|
|
She
She
|
has
had
|
died.
been
|
sick.
|
|
We
|
have been
had been
|
crying.
|
|
|
I
|
may
|
go
|
to town.
|
In a verb phrase with the auxiliary be, have or do, it must agree with the subject in number and
person.
In a verb phrase with the auxiliary be, have or do, it will
change to show tense.
è
Modals do not change to agree with the subject
or show tense.
For more information, please see the summary of English
tenses and aspects in the introduction to this book.
Create
sentences
using Verb Phrases
Exercise:
Look at these sentences. Complete the following sentences with the appropriate
verb phrase from the box below. Pay
attention to tense and agreement.
1.
These days, some married couples
_________________________ responsibilities such as caring for children,
shopping for food, and cleaning the home.
2.
In the past, it
__________________________________________ less common for couples to share
these responsibilities.
3.
Some couples divide their work equally between
each other, but it ________________________ on the couple.
4.
In some households, the man ____________________
to work while the woman stays home to take care of the household.
5.
In some households, the woman _________________________________
outside the home.
6.
In addition, both parents
________________________________ outside the home.
7.
Compared to the past, gender roles in society________________________________________.
8.
Parents today hope that children
___________________________________________________ with updated ideas of
gender roles.
Compare your answers with a partner. Then, correct your
answers with your instructor.
You will learn more about tenses and agreement in verb phrases
later in the course.
Activity:
Write a short paragraph (4-6 complete sentences) to answer the following
questions: What activities do men usually do? What activities do men usually
do? How is this different from the past? In your opinion, should this change?
Pay attention to the placement of your verb phrases and word
order in general.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Present Tense—Identify and use present simple tense
Warm up: In
a small group, discuss your answers to these questions:
1.
In your opinion, which of the following jobs are
better for men, and which jobs are better for women? Circle your answer.
Professor Men/Women/Both
men and women
Doctor Men/Women/Both
men and women
Nurse Men/Women/Both
men and women
Secretary Men/Women/Both
men and women
Engineer Men/Women/Both
men and women
Taxi driver Men/Women/Both
men and women
2.
Explain your reasons for your answers above.
3.
Do you know a man or woman who has a job that
you do not expect, such as a man who has a job that is usually for woman, or a
woman who has a job that is usually for a man?
Describe that person to your group. What is
your opinion of that person?
Reprinted from Webb,
B. and Grant, N. (2007) English in Use, Book 4. 2nd ed. Pearson
Longman.
Comprehension:
Choose the best answer to the following questions. When you are finished,
compare your answers with a partner.
1.
Why do people stop to look at Wariinga?
a.
She wears old clothes.
b.
She has beautiful clothes.
c.
She looks good in her clothes.
d.
She copies all the latest clothes.
2.
Apart from her clothes, what else is noticeable
about Wariinga?
a.
She walks very fast.
b.
She is very successful.
c.
She has beautiful eyes.
d.
She has inner courage and confidence.
3.
Why might some people be surprised that she is a
mechanical engineer?
a.
They don’t think it’s possible for a woman to
work with metal.
b.
They don’t think women are strong enough.
c.
They think Wariinga is not very intelligent.
d.
They think Wariinga is not very good at her job.
4.
What ideas about women has Wariinga rejected?
a.
Women are intelligent.
b.
A woman’s body belongs to her.
c.
Women can only work in the home.
d.
Women should work outside the home.
5.
Underline the verbs in the following
sentences from the text:
a.
As Wariinga walks along, people stop to watch
her.
b.
Her faded blue jeans and khaki shirt and blue
waistcoat, also faded, fit her beautifully.
c.
For today Wariinga has dresses made for her or
she buys them ready-made, but they always suit the shape, colour and movement
of her beautiful body.
d.
Today Wariinga strides along with energy and
purpose.
6.
Which tense are most of the verbs above?
Most Verbs--Most verbs conjugate like the verb "run" below. Notice
how you add an "s" to third-person
forms. Third-person negative forms and third-person questions are made using
"does."
|
Positive
|
Negative
|
Question
|
|
·
I run.
·
You run.
·
We run.
·
They run.
·
He runs.
·
She runs.
·
It runs.
|
·
I do not run.
·
You do not run.
·
We do not run.
·
They do not run.
·
He does not run.
·
She does not run.
·
It does not run.
|
·
Do I run?
·
Do you run?
·
Do we run?
·
Do they run?
·
Does he run?
·
Does she run?
·
Does it run?
|
|
Positive
|
Negative
|
Question
|
|
·
I rush.
·
You rush.
·
We rush.
·
They rush.
·
He rushes. *
·
She rushes. *
·
It rushes. *
|
·
I do not rush.
·
You do not rush.
·
We do not rush.
·
They do not rush.
·
He does not rush.
·
She does not rush.
·
It does not rush.
|
·
Do I rush?
·
Do you rush?
·
Do we rush?
·
Do they rush?
·
Does he rush?
·
Does she rush?
