Past modals: 

 

a. Past regret/mistakes/advice 

 

Should have + past participle/ should not have + past participle 

 

Amy Chua shouldn’t have been so strict with her daughters. 

She should have let them have playdates and sleepovers.  

She shouldn’t have threatened to burn their stuffed animals.  

 

Parents should encourage children to do their best. (Right now and into the future.) 

You should go to your teachers’ office hours if you have questions.  (present/future)

 

You should not speed when you drive. Don’t drive fast now or later. 

You should not have sped.  You went too fast and you got a ticket. 

 

I should have spent more time on my paper. I didn’t do well on it. 

I should have gone shopping earlier yesterday.  There were too many people in the store.  

 

 

What is something that you regret about last quarter (or last year)?  Write a couple of sentences showing past regret. (positive and negative) 

 

I should have had more ESL classes last quarter.

I should have taken ESL last quarter.

I should have taken some units last quarter even though there was no availability in ESL for me.

I shouldn't have said those hurtful words to you. I apologize for it.

 

I should have studied harder last quarter

I shouldn't have taken a reading class last quarter

I should have taken an autocad class instead of ESL last quarter.

 

I should have studied harder,but I am always easily addicted to social networking.

I shouldn't have stopped going to school last quarter.

I should have taken my dog out. He peed all over my rug.

 

 

 

b. Past possibility:  We are guessing about why something happened or why someone did something. We are not very sure, but it is a logical guess about the situation. 

 

May have /might have/ could have + the past participle 

Negative form:  may not have/ might not have + past participle

 

(**Could not have + past participle has a different meaning.  

For example: He couldn’t have been at the party last night.  He was in New York.)

 

 

 

 

   Why was one of our classmates absent last week?

   

She might have been sick.

She could have had an appointment. 

She may have had to work late. 

She might not have had Wi-Fi for the day. 

She might have gotten her booster shot and not felt well. 

 

 

 

Why didn’t your neighbor get a covid vaccine when it was his turn?  (Think of possible reasons for this. You’re not sure why; you’re just guessing.)

 

He might have had reservations about the efficiency of the COVID-2019 vaccine.

My neighbor might have already taken the shot somewhere else before it was his turn.

She may have been sick at the time. 

Someone could have convinced her not to take it.

He might have forgotten about it.

They might not have believed the safety of the vaccine.

They might have thought that wasn’t not useful!

They might have thought they wouldn’t get  ill from Covid. 

They might have had concerns about vaccination reactions.

 

 

c. Near certainty in the past.  95% sure (not 100% sure) 

 

Must have + past participle/ must not have + past participle 

 

One of my sister-in-laws must have voted for Trump because she always talks about him in a positive way. 

 

Amy Chua’s daughters must have felt scared/nervous when they didn’t get an A on their exam.

 

          The student must have been surprised when he got a 50% on his exam.     

          He told me that he studied really hard for it. 

 

My friend who is a huge Justin Bieber fan must have felt really happy yesterday because he was nominated for a lot of awards for the Grammys.

 

My mom must have missed me last year because she is very close to me emotionally and I wasn’t able to see her because of the pandemic.

 

    He must not have taken the vaccine because he told me that he didn’t believe in it.   

 

My dog must have eaten something wrong because she was upset three days ago.

 

He has all the coronavirus symptoms, so he must have gotten it.

 

My friend didn’t visit me because she had Covid.  

 

She must have felt exhausted of mind to opt for suicide. It's such sad news.

 

d. Use “had to” + the base form to show that something was required in the past. 

 

You had to turn in your quiz by 9:20 on Thursday night. 

Amy Chua’s daughter had to practice 2,000 math problems. 

I had to correct your quizzes last night because I didn’t want to do them over Thanksgiving break.  

 

What did you have to do yesterday?

I had to manage my time during the quiz.

I had to take Advil to reduce my fever. 

I had to check all of the announcements from Canvas.

I had to finish my homework last night. 

 

 

 

In the present/future: Use must + the base form of the verb to write about laws/requirements/regulations/ expectations…

 

You must wear a seatbelt if you drive.

You must follow the speed limit.

 

You must fill out this form if you want to get a Covid vaccine.

