Saturday, August 30, 2014

Irregular Verbs - PRACTICE PRACTICE PRACTICE



A  list of irregular verbs can be found on pages 22-23 of the following book in pdf format:http://meandphotography.files.wordpress.com/2013/06/understanding-and-using-english-grammar.pdf



Adding ED and ING to Verbs

http://www.oxforddictionaries.com/us/words/verb-tenses-adding-ed-and-ing


The past tense refers to things that happened in the past. To make the past tense of regular verbs, the ending -ed is added to the infinitive ('I asked her a question'). The present participle refers to things that are still happening. To make the present participle, the ending -ing is added to the infinitive ('I am asking her a question').
Often there's no need to make any other spelling changes when you add -ed and -ing to the infinitive but there are some cases when it's necessary to do so. Here are some rules to help you get it right:

Verbs ending with a silent e

If the verb ends with an e that isn’t pronounced (as in bake or smile), then you need to drop this final -e before adding -ed and -ing:
verbpast tensepresent participle
bakebakedbaking
smilesmiledsmiling

Verbs ending in -ee, -ye, and -oe (such as free, dye, and tiptoe) do not drop the final -e when adding -ing:
verbpast tensepresent participle
freefreedfreeing
dyedyeddyeing
tiptoetiptoedtiptoeing

A very few verbs keep the final -e when adding -ing to distinguish them from similar words. For example, singe becomes singeing rather than singing (which is the present participle of sing).

Verbs ending with a vowel plus -l

If the verb ends with a vowel plus -l (as in travel or equal), then you need to double the l before adding -ed and -ing in British English:
verbpast tensepresent participle
traveltravelledtravelling
distildistilleddistilling
equalequalledequalling

This rule doesn’t apply in American English: see more information about the differences between British and American spelling

Verbs ending with a single vowel plus a consonant

If the verb ends with a single vowel plus a consonant, and the stress is at the end of the word (e.g. refer), then you need to double the final consonant before adding -ed and –ing:
verbpast tensepresent participle
admitadmittedadmitting
commitcommittedcommitting
referreferredreferring

If the verb ends with a vowel plus a consonant and the stress is not at the end of the word, you don’t need to double the final consonant when adding -ed and -ing:
verbpast tensepresent participle
inheritinheritedinheriting
targettargetedtargeting
visitvisitedvisiting

If the verb has only one syllable and ends with a single vowel plus a consonant (e.g. stop), then you need to double the final consonant before adding -ed and -ing:
verbpast tensepresent participle
stopstoppedstopping
taptappedtapping
sobsobbedsobbing

Verbs ending with two vowels plus a consonant

If the verb ends with two vowels plus a consonant, you should generally not double the final consonant:
verbpast tensepresent participle
treattreatedtreating
wheelwheeledwheeling
pourpouredpouring

Verbs ending in -c

If the verb ends in -c (e.g. panic), you need to add a -k before adding -ed and -ing, and also -er.
verbpast tensepresent participlerelated noun
picnicpicnickedpicnickingpicnicker
mimicmimickedmimickingmimicker
traffictraffickedtraffickingtrafficker

Friday, August 29, 2014

Assignments for Tuesday 9/2/14

FOG4:
Do the vocabulary/comprehension exercises on page 27.
Read the charts on pages 28-30 carefully, and make sure you understand all of the examples.
Do the exercises on pages 30-35.
https://drive.google.com/file/d/0B-2fvJUBid2yVldfTEJEOGthVm8/edit?usp=sharing



WOR2:
Read "It's OK to Be Different" on pages 15-16.
Then do the comprehension/vocabulary exercises on pages 17-20


BLOG:
Read the two articles I've posted on the blog "A Powerful Influence"  and "Whose Opinion Matters More?"
Write a short paragraph comparing and contrasting the two articles.
Then email your short paragraph to noosharavaghi@gmail.com by 11:59pm on Monday and write your FULL NAME in the Subject line of the email.