·
Does it rush?
|
To Have--The verb
"have" is irregular in positive, third-person forms. This irregular
form has been marked below with an asterisk*.
|
Positive
|
Negative
|
Question
|
|
·
I have.
·
You have.
·
We have.
·
They have.
·
He has.
*
·
She has.
*
·
It has.
*
|
·
I do not have.
·
You do not have.
·
We do not have.
·
They do not have.
·
He does not have.
·
She does not have.
·
It does not have.
|
·
Do I have?
·
Do you have?
·
Do we have?
·
Do they have?
·
Does he have?
·
Does she have?
·
Does it have?
|
To Be--The verb
"be" is irregular in the Simple Present. It also has different
question forms and negative forms.
|
Positive
|
Negative
|
Question
|
|
·
I am.
·
You are.
·
We are.
·
They are.
·
He is.
·
She is.
·
It is.
|
·
I am not.
·
You are not.
·
We are not.
·
They are not.
·
He is not.
·
She is not.
·
It is not.
|
·
Am I?
·
Are you?
·
Are we?
·
Are they?
·
Is he?
·
Is she?
·
Is it?
|
Practice:
Choose the appropriate verb from the box to fill in the blank. Change the verb
to simple present tense and change it to agree with the subject.
Each verb will be used one time. Some verbs are irregular!
a.
Some people ____________________ that some jobs
are only for men and some are only for women.
b.
For example, they may think that women _____________________________
food better than men.
c.
As another example, they may think that men
____________________________ houses better than women.
d.
The story of Wariinga
______________________________________ a good example of how someone’s
professional skills are not dependent on their gender.
e.
She
_____________________________________________ with metal as an expert at
forging and welding.
f.
Wariinga
_________________________________________ gender stereotypes.
g.
All people
_________________________________________ skills that can be useful for certain
jobs.
h.
We all
___________________________________________ to have jobs that are a good fit
for our skills.
Compare your answers with a partner, then check them with
your instructor.
Activity:
In a group, play the board game on the next page, “What a Man/Woman Does.”
When it is your turn, you must say what a man or woman
usually does in the situation on the space.
Example: At the beachà
say, “At the beach, a woman usually wears a bathing suit.”
If you
are a man, you must talk about a woman. If you are a woman, you must talk
about a man. Use PRESENT SIMPLE
TENSE.
During the game, write the sentences that you and your
classmates say here:
1.
______________________________________________________________________________
2.
______________________________________________________________________________
3.
______________________________________________________________________________
4.
______________________________________________________________________________
5.
______________________________________________________________________________
6.
______________________________________________________________________________
7.
______________________________________________________________________________
8.
______________________________________________________________________________
9.
______________________________________________________________________________
10.
______________________________________________________________________________
Activity: After playing the game, look at the sentences
that you wrote. Do you agree with all the sentences that your classmates said
about men and women? Are some of the sentences not true or stereotypes?
Choose one sentence that you do not agree
with. Write a short paragraph (4-6 complete sentences) about why you disagree
with that statement. Remember to use simple present tense to write about things
that are facts or generally true.
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Identify and use present continuous
Warm Up: Look
at the photo on pg. 9 again.
Describe what is happening in the photo using present
continuous (be + -ing form of the verb)
For example:
She is
carrying a suitcase.
He is
holding her hand.
Write five more sentences about the photo, then share with a
partner.
1.
________________________________________________________________________
2.
________________________________________________________________________
3.
________________________________________________________________________
4.
________________________________________________________________________
5.
________________________________________________________________________
Check your partner’s sentences. Did he/she use present
continuous? Correct the sentences if necessary.
Why do you think should we use present continuous tense in
this case?
Note:
Present continuous and present progressive have the same
meaning. They are just different names.
PRESENT CONTINUOUS
FORM
[am/is/are + present participle]Examples:
·
You are
watching TV.
·
Are you watching TV?
·
You are
not watching TV.
USE 1 Now
Use the Present Continuous with Normal Verbs to express the idea that something is happening now, at this very moment. It can also be used to show that something is not happening now.
Examples:
·
You are
learning English
now.
·
You are
not swimming now.
·
Are you sleeping?
·
I am
sitting.
·
I am
not standing.
·
Is he sitting or standing?
·
They are
reading their
books.
·
What are you doing?
·
Why aren't you doing your homework?
USE 2 Longer Actions in Progress Now
In English, "now" can mean: this second, today, this month, this year, this century, and so on. Sometimes, we use the Present Continuous to say that we are in the process of doing a longer action which is in progress; however, we might not be doing it at this exact second.
Examples: (All of these sentences can be said while eating dinner in a restaurant.)
·
I am
studying to
become a doctor.
·
I am
not studying to
become a dentist.
·
I am
reading the book Tom
Sawyer.
·
I am
not reading any
books right now.
·
Are you working on any special projects at work?
·
Aren't you teaching at the university now?
Practice: Complete
the blank with the present continuous form of the verb in each sentence.
1.
They (go)_______________________________________________
to the market.
2.
The man (hold)
__________________________________________ the woman’s hand.
3.
Their baby (sleep)
_______________________________________________________.
4.
