SIMPLE FUTURE TENSE

I will sing

The simple future tense is often called will, because we make the simple future tense with the modal auxiliary will.

How do we make the Simple Future Tense?

The structure of the simple future tense is:

subject	+	auxiliary verb WILL	+	main verb
		invariable		base
		will		V1

For negative sentences in the simple future tense, we insert not between the auxiliary verb and main verb. For question sentences, we exchange the subject and auxiliary verb. Look at these example sentences with the simple future tense:

	subject	auxiliary verb		main verb
+	I	will		open	the door.
+	You	will		finish	before me.
-	She	will	not	be	at school tomorrow.
-	We	will	not	leave	yet.
?	Will	you		arrive	on time?
?	Will	they		want	dinner?

When we use the simple future tense in speaking, we often contract the subject and auxiliary verb:

I will	I'll
you will	you'll
he will she will it will	he'll she'll it'll
we will	we'll
they will	they'll

For negative sentences in the simple future tense, we contract with won't, like this:

I will not	I won't
you will not	you won't
he will not she will not it will not	he won't she won't it won't
we will not	we won't
they will not	they won't

How do we use the Simple Future Tense?

No Plan

We use the simple future tense when there is no plan or decision to do something before we speak. We make the decision spontaneously at the time of speaking. Look at these examples:

• Hold on. I'll get a pen.
• We will see what we can do to help you.
• Maybe we'll stay in and watch television tonight.

In these examples, we had no firm plan before speaking. The decision is made at the time of speaking.

We often use the simple future tense with the verb to think before it:

• I think I'll go to the gym tomorrow.
• I think I will have a holiday next year.
• I don't think I'll buy that car.

Prediction

We often use the simple future tense to make a prediction about the future. Again, there is no firm plan. We are saying what we think will happen. Here are some examples:

• It will rain tomorrow.
• People won't go to Jupiter before the 22nd century.
• Who do you think will get the job?

Be

When the main verb is be, we can use the simple future tense even if we have a firm plan or decision before speaking. Examples:

• I'll be in London tomorrow.
• I'm going shopping. I won't be very long.
• Will you be at work tomorrow?

PRE-WRITING TECHNIQUE

PRE WRITING

 important hooks should we know ..

• personal example
• quotation
• definition
• facts of statistic
• rhetorical question
• current event
• contrast of the thesis statement

3 important in introductry paragraph is

by hook

transition

thesis

the important things in body paragraph is :

        topic sentence

        supporting sentence

       concluding sentence

       unity

in supporting must have :

     example

     explanation

     concluding sentence

example of thesis statement :

        there are several ways on how to deal with a pervert such as walking in a group,learning martial               

        arts and avoiding suspicious people.

example for topic sentence :

        one of the ways to deal with a pervert is by walking in a group.

        to make a conclusion,we can use ;

• in conclusion
• to conclude
• in a nutshell
• as a conclusion
• therefore
• hence

Pre-Writing Technique-Thesis Statement

What’s a thesis statement????

-After you have brainstormed and you have some main ideas of what you would like to write in your essay, you can begin thinking about writing a thesis statement.

-A thesis statement is a complete sentence that contains one main idea. This idea controls the content of the entire essay.  A thesis statement that contains subpoints also helps a reader know how the essay will be organized. Look at the introductory paragraph below.  See if you can identify the thesis statement and subpoints.

  

Example :

When I was young, I always knew that I wanted to become a teacher someday. When I played, I would often gather my dolls together and pretend to teach them how to do math problems or how to read a book.  As I grew older, my desire to become an ESL teacher became clearer as I did some volunteer teaching overseas and in the United States.  As I look back on my reasons for becoming a teacher, there are three reasons that stand out.  They are: my love for the English language, my innate interest in how people learn, and my desire to help other people .

As I look back on my reasons for becoming a teacher, there are three reasons that stand out. - 

The thesis statement contains the main idea that controls the content of the essay.