Example: If I wanted to compare and contrast our two textbooks for this class (Focus on Grammar 4 & World of Reading 2), I would write the short paragraph below:
Both Focus on Grammar 4 and World of Reading 2 are books designed to teach English to language learners.  These books have both been published by Pearson.  However, these books are different in terms of the skills they address.  While Focus on Grammar 4 introduces the rules of the language through texts and exercises, World of Reading 2 focuses on vocabulary and text analysis.  Another difference between these books is that Focus on Grammar 4 has listening exercises and therefore contains a CD, whereas World of Reading 2 doesn't.

Whose Opinion Matters More?

Whose Opinion Matters More: Parents' or Friends'?
When my wife and I first started dating, she would joke that because I valued my best friend’s opinion so much, we would only be able to stay together if he approved of her…at least I think she was joking.  Fortunately, he gave me his blessing, and now my wife and I are happily married. But why wasn’t my wife worried about what my parents would think of her? Did she believe that I don’t trust my parents’ advice? (Mom and Dad, I do listen to your advice…most of the time). Or did my wife simply believe that my best friend’s advice would carry more weight than my parents’?
Researchers have examined just this – whose opinion, friends' or parents', has more influence on individuals’ dating choices.1 In the study, participants first completed a short questionnaire about themselves and then provided researchers with contact information for a friend and a parent. Participants were led to believe the researchers would contact the friend and parent to ask them some questions. A few weeks later, participants returned to the lab and interacted with two potential romantic partners over instant messenger. In reality, the potential partners were actually research assistants who responded to the participants’ messages with scripted, standardized replies. After interacting with both potential partners, participants received feedback about one of the interaction partners (no information was given about the other partner, which served as a control condition). Participants were told one of three things: (1) both their friend and parent approved of the partner; (2) both disapproved; or (3) one person approved (e.g., friend) and the other disapproved (e.g., parent). (Importantly, participants believed this feedback because they had previously given permission for the researchers to contact their friend and parent. In reality, this feedback was false – neither the friend nor the parent was ever asked for their opinion). Afterward, participants rated how much they liked each interaction partner and decided with which of the two partners they wished to continue interacting.
So to recap, Jenny came to a lab, answered some questions about herself, then gave the researchers permission to contact a friend and parent. Jenny then comes back to the lab a couple weeks later, interacts with two people over instant message, and is told that her friend and/or parent approve of one of the partners. Jenny then decides how much she likes the interaction partners and which one she would like to get to know further.
A few interesting patterns emerged from the study. First, friend’s – but not parent’s – opinions predicted whether or not participants liked the interaction partner. Additionally, participants were more than twice as likely to choose the interaction partner the friend approved of. Parent’s opinion, on the other hand, did not generally predict which interaction partner participants chose. But parents’ opinions did matter for some participants. For those indicating that they relied more heavily on their parents than their friend for resources (such as receiving comfort and advice or financial assistance), the parent’s approval or disapproval predicted how much participants liked the interaction partner. That’s right, if Mom or Dad does stuff for you, then you’ll actually listen to them when judging potential partners. That said, only your friends affect who you finally choose.
To summarize, our friends’ opinions more strongly influence how much we like and are willing to date a potential romantic partner than do our parents’ opinions…unless we rely on our parents for more resources than our friends. So, it turns out that my wife’s instinct was correct (as it usually is, but don’t let her know I admitted it) – my best friend’s opinion was going to more strongly affect how much I liked her than would my parent’s opinion, but that’s mostly because I was socially and emotionally independent at that point in my life. It appears, then, that Mama only knows best (or rather, influences us most) when Mama is still the go-to person in our lives. Sorry Mama.
http://www.scienceofrelationships.com/home/2012/3/7/whose-opinion-matters-more-parents-or-friends.html

Thursday, August 28, 2014

A Powerful Influence

A teen's friends are a powerful influence

Behavior is almost contagious among teenagers. Good behavior by peers can spread through the group. But bad behavior can also be modeled.