The man (wear) ________________________________________________
short pants.
5.
I (look)
______________________________________________________ at this photo.
Activity:
You will watch a video about two people who are going on a date. Before you
watch the video, discuss these warm-up questions with your group.
1.
Do you usually go on dates with other people?
2.
On a date, who usually pays, the man or the
woman? Why?
3.
When you like a man or woman in a romantic way,
how do you show that you like him or her?
Important
vocabulary for the video:
A date (n): an occasion
when two people who have or might have a romantic relationship do an activity
together
To go on a date with someone
To go out with someone
To split (the cost) (v): to share something with another
person, or pay half of the cost
Credit card reader (n): machine that scans credit cards in
order to use them to pay for something
To charge (a credit card) (v): to use a credit card to pay
for something
To Hold up (a bank, a restaurant, etc.) (v): to rob a bank,
restaurant, etc. using a gun
Activity:
Backs To The Screen
We will watch the video in two parts. We will watch the
first part and then stop. Then, we will watch the second part.
In a pair, choose who will watch the first part (Partner A).
The other person (Partner B) should turn his/her back to the screen so that
they cannot watch the video. Your teacher will demonstrate this.
When part 1 of the video plays, Partner A will describe what
is happening to Partner B. Tell them because they cannot see what is happening.
Use present continuous tense. Say as much as you can!
Example:
They are eating. She is smiling. They are enjoying their
food.
Then, switch. Partner B will watch part 2, but Partner A
will not. Partner A will have his/her back to the screen. Partner B will
describe what is happening to Partner A, using present continuous tense.
Then all students will watch part 1 and part 2 of the video
again.
Write 10 sentences about what you see in part 1 and part 2
of the video, using present continuous.
1.
______________________________________________________________________________
2.
______________________________________________________________________________
3.
______________________________________________________________________________
4.
______________________________________________________________________________
5.
______________________________________________________________________________
6.
______________________________________________________________________________
7.
______________________________________________________________________________
8.
______________________________________________________________________________
9.
______________________________________________________________________________
10.
______________________________________________________________________________
When you are finished, share your sentences with a partner.
Are they correct? If not, correct them. Then
discuss the following:
1.
What do you think of this video?
2.
What happened in the end?
3.
Do you agree with what the man’s friends did?
4.
If you were the woman, what would you do in the
end?
Subject Verb Agreement
Use appropriate subject-verb agreement
in writing and speaking
Warm up: Which
of these sentences is wrong, and which are correct?
If a sentence is correct, write C. If a sentence is wrong,
write X and correct it.
a.
They is going to the market.
b.
The man is holding the woman’s hand.
c.
Some people thinks that some jobs are only for
men and some are only for women.
d.
For example, they may think that women cooks
food better than men.
e.
As another example, they may think that men
clean houses better than women.
f.
However, stereotypes aren’t always true.
When you finish, discuss with a partner: what is wrong with some of the sentences
above and how did you fix them?
1. When the subject of a sentence is composed of
two or more nouns or pronouns connected by and, use a plural verb.
She and her
friends are at the fair.
2. When two or more
singular nouns or pronouns are connected by or or nor, use a singular verb.
The book or the
pen is in the drawer.
3. When a compound subject
contains both a singular and a plural noun or pronoun joined by or or nor, the
verb should agree with the part of the subject that is nearer the verb.
The boy or his
friends run every day.
His friends or the
boy runs every day.
4. Doesn't is a contraction
of does not and should be used only with a singular subject. Don't is a
contraction of do not and should be used only with a plural subject. The exception to this
rule appears in the case of the first person and second person pronouns I and
you. With these pronouns, the contraction don't should be used.
He doesn't like it.
They don't like it.
5. Do not be misled by a phrase that comes
between the subject and the verb. The verb agrees with the subject, not with a
noun or pronoun in the phrase.
One of the boxes is open
The people who listen to that
music are few.
The team captain, as well as his
players, is anxious.
The book, including all the
chapters in the first section, is boring.
The woman with all the
dogs walks down my street.
6. The words each, each
one, either, neither, everyone, everybody, anybody, anyone, nobody, somebody,
someone, and no one are singular and require a singular verb.
Each of these hot dogs is juicy.
Everybody knows Mr. Jones.
Either is correct.
7. Nouns such as civics,
mathematics, dollars, measles, and news require singular verbs.
The news is on at
six.
Note: the word dollars is
a special case. When talking about an amount of money, it requires a singular
verb, but when referring to the dollars themselves, a plural verb is required.
Five dollars is a lot
of money.
Dollars are often used instead of
rubles in Russia.
8. Nouns such as scissors,
tweezers, trousers, and shears require plural verbs. (There are two parts to
these things.)
These
scissors are dull.
Those
trousers are made of wool.
9. In sentences beginning
with "there is" or "there are," the subject follows the
verb. Since "there" is not the subject, the verb agrees with what
follows.
There are many
questions.
There is a
question.
10. Collective nouns are
words that imply more than one person but that are considered singular and take
a singular verb, such as group, team, committee, class, and family.
The team runs during
practice.