 

 

In the past:

He had to fill out the form to get a Covid vaccine.  It was a requirement.

He had to wear his seat belt on the long drive even though he didn’t want to.   

 

 

Revise summary 1

 Revise Summary #1.  

1. Read over the comments that I made in the rubric and the notes in the margin. 

2. Correct the grammar as needed. Highlight all the corrections in blue. 

3. Change the content as needed. Remove detail that doesn't belong. Add necessary detail to improve the summary.  Highlight the added detail in orange. 

 

Introductory paragraph 2

 Write an introductory paragraph for WA #2 (Is social networking helpful or harmful?)

Follow the guidelines from the lesson on writing introductory paragraphs.

The paragraph needs to:

1.  Have some kind of hook.

2.  Give appropriate background information for the topic you are writing about.

3. Have a clear thesis statement. (It should include the ideas that are in your topic sentences for the two paragraphs that you have already written.)

4. Be at least 100 words.

5. Edit carefully for correct grammar. 

The first draft will need to be ready for peer review on Tuesday, November 9.  You will turn it in to me by Monday, November 15 at the latest. 

 

Grow Up? Not So Fast (Modified from Time magazine)

 Grow Up? Not So Fast (Modified from Time magazine)

By Lev Grossman

Michele, Ellen, Nathan, Corinne, Marcus and Jennie are friends. All of them live in Chicago. They go out three nights a week, sometimes more. Each of them has had several jobs since college; Ellen is on her 17th, counting internships. They don't own homes. They change apartments frequently. None of them are married, none have children. All of them are from 24 to 28 years old.

Thirty years ago, people like Michele, Ellen, Nathan, Corinne, Marcus and Jennie didn't exist, statistically speaking. Back then, the median age for an American woman to get married was 21. She had her first child at 22. Now it all takes longer. It's 25 for the wedding and 25 for baby. It appears to take young people longer to graduate from college, settle into careers and buy their first homes. What are they waiting for? Who are these permanent adolescents, these twentysomething Peter Pans? And why can't they grow up?

Everybody knows a few of them — full-grown men and women who still live with their parents, who dress and talk and party as they did in their teens, hopping from job to job and date to date, having fun but seemingly going nowhere. This isn't just a trend, a temporary fad or a generational hiccup. This is a much larger phenomenon, of a different kind and a different order.

Social scientists are starting to realize that a permanent shift has taken place in the way we live our lives. In the past, people moved from childhood to adolescence and from adolescence to adulthood, but today there is a new, intermediate phase along the way. The years from 18 until 25 and even beyond have become a distinct and separate life stage, a strange, transitionalnever-never land between adolescence and adulthood in which people stall for a few extra years, putting off the iron cage of adult responsibility that constantly threatens to crash down on them. They're betwixt and between. You could call them twixters.

Where did the twixters come from? And what's taking them so long to get where they're going? Some of the sociologists, psychologists and demographers who study this new life stage see it as a good thing. The twixters aren't lazy, the argument goes, they're reaping the fruit of decades of American affluence and social liberation. This new period is a chance for young people to savor the pleasures of irresponsibility, search their souls and choose their life paths. But more historically and economically minded scholars see it differently. They are worried that twixters aren't growing up because they can't. Those researchers fear that whatever cultural machinery used to turn kids into grownups has broken down, that society no longer provides young people with the moral backbone and the financial wherewithal to take their rightful places in the adult world. Could growing up be harder than it used to be?

Terri Apter, a psychologist at the University of Cambridge in England, became interested in the phenomenon when she noticed her students struggling and flailing more than usual after college. Parents were baffled when their expensively educated, otherwise well-adjusted 23-year-old children wound up sobbing in their old bedrooms, paralyzed by indecision. "Legally, they're adults, but they're on the threshold, the doorway to adulthood, and they're not going through it," Apter says. The percentage of 26-year-olds living with their parents has nearly doubled since 1970, from 11% to 20%, according to Bob Schoeni, a professor of economics and public policy at the University of Michigan.

