1. English Writing: Sentence Structure
9CRO22

2. Unit 1. Describing Actions
Using the Present Progressive
The Present Progressive tense indicates continuing action, something going on now. This tense is formed with the helping "to be" verb, in the present tense, plus the present participle of the verb (with an -ing ending):
I am buying all my family's Christmas gifts early this year. She is working through the holiday break. Dora is being a really good girl in these days before Christmas.

3. Unit 1. Describing Actions
The present progressive can suggest that an action is going to happen in the future, especially with verbs that convey the idea of a plan or of movement from one place or condition to another:
The team is arriving in two hours.
He's moving to Portland this summer.
Because the present progressive can suggest either the present or the future, it is usually modified by adverbs of time.

4. Unit 1. Describing Actions
Exercise on affirmative sentences
Use the words below to make sentences in present progressive:
I / to read a book -
it / to rain -
he / to repair his car -
they / to watch a film -
the cat /to sleep on the sofa -
Jane and Emily / to do their homework -
Bill / to wait at the bus stop -
we / to listen to the radio -
the children / to play a game -
Ken / to walk the dog -

5. Unit 1. Describing Action
Exercise on negative sentences
Transform the sentences below into negative sentences:
He is watching TV. -
I am talking. -
They are sleeping. -
He is opening the window. -
Angela is cleaning the bathroom. -
We are helping in the garden. -
You are singing. -
It is raining. -
She is joking. -
I am tidying up my room. -

6. Unit 1. Describing Action
Make the sentences negative:
She is watching television at the moment.
2. They are playing football now.
3. My sister is writing a letter.
4. We are listening to the stereo.
5. They are talking to my friend.
6. Mary is sleeping.
7. You are listening to the radio.
8. He is having breakfast at the moment.
9. They are working now.
10. I am studying.
11. You are eating.
12. We are drinking coffee.

7. Unit 1. Describing Action
Make the questions:
1. She is watching television at the moment.
2. They are playing football now.
3. My sister is writing a letter.
4. We are listening to the stereo.
5. They are talking to my friend.
6. Mary is sleeping.
7. You are listening to the radio.
8. He is having breakfast at the moment.
9. They are working now.
10. I am studying.
11. You are eating.
12. We are drinking coffee.

8. Unit 1. Describing Action
Read the paragraph about a Sunday afternoon at the Zoo on page 16. Underline all the present progressive verbs. Study the picture of the soccer game on page 120. Complete the sentences on the next page using the present progressive tense. Rewrite the above sentences in paragraph form. Study the picture of Bruce and his friends on page 122. Then read the paragraph. Fill in the missing verbs based on what you see on the picture.

9. Unit 1. Describing Action
Using the Connector And
Good writers often use the connector and to join the words and ideas.
And is used to join two or more words that are in the same grammar category.
The connector and is used to form compound sentences.
Read the two lists of sentences on page 124. Match a sentence from Column A with a sentence from Column B. Then write a compound sentence using and on the lines below.

10. Unit 1. Describing Action
Compound sentences with So The connector so shows a result. The first subject-verb combination gives the “cause,” and the second subject-verb combination gives the “result.”

11. Unit 1. Describing Action
Writing compound sentences with so and the present progressive Study the pictures on page 128. Write what you think is happening based on what you see. Be sure to use the connector so and the present progressive in your compound sentences.

12. Unit 1. Describing Action
ADVERBS OF MANNER
Most adverbs of manner are formed by adding ‘-ly’ to an adjective, but sometimes other spelling     changes are needed. We cannot form adverbs from adjectives that end in ‘-ly’.
Some adverbs have the same form as adjectives. We do not use adverbs after link verbs, you use adjectives. Adverbials of manner are sometimes prepositional phrases or noun groups.

13. Unit 1. Describing Action
Adverbs of manner are often formed by adding
‘-ly’ to an adjective.
Adjectives Adverbs bad => badly beautiful => beautifully careful => carefully quick => quickly quiet => quietly soft badly => softly

14. Unit 1. Describing Action
2. Adverbs formed in this way usually have a similar meaning to the adjective.
She is as clever as she is beautiful.
He talked so politely and danced so beautifully.
‘We must not talk. We must be quiet,’ said Sita.
She wanted to sit quietly, to relax.