The committee decides how
to proceed.
The family has a
long history.
My family has never
been able to agree.
The crew is preparing to
dock the ship.(This sentence is referring
to the individual efforts of each crew member.)
11. Expressions such as
with, together with, including, accompanied by, in addition to, or as well do
not change the number of the subject. If the subject is singular, the verb is
too.
The President, accompanied by his
wife, is traveling to India.
All of the books, including yours, are in
that box.
Exercise: Choose
the correct form of the verb that agrees with the subject.
1. Annie and her brothers (is, are) at school.
2. Either my mother or my father (is, are) coming to the
meeting.
3. The dog and the cats (is, are) outside.
4. Either my shoes or your coat (is, are) always on the
floor.
5. George and Tamara (doesn't, don't) want to see that
movie.
6. Benito (doesn't, don't) know the answer.
7. One of my sisters (is, are) going on a trip to France.
8. The man with all the birds (live, lives) on my street.
9. The movie, including all the previews, (take, takes)
about two hours to watch.
10. The players, as well as the captain, (want, wants) to
win.
11. Either answer (is, are) acceptable.
12. Every one of those books (is, are) fiction.
13. Nobody (know, knows) the trouble I've seen.
14. (Is, Are) the news on at five or six?
15. Mathematics (is, are) John's favorite subject, while
Civics (is, are) Andrea's favorite subject.
16. Eight dollars (is, are) the price of a movie these days.
17. (Is, Are) the tweezers in this drawer?
18. Your pants (is, are) at the cleaner's.
19. The committee (debates, debate) these questions
carefully.
20. The committee (leads, lead) very different lives in
private.
21. The Prime Minister, together with his wife, (greets,
greet) the press cordially.
22. All of the CDs, even the scratched one, (is, are) in
this case.
Activity:
Read the dialogue between a boy and a girl in a library.
There are 10 mistakes. Find them and correct them.
Then, practice reading the dialogue with a partner.
Dialogue adapted from http://www.sttss.edu.hk/english/Writing_web/4A_Chan_Joe_DatingDialogue.htm
(One day, Billy sees a
beautiful girl when he is in the library and he decides to talk to her…)
Billy: Hi, nice to
meet you. My name is Billy. What’s your name?
Stella: Hi…my name
are Stella, but I don’t know who you are…
Billy: Let me say
it again. I am Billy and I love you at
first sight as you are so beautiful. Can
you be my girlfriend?
Stella: I am very
grateful to hear you says that I am beautiful, but…
Billy: That mean
you can be my girlfriend! I am sure we is a perfect match!
Stella: Hey Billy,
I already has a …
Billy: Excellent! You already love me! I am very happy to hear that! Hmm…where can
we goes for a date?
Stella: I’m sorry
to tell you that I have…
Billy: You has no
time to date…never mind, give me your telephone number. I will send an SMS..
Stella: Can you
listen to me and not interrupt until I finishes talking??
Billy: Okay.
Stella: Listen
carefully! (She am speaking seriously) I
already have a boyfriend, and I doesn’t want you to disturb me.
Billy: It is
impossible…you are the apple of my eye and you are also my heartbreaker. My
heart are definitely broken…. (He is crying)
Finite and Non-Finite verbs (and Gerunds
and Infinitives)
Distinguish between finite and
non-finite verbs (structure, function)
Read the article on pg. 3 (from The Bluffer’s Guide to
Men and Women) again.
After you read, fill in the blanks in these sentences about
men from the article.
1.
From Approval
They want __________________________ that women have noticed them.
2.
From Conversation
Telephone calls are for the transmission of essential information, not
for __________________________________ or the exchange of confidences.
3.
From Commitment
Men find it hard ______________________________ themselves to a
relationship.
4.
From Shopping
The
majority of men dislike _______________________________.
Discuss with a partner: In each of the above sentences, are
the words in the blanks used as verbs or nouns? Be prepared to share your
answers with your instructor.
Sometimes, you may see ‘to
+ verb’ (also called infinitive) or ‘verb + -ing’ (also called gerund) function as nouns, not
verbs.
For example: The majority of men dislike shopping.
What do men dislike? Shopping.
They dislike it. Shopping in this case is a thing, the
activity that men dislike.
Another example: They want to feel that women have
noticed them.
What do they want? To
feel that women have noticed them. They want it. To feel in
this case is a thing, the feeling that they want.
Both of these are also called “non-finite verb forms.” They are
different from “finite verb forms”
which show action in a sentence and are changed to show time, agreement with
the subject, etc. “Non-finite verb forms,”
infinitives and gerunds, do not
change to show time, agreement with the subject, etc.
Non-finite verb forms (gerunds and infinitives) can be used as nouns
or adjectives. This can be confusing because these non-finite verb forms
look the same as finite verb forms, but they are not actually
functioning as verbs in the sentence.
For example: Mathematics class is
boring.
How is mathematics class? It
is boring. In this case, boring is an adjective that describes the class.
It is not a verb in this case, even if it has –ing.
Exercise: Read the sentences below from the article on pg. 3.