They are: my love for the English language, my innate interest in how people learn, and my desire to help other people . -

Subpoints in the thesis or nearby help the reader know how the essay will be organized

THESIS STATEMENTS

What is a Thesis Statement?

Almost all of us—even if we don’t do it consciously—look early in an essay for a one- or two-sentence condensation of the argument or analysis that is to follow. We refer to that condensation as a thesis statement.

Why Should Your Essay Contain a Thesis Statement?

• to test your ideas by distilling them into a sentence or two
• to better organize and develop your argument
• to provide your reader with a “guide” to your argument

In general, your thesis statement will accomplish these goals if you think of the thesis as the answer to the question your paper explores.

How Can You Write a Good Thesis Statement?

Here are some helpful hints to get you started. You can either scroll down or select a link to a specific topic.

How to Generate a Thesis Statement if the Topic is Assigned

Almost all assignments, no matter how complicated, can be reduced to a single question. Your first step, then, is to distill the assignment into a specific question. For example, if your assignment is, “Write a report to the local school board explaining the potential benefits of using computers in a fourth-grade class,” turn the request into a question like, “What are the potential benefits of using computers in a fourth-grade class?” After you’ve chosen the question your essay will answer, compose one or two complete sentences answering that question.
Q: “What are the potential benefits of using computers in a fourth-grade class?”
A: “The potential benefits of using computers in a fourth-grade class are . . .”

OR

A: “Using computers in a fourth-grade class promises to improve . . .”
The answer to the question is the thesis statement for the essay.




How to Generate a Thesis Statement if the Topic is not Assigned
Even if your assignment doesn’t ask a specific question, your thesis statement still needs to answer a question about the issue you’d like to explore. In this situation, your job is to figure out what question you’d like to write about.
A good thesis statement will usually include the following four attributes:

• take on a subject upon which reasonable people could disagree
• deal with a subject that can be adequately treated given the nature of the assignment
• express one main idea
• assert your conclusions about a subject

Let’s see how to generate a thesis statement for a social policy paper.
Brainstorm the topic.
Let’s say that your class focuses upon the problems posed by changes in the dietary habits of Americans. You find that you are interested in the amount of sugar Americans consume.
You start out with a thesis statement like this:
Sugar consumption.
This fragment isn’t a thesis statement. Instead, it simply indicates a general subject. Furthermore, your reader doesn’t know what you want to say about sugar consumption.
Narrow the topic.
Your readings about the topic, however, have led you to the conclusion that elementary school children are consuming far more sugar than is healthy.
You change your thesis to look like this:
Reducing sugar consumption by elementary school children.
This fragment not only announces your subject, but it focuses on one segment of the population: elementary school children. Furthermore, it raises a subject upon which reasonable people could disagree, because while most people might agree that children consume more sugar than they used to, not everyone would agree on what should be done or who should do it. You should note that this fragment is not a thesis statement because your reader doesn’t know your conclusions on the topic.
Take a position on the topic.
After reflecting on the topic a little while longer, you decide that what you really want to say about this topic is that something should be done to reduce the amount of sugar these children consume.
You revise your thesis statement to look like this:
More attention should be paid to the food and beverage choices available to elementary school children.
This statement asserts your position, but the terms more attention and food and beverage choices are vague.
Use specific language.
You decide to explain what you mean about food and beverage choices, so you write:
Experts estimate that half of elementary school children consume nine times the recommended daily allowance of sugar.
This statement is specific, but it isn’t a thesis. It merely reports a statistic instead of making an assertion.
Make an assertion based on clearly stated support.
You finally revise your thesis statement one more time to look like this:
Because half of all American elementary school children consume nine times the recommended daily allowance of sugar, schools should be required to replace the beverages in soda machines with healthy alternatives.
Notice how the thesis answers the question, “What should be done to reduce sugar consumption by children, and who should do it?” When you started thinking about the paper, you may not have had a specific question in mind, but as you became more involved in the topic, your ideas became more specific. Your thesis changed to reflect your new insights.
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How to Tell a Strong Thesis Statement from a Weak One