15. Unit 1. Describing Action
3. There are sometimes changes in spelling when an adverb is formed from an adjective.  ‘-le’ changes to ‘-ly’: ‘-y’ changes to ‘-ily’: ‘-ic’ changes to ‘-ically’: ‘-ue’ changes to ‘-uly’: ‘-ll’ changes to ‘-lly’:
Adjectives Adverbs gentle gently easy easily automatic automatically true truly

16. Unit 1. Describing Action
Writing what you see: describing actions
Write a paragraph based on observation. Choose a place from which to observe may choose a show on television or an illustration in a magazine. Be sure to choose a satiation or place that has several people who are doing different actions. Use the following ideas to руздз you to write a paragraph.
Look at the people. What are they doing?
Write about an object. What is happening with it?
Remember to use the connectors and and so if possible.

17. Unit 1. Describing Action
Additional topics for writing:
Watch several minutes of a television program. Describe what is happening in the show.
Describe how your life is now. Include your studies, your living arrangements, and your free time.
Imagine that you are a private investigator. Imagine a specific character or a person. Write down everything that this person is doing for five minutes.
Find a picture in a magazine. Сорщщыу a picture of many people who are doing different things. Write a paragraph that describes what each person id doing.

18. Unit 2. Writing About Future
Begin with the simple future tense. There are many ways to talk about events that will happen in the future. One way is to use be going to when you talk about future plans or when you want to make predictions – or guesses – about the future.

19. Unit 2. Writing About Future
Examples:
We use 'going to' when we want to talk about a plan for the future.
I'm going to see him later today.
They're going to launch it next month.
We're going to have lunch first.
She's going to see what she can do.
I'm not going to talk for very long.

20. Unit 2. Writing About Future
We use 'going to' when we want to make a prediction based on evidence we can see now.
Look out! That cup is going to fall off.
Look at those black clouds. It's going to rain soon.
These figures are really bad. We're going to make a loss.
We can replace 'going to go' by 'going'.
I'm going out later.
She's going to the exhibition tomorrow.

21. Unit 2. Writing About Future
Making predictions:
Look at each picture on pages
Make a prediction about what will happen.
Use the correct form of be going to.
Write complete sentences.

22. Unit 2. Writing About Future
Will can also be used to talk about future plans. It is easy to use will in a sentence about future plans. Just put will in front of the base form of the verb. Signal Words in a year, next …, tomorrow

23. Unit 2. Writing About Future
Use of will Future
a spontaneous decision example: Wait, I will help you.
an opinion, hope, uncertainty or assumption regarding the future example: He will probably come back tomorrow.
a promise example: I will not watch TV tonight.
an action in the future that cannot be influenced example: It will rain tomorrow.

24. Unit 2. Writing About Future
Structure of the Forms
Future with Will
S + will + verb (base form) = positive
Examples:
I'll make you a sandwich. They'll visit soon. It'll rain tomorrow.

25. Unit 2. Writing About Future
S + will not (won't) + verb (base form) = negative
Examples:
She won't come next week. It won't take a long time. We won't sing that song.

26. Unit 2. Writing About Future
Will + S + verb (base form) = question
Examples:
Will you give me a hand? Where will she stay? When will we leave?

27. Unit 2. Writing About Future
Write negative sentences in will future.
(I / answer / the question)
(she / read / the book)
(they / drink / beer)
(we / send / the postcard)
(Vanessa / catch / the ball)
(James / open / the door)
(we / listen / to the radio)
(they / eat / fish)
(she / give / him / the apple)

28. Unit 2. Writing About Future
Write positive sentences in will Future.
We (help) you.
I (get) you a drink.
I think our team (win) the match.
Maybe she (do) a language course in Malta.
I (buy) the tickets.
Perhaps she (do) this for you.
Maybe we (stay) at home.
She hopes that he (cook) dinner tonight.
I’m sure they (understand) your problem.