For each underlined word, decide if
it is used as a verb or as a noun/adjective (non-finite verb form) or as a verb (finite verb form).
1. From
Conversation
“But what were you talking about?” a bemused man
may ask a woman who has spent two hours on the phone with someone they just met
that morning.
Verb or Noun/Adjective? _________________________
2. From
A Good Cry
They will never understand how women, in the right
circumstances, can claim to enjoy ‘a good cry.’
Verb or Noun/Adjective? __________________________
3. From
Nagging
It is important to remember that a woman does not
nag but reminds.
Verb or Noun/Adjective? __________________________
4. From
Nagging
Men are simply being reminded of the fact that
they have not done what they said they were going to do…
Verb or Noun/Adjective? __________________________
5. From
Guilt
They read articles in glossy magazines about ‘having
it all.’
Verb or Noun/Adjective? ___________________________
6. From
Commitment
Getting them to do so is like getting a
hold of the soap in the bath.
Verb or Noun/Adjective? ____________________________
7. From
Shopping
They like armchair-shopping first, studying
advertisements and comparing prices before going out and buying a
car.
Verb or Noun/Adjective? _____________________________
When you are finished, compare your
answers with a partner. Then discuss the answers with your instructor.
Please note that certain verbs can only be followed
by gerunds, certain verbs can only
be followed by infinitives, and
certain verbs can y be followed by either gerunds or infinitives.
Here is a short list:
 |
Exercise: Fill
in the blank with the correct form of the verb in parentheses. Refer to the
chart above.
1. He is a man who wants (shop)
______________________________________________________.
2. She is a woman who dislikes
(shop) __________________________________________________.
3. He is a man who prefers
(cook) ____________________________ rather than eat at a restaurant.
4. She is a woman who doesn’t
want (have) ______________________________________ children.
5. They are a couple who like
(share) ____________________________ responsibilities in the home.
6. Some people wish (stay)
______________________________________________________ single.
Use
finite and non-finite verbs in context
Activity:
Find Someone Who Bingo
Ask questions to your classmates using the topics in each
box below.
For example: … a man likes to watch TV à Find a man and ask, “Do you like to watch TV?”
If your classmate says “Yes,” write their name in the
box. If your classmate says, “No,” ask
another question.
Use each name only ONE TIME.
Once you have filled in four boxes in a row, column, or
diagonally, tell your instructor. The first person to finish wins!
|
… a man who likes to clean the house.
|
… a man who likes to cook.
|
… a woman who likes eating
a lot.
|
… a woman who doesn’t need
to have many friends
|
|
… a woman who wants to
be a scientist.
|
… a woman who doesn’t like
crying.
|
… a man who enjoys talking a lot.
|
… a man who needs to have many friends
|
|
… a woman who likes to
study maths.
|
…a man who likes to talk on the phone.
|
… a man who prefers to read books than play sports.
|
… a woman who loves to fix
things.
|
|
… a man who enjoys shopping.
|
…a woman who is good at playing
football.
|
…a man who promises to be faithful in relationships.
|
… a woman who loves to
watch football games.
|
Activity:
Write at least four complete sentences about your classmates with this
information.
Example: Abbas likes to clean the house.
1.
________________________________________________________________________
2.
________________________________________________________________________
3.
________________________________________________________________________
4.
________________________________________________________________________
Sentence Structure: Word Order and
Active Voice
Identify active sentences and
differentiate them from passive
Warm up: You
are going to read an article about the differences between men and women’s
brains. Which statements do you think are true?
a.
Men and women’s brains are about the same size. _____
b.
Men generally do better in intelligence tests. ______
c.
Women are better at doing a lot of things at
once. ______
d.
Men and women are born with exactly the same type
of brain. ______
Article reprinted from Cunningham & Moor (2005).
Cutting Edge, Upper Intermediate. Pearson
Longman.
Comprehension:
1.
After you read, look at your answers to the
warm-up questions. Correct any of your answers that were wrong.
2.
Study this sentence from the article: “Spatial
abilities are a big part of sport,” says one researcher.
à
WHO said this?
3.
Study this sentence from the article: It has
been suggested that, in the case of human brains, smaller may also mean better.
à WHO suggested this?
Active Form
In active sentences, the thing doing the action is the subject of
the sentence and the thing receiving the action is the object. Most sentences are active.[Thing doing action] + [verb] + [thing receiving action]
Examples:
Passive Form
In passive sentences, the thing receiving the action is the
subject of the sentence and the thing doing the action is optionally included
near the end of the sentence. You can use the passive form if you think that
the thing receiving the action is more important or should be emphasized. You
can also use the passive form if you do not know who is doing the action or if
you do not want to mention who is doing the action. [Thing receiving action] + [be] + [past participle of verb] + [by] + [thing doing action]
Examples:
Identify
subject/object complements in active sentence structure
Exercise:
Look at the following sentences and phrases from the article. Circle the
subject and object if it is present (some sentences do not have an object or
subject.) Underline the verb or verbs. Then, decide whether each one is
active or passive.
a.