1. A strong thesis statement takes some sort of stand.

Remember that your thesis needs to show your conclusions about a subject. For example, if you are writing a paper for a class on fitness, you might be asked to choose a popular weight-loss product to evaluate. Here are two thesis statements:
There are some negative and positive aspects to the Banana Herb Tea Supplement.
This is a weak thesis statement. First, it fails to take a stand. Second, the phrase negative and positive aspects is vague.
Because Banana Herb Tea Supplement promotes rapid weight loss that results in the loss of muscle and lean body mass, it poses a potential danger to customers.
This is a strong thesis because it takes a stand, and because it's specific.

2. A strong thesis statement justifies discussion.

Your thesis should indicate the point of the discussion. If your assignment is to write a paper on kinship systems, using your own family as an example, you might come up with either of these two thesis statements:
My family is an extended family.
This is a weak thesis because it merely states an observation. Your reader won’t be able to tell the point of the statement, and will probably stop reading.
While most American families would view consanguineal marriage as a threat to the nuclear family structure, many Iranian families, like my own, believe that these marriages help reinforce kinship ties in an extended family.
This is a strong thesis because it shows how your experience contradicts a widely-accepted view. A good strategy for creating a strong thesis is to show that the topic is controversial. Readers will be interested in reading the rest of the essay to see how you support your point.

3. A strong thesis statement expresses one main idea.

Readers need to be able to see that your paper has one main point. If your thesis statement expresses more than one idea, then you might confuse your readers about the subject of your paper. For example:
Companies need to exploit the marketing potential of the Internet, and Web pages can provide both advertising and customer support.
This is a weak thesis statement because the reader can’t decide whether the paper is about marketing on the Internet or Web pages. To revise the thesis, the relationship between the two ideas needs to become more clear. One way to revise the thesis would be to write:
Because the Internet is filled with tremendous marketing potential, companies should exploit this potential by using Web pages that offer both advertising and customer support.
This is a strong thesis because it shows that the two ideas are related. Hint: a great many clear and engaging thesis statements contain words like because, since, so, although, unless, and however.

4. A strong thesis statement is specific.

A thesis statement should show exactly what your paper will be about, and will help you keep your paper to a manageable topic. For example, if you're writing a seven-to-ten page paper on hunger, you might say:
World hunger has many causes and effects.
This is a weak thesis statement for two major reasons. First, world hunger can’t be discussed thoroughly in seven to ten pages. Second, many causes and effects is vague. You should be able to identify specific causes and effects. A revised thesis might look like this:
Hunger persists in Glandelinia because jobs are scarce and farming in the infertile soil is rarely profitable.
This is a strong thesis statement because it narrows the subject to a more specific and manageable topic, and it also identifies the specific causes for the existence of hunger.

ADVERBS

What is an Adverb?

An adverb is a word that tells us more about a verb. It "qualifies" or "modifies" a verb (The man ranquickly). In the following examples, the adverb is in bold and the verb that it modifies is in italics.

• John speaks loudly. (How does John speak?)
• Afterwards she smoked a cigarette. (When did she smoke?)
• Mary lives locally. (Where does Mary live?)

But adverbs can also modify adjectives (Tara is really beautiful), or even other adverbs (It works verywell). Look at these examples:

• Modify an adjective:
  - He is really handsome. (How handsome is he?)
  - That was extremely kind of you.
• Modify another adverb:
  - She drives incredibly slowly. (How slowly does she drive?)
  - He drives extremely fast.

Note that adverbs have other functions, too. They can:

• Modify a whole sentence: Obviously, I can't know everything.
• Modify a prepositional phrase: It's immediately inside the door.