29. Unit 2. Writing About Future
Write questions in will future.
(you / ask / him)
(Jenny / lock / the door)
(it / rain)
(the teacher / test / our English)
(what / they / eat)
(when / she / be / back)
(who / drive / us / into town)
(where / we / meet)
(when / I / be / famous)

30. Unit 2. Writing About Future
Look at Michael’s schedule for next week on page 143. Answer the questions using complete sentences. Review the sentences you wrote about Michael’s schedule in the previous activity. Put them in the correct time order, starting with Sunday. Write the sentences in the paragraph form.

31. Unit 2. Writing About Future
Read the paragraph Carmen’s Fifteen’s Birthday on page 146 and underline the 10 simple future tense verbs.
Think of something important or special that you are going to do in the future. Answer the questions.
What is one important thing you are going to do in your life?
How long will it take to do?
What are you going to so to accomplish this goal?

32. Unit 2. Writing About Future
Topics for writing:
Write about something that you plan to do in the next two weeks. Include the people who are doing to be with you where you are going to be, and why you are going to do this.
Write about something that you plan to do in the next six months. Be sure to include where this activity is going to happen, who is going to be with you, and why you choose this activity.
Choose a current topic in the news. Read about it. Then write about what you think will happen and tell why.

33. Unit 3. Writing Sentences with Adjective Clauses and Place Phrases
First, we will define what adjective clauses are and how they work.
An adjective clause is a dependent clause that modifies a noun.  It is possible to combine the following two sentences to form one sentence containing an adjective clause:              
The children are going to visit the museum. They are on the bus.
The children who are on the bus are going to visit the museum.                   | adjective clause |

34. Unit 3. Writing Sentences with Adjective Clauses and Place Phrases
In the sentence above, there are two other ways to write the sentence correctly using the second sentence as the adjective clause. 
The children that are on the bus are going to visit the museum. The children       on the bus       are going to visit the museum.

35. Unit 3. Writing Sentences with Adjective Clauses and Place Phrases
Some other sentences can be combined into a sentence using adjective clauses in a variety of ways, and they are all correct.  Note the variety of ways in which the following two sentences can be combined.
The church is old. My grandparents were married there.
The church where my grandparents were married is old. The church in which my grandparents were married is old. The church which my grandparents were married in is old. The church that my grandparents were married in is old. The church my grandparents were married in is old.

36. Unit 3. Writing Sentences with Adjective Clauses and Place Phrases
Read the paragraph A Possible Problem with the School on page 172 and underline the three sentences that have adjective clauses. Read the paragraph Improve Your English More Quickly on page 177.Underline the model that best completes each sentence. Sometimes both answers are correct. Be prepared to explain your answers.

37. Unit 3. Writing Sentences with Adjective Clauses and Place Phrases
Topics for writing:
Write about an animal that you like. Describe the animal, tell where the animal loves, and tell why you like this animal so much.
Do you think that young children who know something about computers have an advantage in school today? Why or why not?
Write about the book you like. Describe the book, briefly tell what happens in the story, and explain why you like this book.

38. Unit 4. Practice with Sentences and Paragraphs
Important parts of the paragraph A paragraph has three major structural parts 1. a topic sentence 2. supporting sentences 3. a concluding sentence

39. Unit 4. Practice with Sentences and Paragraphs
The topic sentence states the main idea of the paragraph. lt names and limits the topic
The specific area delimited is called the controlling idea
Supporting sentences develop the topic sentence
They do this by giving: reason, examples, facts, statistics, quotations .
                                                                                       

40. Unit 4. Practice with Sentences and Paragraphs
The concluding sentence marks the end of the paragraph and often summarises or raises the key point of the paragraph. Read the paragraph Our Family’sKoi Pond. Underline the topic sentence and the concluding sentence. Then rewrite it according to the four editing steps on page 191. Read the paragraph How the Months of the Year Got Their Names on page 199. Underline the words that correctly complete each sentence.

41. Unit 4. Practice with Sentences and Paragraphs
Words that express the opinion. When you write about your beliefs on a subject, you are giving your opinion. Here are some words and phrases that you can use when you write about your opinion: believe, feel, think, agree, disagree, having mixed feeling.

42. Unit 4. Practice with Sentences and Paragraphs
Read the paragraph Smoking in Public Places on page 204. Then read the opinion that follow and express your opinion. Read the paragraph A Medical Dilemma on page 207. Then read the opinions that follow and express your own opinion.