Men and women consistently score similarly on
intelligence tests, despite the difference in brain size.
Active or passive?
b.
Scientists have wondered why for years…
Active or passive?
c.
…but now a team of researchers may have come up
with the answer.
Active or passive?
d.
The differences, according to researchers, begin
in the womb.
Active or passive?
e.
The results can be seen in the behavior of
children as young as one.
Active or passive?
f.
In one experiment, when a barrier was put
between the toddlers and their mothers…
Active or passive?
g.
…the typical boy tried to climb the barrier or
push it down.
Active or passive?
For the passive examples, discuss with your instructor why
the passive voice was used rather than the active voice. You will learn more about passive voice in
the next unit.
Create and use active sentences in context
Activity: Answer the questions with sentences in active
voice.
1.
Do you think you have a typical ‘male’ or
‘female’ brain? In what way?
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2.
Do you know anyone who is an exception to these
stereotypes? Why?
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3.
Which do you think is more important to the way
your mind develops: the way you are born or the experiences you have?
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Then, compare your answers with a partner.
Fill out this chart about your responses. Put the following
phrases in the correct box:
·
Have a typical ‘male’ brain
·
Have a typical ‘female’ brain
·
Know someone who is an exception to these
stereotypes
·
Thinks the way you are born is more important
·
Thinks the experiences you have are more
important
|
Only me
|
Only my partner
|
|
Both my partner and I
|
Neither my partner nor I
|
Word Order for Questions: Yes/No and
Wh-
Identify word order
Warm-up:
Look at the image. What do you think the next reading will be about?
Read the following dialogue between a woman and her husband.
Wife: Wait a minute! Where are you going?
Husband: I’m going out to the bar.
Wife: Did you go to the bar yesterday too?
Husband: Yes.
Wife: When did you come home?
Husband: Around ten o’clock.
Wife: I don’t think so.
Husband: What do you mean?
Wife: You came home much later, and I saw
lipstick on your shirt.
Husband: Do you have a problem with that?
Wife: Where were you last night?
Husband: Why do you need to know?
Wife: Because I am your wife – and I love you!
Comprehension:
Discuss these questions with your group.
1.
What is this conversation about?
2.
Why is the wife angry?
3.
How does the husband feel? Why?
4.
Is this type of conversation common? Explain.
Activity:
Read the dialogue again. Read it aloud with your group members. Try to read it
with emotion.
Activity: Underline
all of the questions that you see in the dialogue. Write them here.
|
Yes/No Questions
|
Wh-Questions (also known as “information questions”)
|
|
|
|
1. What’s the word order in yes / no questions? Circle the correct order.
a. Subject + do / does + main verb
b. Do / Does + subject + main verb
2. What’s the word order in information questions? Circle the correct order.
a. Wh- word + subject + do / does +
main verb
b. Wh- word + do / does + subject +
main verb
3. True or false? We
use do or does in both information questions and yes / no questions. _________
Create and use yes/no and wh-
questions in active sentence structures in context
Exercise:
Look at the following words. Write them in the correct order to form questions.
1.
You/going/where/are?
________________________________________________________________________
2.
Go/yesterday/bar/did/you/the/to?
________________________________________________________________________
3.
See/you/there/did/who?
________________________________________________________________________
4.
To me/lying/you/are?
________________________________________________________________________
5.
Do/trust/you/me?
________________________________________________________________________
6.
Having/you/are/an/affair?
________________________________________________________________________
Exercise: Write
questions about the following topics. Then, ask your partner and write their
answers.
1.
(Have a girlfriend or boyfriend – yes/no)
Q: ___________________________________________________________________________________
A:___________________________________________________________________________________
2.
(cheating common in relationships – yes/no)
Q:
___________________________________________________________________________________
A:___________________________________________________________________________________
3.
(cheating common or not common – why)
Q:
___________________________________________________________________________________
A:___________________________________________________________________________________
4.
(do if you discovered your partner cheating –
what)
Q:
___________________________________________________________________________________
A:___________________________________________________________________________________
Activity:
Write a dialogue between a boyfriend and girlfriend. Include:
At
least 3 yes/no questions
At
least 3 wh-questions
Write the dialogue on a separate paper. Practice saying it
out loud with emotion. Your instructor will ask you to perform it in front of
the class.
Identify
adverb clauses in active sentence structure
Warm up:
Look at the picture below. What do you think this poem will be about?
Read the poem out loud and discuss the questions on the next
page with a group.
Reprinted from Webb,
B. and Grant, N. (2007) English in Use, Book 4. 2nd ed. Pearson
Longman.
Comprehension:
Discuss these questions with some classmates, then discuss with your
instructor.
1.
This poem’s title is “Double Beating.” What is
the ‘double beating’ that the poem is talking about?
2.
What do the following things in the poem
symbolize:
§ The
hammer
§ The
nail
§ The
wood
3.
What problems does the family face because of
poverty?
4.
Does the
woman blame her husband for beating her?
Read the poem again.
After you read, fill in the blanks in these sentences or
phrases from the poem.
a.