April 11, 2011|By Valerie Ulene, Special to the Los Angeles Times


My parents had it pretty easy with me when I was a teenager. I was a bit of a nerd. I earned straight A's in school, ran for student government and spent much of my free time watching reruns of "Little House on the Prairie." And they had little to complain about when it came to my friends — most of them were as straight as I was. My mom and dad considered them a positive influence.
Many parents aren't nearly this lucky. Their teens run with kids who prefer partying to homework or fistfights to team sports. It's only natural for these parents to worry about the way their children are being influenced. And it's only logical for them to wonder: Should I allow my child to spend time with these kids at all?
"It's a tricky issue," says Mitch Prinstein, director of clinical psychology at the University of North Carolina at Chapel Hill and editor of the Journal of Clinical Child and Adolescent Psychology. "It's a fair and appropriate question for parents to be asking themselves."
The influence that friends exert over one another as teenagers is clearly powerful and, far too often, undesirable. Unhealthy behaviors can be almost contagious among kids this age. Teens whose friends smoke, drink or use drugs, for example, are more likely to indulge in these behaviors themselves. Aggressive, illegal or self-injurious behaviors also have a tendency to cluster among friend groups, as do concerns about body image and eating.
http://articles.latimes.com/2011/apr/11/health/la-he-the-md-teens-friends-20110411

Quiz 8/26/14 ANSWERS

https://drive.google.com/file/d/0B-2fvJUBid2yT1lnMHhLNFVVTkE/edit?usp=sharing

Wednesday, August 27, 2014

Assignments for Thursday 8/28/14

FOG4:
Unit 2 - do the exercises on pages 15-23
Unit 1 - review


Check out this link also:
https://drive.google.com/file/d/0B-2fvJUBid2yN043V1NIN05PQm8/edit?usp=sharing



WOR2:
Chapter 2 - read the text on page 10 and do the exercises on pages 11-13
Chapter 1 - vocabulary review

Friday, August 22, 2014

Assignments for Tuesday 8/26/14

FOG4: Do all the exercises on pages 6 to 10.
WOR2: Do all the comprehension questions on page 4.  Then do all the vocabulary exercises on pages 5 to 7.


Hamed, Kayvan, Gahanger, Hasan, and Maria

After you finish your exercises, please read the syllabus carefully and look at the tentative schedule.

Tuesday, August 19, 2014

Assignments for Thursday - 8/21/14

Dear Students,

It was nice meeting all of you.

Here is what you need to do for Thursday:

Make sure you have your books.

Prepare for the quiz.  The questions will be about the blog, the syllabus, and the tentative schedule.

Read the article by Dave Mosher again, and find all the words and expressions that are new to you.  Write the definition for each word or expression.  Then write the part of speech for each word.  This means you need to specify whether the word is a noun, an adjective, an adverb, or a verb.

See you on Thursday at 7pm.

Noosha Ravaghi

Saturday, August 16, 2014

Noosha Ravaghi

Noosha Ravaghi, born in Iran in 1970, spent her first four years in Tehran with her father and paternal grandparents.  She spent the next six years of her life traveling with her father to a number of countries, such as the United States, France, Tunisia, Italy, Greece, and Turkey, and learning different languages (English, French, Arabic, and Farsi) before she went back to Iran just in time to start high school.  After Noosha graduated from high school, she started teaching English as a Foreign Language to students of various ages at different schools.  She then decided to study French literature and worked with several magazines proofreading French and English texts and translating literary articles from French into Farsi.  Noosha got her Masters  in French Literature at University of Tehran in Iran.  She then went to France, where she attended Sorbonne – Paris III.  In 1997, Noosha went to California, where she got a second Masters, and graduated with honors, in Education – Teaching English to Speakers of Other Languages at California State University – Fullerton.   Noosha is now in Orange County, California, where she has been editing books and teaching English, Farsi, and French to children as well as adults since 1997.   She enjoys traveling, watching movies, and writing.