ENGLISH ADVENTURE 5

UNIT 1
LESSON 7 SMART
DECISIONS
Ma’am Emelie P. Adora
Differentiating Fantasy from
Reality(pp.79)
◦ Fantasy – refers to things or ideas that cannot happen in
the real world.
Examples: Wizards , fairies ,talking dog , and child whose
best friend is an alien from outer space are things that
cannot happen in real word.
Differentiating Fantasy from
Reality(pp.79)
◦ Reality – refers to the things or ideas that do.
Examples: A poor man winning the lottery , a family who
adopts four children , an earthquake causing much
destruction to property and life , and the birth of conjoined
twins.
A very Old
Man with
Enormous
Wings.
The genre of this
story is called
magic realism or
magical realism.It
is a genre of
narrative fiction
and art that
expresses a realistic
view of the world.
 Recounting Events (page 80)
◦ Recount a type of story that aims to retell some past
experience or a series of past events.
◦ A recount includes details such as what happened ,when and
where it happened , why or how it happened , and who were
involved.
Recounting Events (page 80)
◦ The general structure of a recount is composed of three
parts:
1. Orientation – this is the part where the participants (the
who) are introduced ,along with the place and time (the
where and when).
Recounting Events (page 80)
2. Events – this is part where the events are described in the
order by which they occured.Action verbs in the simple past
tense as well as linking verbs are used in relating the events.
3. Conclusion – this part is optional; this is where the
storyteller comments on the story.
USING THE DICTIONARY OR THESAURUS TO
CLARIFY A WORD’S MEANING (page 81)
◦ The most convenient way to determine the meaning or
synonym (and antonym) of a word is by looking it uo in
the dictionary or thesaurus.
Examples: beseech – to beg for or request
trot – to walk briskly
Dismal – dreadful:disastrous
The Walrus and the Carpenter
◦ "The sun was shining on the sea, ◦The moon was shining sulkily,

◦       Shining with all his might: ◦      Because she thought the sun

◦ He did his very best to make ◦Had got no business to be there

◦      After the day was done —

◦       The billows smooth and bright —
◦"It's very rude of him," she said,
◦ And this was odd, because it was
◦      "To come and spoil the fun."
◦       The middle of the night.
The Walrus and the Carpenter
The sea was wet as wet could be, The Walrus and the Carpenter

      The sands were dry as dry.       Were walking close at hand;

You could not see a cloud, because

They wept like anything to see
      No cloud was in the sky:
      Such quantities of sand:
No birds were flying overhead —
If this were only cleared away,'
      There were no birds to fly.
      They said, it would be grand!'
The Walrus and the Carpenter
If seven maids with seven mops O Oysters, come and walk with us!'

      Swept it for half a year,       The Walrus did beseech.

Do you suppose,' the Walrus said,

A pleasant walk, a pleasant talk,

      That they could get it clear?'

      Along the briny beach:
I doubt it,' said the Carpenter,
We cannot do with more than four,
      And shed a bitter tear.
   To give a hand to each.'
The Walrus and the Carpenter
The eldest Oyster looked at him,
      But never a word he said:
The eldest Oyster winked his eye,
      And shook his heavy head —
Meaning to say he did not choose
      To leave the oyster-bed.
But four young Oysters hurried up,
      All eager for the treat:
Their coats were brushed, their faces
washed,
      Their shoes were clean and neat —
And this was odd, because, you know,
      They hadn't any feet.
The Walrus and the Carpenter
◦ Four other Oysters followed them, ◦ The Walrus and the Carpenter

◦       And yet another four; ◦       Walked on a mile or so,

◦ And thick and fast they came at last, ◦ And then they rested on a rock

◦       And more, and more, and more —

◦       Conveniently low:

◦ All hopping through the frothy waves,

◦ And all the little Oysters stood
◦       And scrambling to the shore.
◦       And waited in a row.
The Walrus and the Carpenter
◦ The time has come,' the Walrus said, ◦ But wait a bit,' the Oysters cried,

◦       To talk of many things: ◦       Before we have our chat;

◦ Of shoes — and ships — and sealing-wax —

◦ For some of us are out of breath,
◦       Of cabbages — and kings —
◦       And all of us are fat!'
◦ And why the sea is boiling hot —
◦ No hurry!' said the Carpenter.
◦       And whether pigs have wings.'
◦       They thanked him much for that.
The Walrus and the Carpenter
◦ A loaf of bread,' the Walrus said, ◦ But not on us!' the Oysters cried,

◦       Turning a little blue.

◦       Is what we chiefly need:
◦ After such kindness, that would be
◦ Pepper and vinegar besides
◦       A dismal thing to do!'

◦       Are very good indeed — ◦ The night is fine,' the Walrus said.

◦       Do you admire the view?

◦ Now if you're ready, Oysters dear,

◦       We can begin to feed.'

The Walrus and the Carpenter
It was so kind of you to come! It seems a shame,' the Walrus said,

      And you are very nice!'

      To play them such a trick,
The Carpenter said nothing but
After we've brought them out so far,
      Cut us another slice:
      And made them trot so quick!'
I wish you were not quite so deaf —

      I've had to ask you twice!' The Carpenter said nothing but

      The butter's spread too thick!'

The Walrus and the Carpenter
O Oysters,' said the Carpenter,
I weep for you,' the Walrus said:

      You've had a pleasant run!

      I deeply sympathize.'

Shall we be trotting home again?'

With sobs and tears he sorted out

      Those of the largest size,       But answer came there none —

Holding his pocket-handkerchief And this was scarcely odd, because

      Before his streaming eyes.       They'd eaten every one."

USING CORRELATIVE
CONJUNCTIONS
◦ Correlative conjunctions are sort of like tag-team
conjunctions.
◦ They come in pairs, and you have to use both of
them in different places in a sentence to make
them work. 
USING CORRELATIVE
CONJUNCTIONS
◦Following the rules that should be followede when using correlative
conjuctions:
1. Correlative conjuction are equal (in a parallel structure) Not only/but
also" can connect nouns or entire clauses:
Examples:
I'm not only going to the concert, but also meeting the band backstage!
Not only will I see your $10, but also raise you $20.
USING CORRELATIVE
CONJUNCTIONS
2. If two subjects are connected by the correlative conjuctions either
and neither , the verb must agree with the noun that it follows.
Examples: either/or - I want either the cheesecake or the chocolate
cake.

neither/nor - Oh, you want neither the cheesecake nor the

chocolate cake? No problem.
USING CORRELATIVE
CONJUNCTIONS
3. If two antecedents are connected by a correlative conjuction
,the verb should agree with the nearest antecedent just as the
pronoun after the verb does.
Examples: Either the chickens or the duck lays its eggs in the
barn.
REVISING FOR CLARITY:TRANSITION
OR SIGNAL WORDS

◦ Transition words or signal words that connect the

sentences and paragraphs in your composition so that the
ideas are cohesive.