(verse 1) Tell me, please, ___________________
the hammer pounds the nail, and the nail bites mercilessly into the wood, who
is the wood to blame?
b.
(verse 2) You saw today my husband beat me, beat
me _________________________ the blood spurted angry to the ground.
c.
(verse 3) Three months of hiding the children
from school ____________________________ my daughter’s skirt is now too short
to cover her budding youth.
d.
(verse 4) And so ____________________ he, my
husband, strode through the door, I only asked.
What part of speech are the words in the blanks?
Adverb Clauses
Exercise:
Read the following blog post about domestic violence in Tanzania. Underline
the adverb clauses that you see. There are 14 adverb clauses. The first one has
been underlined as an example.
DOMESTIC
VIOLENCE AGAINST WOMEN IN TANZANIA, THE NEVER-ENDING STORY
Found
at https://wewriteforrights.wordpress.com/2013/08/11/domestic-violence-against-women-in-tanzania-the-never-ending-story/
and adapted by Renee Lynch
“My husband beat me to the extent
that he destroyed my one leg, but I never report anywhere because I
love him, and he beat me because he loves me too.”
This is one statement among many
that represents a cultural acceptance of domestic abuse by a number
of women in Tanzania. Statistics show that 85% of all victims of domestic
violence are women, one among every four women experience domestic
violence. Those who are mostly affected are women aged between 20 to
24 years old while most cases are never reported.
Mara is a region where a large number
of domestic abuse cases are reported. This is either due to the fact that more
women actually report cases of domestic violence or that they occur with a
higher frequency than other regions in Tanzania. Take for example two cases
that have been reported from the Mara region: one is Neema Ngoko, who was
brutally beaten by her husband and locked indoors for two weeks even though she
was pregnant, and Stella Nyakuboi who experienced violence leading to
death when her husband flew into a jealous rage.
In Dar es salaam as well the
situation occurs though few people have the courage to report it. Amina Rashid
is among one of many women who experiences abuse by her husband because of
jealousy, to the extent that it has destroyed one of her legs, although
she doesn’t want to report it anywhere. She believes that beating is a
part of her life and that her husband has the right to beat her because he
loves her. This view is representative of a strong cultural attitude
surrounding domestic abuse, where acceptance by women is strong.
Speaking with the Chairperson of
Upendo Women’s Group, which was founded in Dar es Salaam, Mrs. Mbega said, “Women
have rights like any other person, and if anyone experiences beating from their
husbands they should report it to centers like theirs or report to the
police station in order to protect their rights. Husbands have no right to
beat their wives because it is against human rights.” She added that before a
man rushes to beat a woman, he can simply talk with her politely to reach a
conclusion.
Mr. Majaliwa, a father of four
children, explained that the tendency to beat one’s wife is not good since
it affects children psychologically and it can influence them to disrespect their
mother and possibly became violent later in their lives. He added that
there some women who feel that to be beaten is a sign of love so they try
their best to make their husband angry so that they will beat them. He
emphasized that education needs to be provided to women while they are young so
they will grow up and know what their human rights are.
According to the Tanzania Legal
and Human Rights Centre 2012
Human Rights Report, the Tanzanian constitution expressly provides for the rights
of women. There are also police directives and programs which address
issues of Gender Based Violence. For example, Tanzania’s Poverty Reduction
Strategy Papers (PRSP) lists violence against women as one of its
indicators of poverty, a feature that is rare among PRSPs in other
countries. Also, the Ministry of Community, Gender and Development
has established a national committee on gender based violence now that gender-based
violence is a criminal offence in Tanzania under Part XV of the Penal
Code.
Compare the adverb clauses you underlined with a partner,
and then discuss them with your instructor.
Exercise:
Look at the blog post again. For each of the adverb clauses, label which type
of adverb clause it is (time, cause and effect, direct contrast, etc.) Refer to
the chart on pg. 46 for more information.
*Be careful with while
and since. They can be used
differently depending on the context:
While: time OR
direct contrast
Since: time OR
cause and effect
Exercise:
Read the paragraph below, fill in the blank with the correct word to complete
the adverb clause appropriately.
Gender-based violence is harmful acts against someone based
on their gender. These harmful acts can include verbal abuse, psychological
abuse, and physical abuse. When these acts occur in the home, they are referred
to as “domestic violence.” Often in these situations, men are violent against
women 1)_____________________________ women can also be violent against
men. Gender-based violence and domestic violence are problems in many countries
around the world.
This abuse is a serious issue 2) _________________________________
it can have very harmful effects on family structure, economic growth, and
community development. However, some
experts argue that this violence is a result of poverty. In the poem “Double
Beating,” for example, the wife does not blame her husband for beating her. 3) _________________________________
he beat her, it was a result of the stress of not having money to give to the
family. 4) ________________________ she asked for the money, he released
his anger against the unfair world on to her.
5) _____________________________ people are educated
about their rights, this abuse may continue. It will be a problem 6)
_____________________________ the larger issues like poverty are also
solved.
Identify, classify
various types of phrases and clauses in active structure
Warm-up:
Discuss the following questions with a group.