Adverb Form

We make many adverbs by adding -ly to an adjective, for example:

• quick (adjective) > quickly (adverb)
• careful (adjective) > carefully (adverb)
• beautiful (adjective) > beautifully (adverb)

There are some basic rules about spelling for -ly adverbs. See the table below:

Adjective ending	do this	adjective	adverb
most adjectives	add -ly	quick nice sole careful	quickly nicely solely carefully
-able or -ible	change -e to -y	regrettable horrible	regrettably horribly
-y	change -y to -ily	happy	happily
-ic	change -ic to -ically	economic	economically

But not all words that end in -ly are adverbs. The words friendly, lovely, lonely and neighbourly, for example, are all adjectives.

And some adverbs have no particular form. Look at these examples:

• well, fast, very, never, always, often, still

Kinds of Adverbs

Here you can see the basic kinds of adverbs.

Adverbs of Manner

Adverbs of Manner tell us the manner or way in which something happens. They answer the question "how?". Adverbs of Manner mainly modify verbs.

• He speaks slowly. (How does he speak?)
• They helped us cheerfully. (How did they help us?)
• James Bond drives his cars fast. (How does James Bond drive his cars?)

Adverbs of Place

Adverbs of Place tell us the place where something happens. They answer the question "where?". Adverbs of Place mainly modify verbs.

• Please sit here. (Where should I sit?)
• They looked everywhere. (Where did they look?)
• Two cars were parked outside. (Where were two cars parked?)

Adverbs of Time

Adverbs of Time tell us something about the time that something happens. Adverbs of Time mainly modifyverbs.
They can answer the question "when?":

• He came yesterday. (When did he come?)
• I want it now. (When do I want it?)

Or they can answer the question "how often?":

• They deliver the newspaper daily. (How often do they deliver the newspaper?)
• We sometimes watch a movie. (How often do we watch a movie?)

Adverbs of Degree

Adverbs of Degree tell us the degree or extent to which something happens. They answer the question "how much?" or "to what degree?". Adverbs of Degree can modify verbs, adjectives and other adverbs.

• She entirely agrees with him. (How much does she agree with him?)
• Mary is very beautiful. (To what degree is Mary beautiful? How beautiful is Mary?)
• He drove quite dangerously. (To what degree did he drive dangerously? How dangerously did he drive?)

Adverb Position

When an adverb modifies a verb, there are usually 3 possible positions within the sentence or clause:

1. FRONT - before subject		Now	I will read a book.
2. MID - between subject + verb	I	often	read books.
3. END - after verb/object	I read books	carefully.

When an adverb modifies an adjective or another adverb, it usually goes in front of the word that it modifies, for example:

	adverb	adjective
She gave him a	really	dirty	look.
	adverb	adverb
We	quite	often	study English.

The position of an adverb often depends on the kind of adverb (manner, place, time, degree). The following table gives you some guidelines for placement based on the kind of adverb.

Warning: these are guidelines only, and not complete. There are many exceptions.
kind of adverb		mainly modifies	sentence			usual position
				adverb
manner		verbs	She stroked his hair	gently.		END
place		verbs	He was working	here.		END
time	definite	verbs	He finished the job	yesterday.		END
	frequency		We	often	go to Paris.	MID
degree		verbs, adjectives and adverbs	I	nearly	died.	MID
			It was	terribly	funny.	before adjective
			He works	really	fast.	before adverb

Adverbs of Frequency

Adverbs of Frequency are Adverbs of Time that answer the question "How frequently?" or "How often?". They tell us how often something happens. Here are some examples:

1. daily, weekly, yearly
2. often, sometimes, rarely

You probably see a difference between a) and b) above. With words like daily we know exactly how often. The words in a) describe definite frequency. On the other hand, words like often give us an idea about frequency but they don't tell us exactly. The words in b) describe indefinite frequency.

We separate them into two groups because they normally go in different positions in the sentence.