Be prepared to share your opinions with the instructor.
1.
Is gender-based violence a problem in your
community? Explain.
2.
In your opinion, what are the causes of
gender-based violence?
3.
In your opinion, what is the best way to solve
this issue?
Read the blog post on pg. 46-48 again.
After you read, fill in the blanks in these sentences or
phrases from the blog post.
a.
This is one statement among many
___________________________________ represents a cultural acceptance of
domestic abuse by a number of women in Tanzania.
b.
Those _______________________________________
are mostly affected are women aged between 20 to 24 years old while most cases
are never reported.
c.
Mara is a region ___________________________________________
a large number of domestic abuse cases are reported.
d.
She believes _______________________________
beating is a part of her life and ____________________________ her husband has
the right to beat her because he loves her.
e.
Speaking with the Chairperson of Upendo Women’s
Group, __________________________ was founded in Dar es Salaam, Mrs. Mbega said…
Read the following information on clauses:
There are many types of dependent clauses:
Adverb clauses give information about events - where, when, why,
and how
Adjective clauses give information about people, places, and things – who, which one.
Noun clauses give information about other ideas – what.
Adverb clauses (also called adverbials) were discussed in
the previous lesson. Read more about adjective and noun clauses on the next
pages.
Adjective Clauses
Discuss with
a partner: What is an adjective? Be prepared to share your answers with the
class.
If we remember the role of adjectives, it is easy to
understand the role of adjective clauses.
Let’s look at an example:
I thanked the woman.
Who is the woman? We don’t have enough information to
understand the sentence.
I thanked the woman. She helped
me.
What are some ways we can combine
these two sentences? Discuss with a partner.
One way we can combine these sentences is by forming an adjective clause. Let’s look at some ways we can form adjective
clauses.
Exercise: Underline
the adjective clauses in the following sentences. Check your answers with a partner.
a.
This is one statement among many which
represents a cultural acceptance of domestic abuse by a number of women in
Tanzania.
b.
Those who are mostly affected are women aged
between 20 to 24 years old while most cases are never reported.
c.
Mara is a region where a large number of
domestic abuse cases are reported.
Exercise:
Combine the following sentences using an adjective clause.
Exampleà
Many women are affected by domestic abuse. They are between the ages of 20 and
24.
Many women who are
between the ages of 20 and 24 are affected by domestic abuse.
1.
Upendo Women’s Group supports women’s rights. It
was founded in Dar es Salaam.
______________________________________________________________________________
2.
Domestic abuse is an issue. It affects Tanzania.
______________________________________________________________________________
3.
There are police directives
and programs. They address issues of gender based violence.
______________________________________________________________________________
Noun Clauses
Fill in the blanks with names of students in your
class. Share your answers with a
group.
I know where
________________lives.
(student’s name)
I don’t know where
________________ lives.
(student’s name)
I don’t know what
__________________________ likes to eat for breakfast.
(student’s name)
I wonder if
__________________ likes _________________.
(student’s name) (noun)
I think that
____________________ is a good ___________________.
(student’s name) (noun)
In the examples
above, you are using noun clauses to express your ideas. Noun clauses are
often used to express our beliefs, what we know (or don’t), and our opinions. Let’s look at different types of noun clauses.
Exercise: Underline
the noun clauses in the following sentences.
1.
She believes that beating is a part of her life
and that her husband has the right to beat her because he loves her.
2.
Mr. Majaliwa, a father of four children,
explained that the tendency to beat one’s wife is not good…
3.
He emphasized that education needs to be
provided to women while they are young so they will grow up and know what their
human rights are.
Exercise:
Complete each sentence by changing the question in parentheses into a noun
clause.
Example: (What are
their rights?) à
These women don’t know what their rights are.
1.
(Is this an issue in my community?)
à
I don’t know _________________________________________________________________.
2.
(Will education solve the problem?)
à I don’t know _________________________________________________________________.
3.
(What do men think?)
à
We need to ask ______________________________________________________________.
Exercise:
Read the following text. Underline all of the adverb clauses, adjective
clauses, and noun clauses. Then, label
which type of clause it is – adverb, adjective, or noun clause.
Reprinted from Webb,
B. and Grant, N. (2007) English in Use, Book 4. 2nd ed. Pearson
Longman.
Compare your answers with a partner and discuss with your
instructor.
Activity:
Complete the following sentences with your opinions. Complete each sentence
with a clause.
*Remember, a clause has a subject and a verb.
Example: I think that a woman’s place is where she can be
treated equally.
1.
I think that a woman’s place in society is
where______________________________________.
2.
It is right that
__________________________________________________________________.
3.
Society itself is in danger of falling apart
when ________________________________________.
4.
I don’t think men can blame women if
______________________________________________.
5.
My family has many women who
__________________________________________________.
Share your responses with a classmate.
Activity:
Interview someone about what they think of women’s place in today’s society. Then,
write a short paragraph (4-6 complete sentences) about the interview and about
his/her opinions.
Include at least 1
adverb clause, at least 1 adjective
clause, at least 1 noun clause.
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