Jeffrey Arnett, a developmental psychologist at the University of Maryland, favors "emerging adulthood" to describe this new demographic group, and the term is the title of his new book on the subject. His theme is that the twixters are misunderstood. It's too easy to write them off as overgrown children, he argues. Rather, he suggests, they're doing important work to get themselves ready for adulthood. "This is the one time of their lives when they're not responsible for anyone else or to anyone else," Arnett says. "So they have this wonderful freedom to really focus on their own lives and work on becoming the kind of person they want to be." In his view, what looks like incessant, hedonistic play is the twixters' way of trying on jobs and partners and personalities and making sure that when they do settle down, they do it the right way, their way. It's not that they don't take adulthood seriously; they take it so seriously, they're spending years carefully choosing the right path into it.

Twixters expect a lot more from a job than a paycheck. It's probably because of the way they were raised, by parents who came of age in the 1960s as the first generation determined to follow its bliss, who want their children to change the world the way they did. Maybe it has to do with advances in medicine. Twixters can reasonably expect to live into their 80s and beyond, so their working lives will be extended accordingly and when they choose a career, they know they'll be there for a while. But whatever the cause, twixters are looking for a sense of purpose and importance in their work, something that will add meaning to their lives, and many don't want to rest until they find it. "They're not just looking for a job," Arnett says. "They want something that's more like a calling, that's going to be an expression of their identity.

School Daze Matt Swann is 27. He took 6½ years to graduate from the University of Georgia. When he finally finished, he had a degree in cognitive science, which he describes as a wide-ranging interdisciplinary field. The value of his degree in today's job market is not clear. "Before the '90s maybe, it seemed like a smart guy could do a lot of things," Swann says. "Kids used to go to college to get educated. That's what I did, which I think now was a bit naive. Being smart after college doesn't really mean anything.

Swann graduated as a newly minted cognitive scientist, but the job he finally got a few months later was as a waiter in Atlanta. He waited tables for the next year and a half. It proved to be a blessing in disguise. Swann says he learned more real-world skills working in restaurants than he ever did in school. "It taught me how to deal with people. What you learn as a waiter is how to treat people fairly, especially when they're in a bad situation." That's especially valuable in his current job as an insurance-claims examiner.

There are several lessons about twixters to be learned from Swann's tale. One is that most colleges are seriously out of step with the real world in getting students ready to become workers in the postcollege world. Vocational schools like DeVry and Strayer, which focus on teaching practical skills, are seeing a mini-boom. Their enrollment grew 48% in a few years. More traditional schools are scrambling to give their courses a practical spin.

As colleges struggle to get their students ready for real-world jobs, they are charging more for what they deliver. The resulting debt is a major factor in keeping twixters from moving on and growing up. Recent college graduates owe 85% more in student loans than their counterparts of a decade ago, according to the Center for Economic and Policy Research. In TIME's poll, 66% of those surveyed owed more than $10,000 when they graduated, and 5% owed more than $100,000. The longer it takes to pay off those loans, the longer it takes twixters to achieve the financial independence that's crucial to attaining an adult identity, not to mention the means to get out of their parents' house.

Meanwhile, those expensive, time-sucking college diplomas have become worth less than ever. So many more people go to college now — a 53% increase since 1970 — that the value of a degree on the job market has been diluted. The advantage in wages for college-degree holders hasn't risen significantly since the late 1990s, according to the Bureau of Labor Statistics. To compensate, a lot of twixters go back to school for graduate and professional degrees. Swann, for example, is planning to head back to business school to better his chances in the insurance game. But piling on extra degrees costs precious time and money and pushes adulthood even further into the future.

 

Overview of tenses: 1. Simple present: use for habits, customs, general truths:

 Overview of tenses:

1. Simple present: use for habits, customs, general truths:

She wakes up at 7:00 every morning and goes for a run.

Americans have a feast on Thanksgiving every year.

Facebook is the most popular social networking site.

 

2. Present continuous: use for an activity that is happening at the moment or for a temporary activity going on during a certain time period. We can also use it to talk about current trends:

We are reviewing verb tenses now.

You are taking ESL 265 this quarter. Many of you are taking other classes too.

During Covid, we are studying online.

Many young people are spending a lot of time on Tiktok. 

 

3. Simple past: use for actions which began and ended in the past:

Last year, Mark Zuckerberg spoke to congress about problems with Facebook.

She got a ticket last summer for parking in a red zone.

After Amy Chua’s daughter came in 2nd place, she had to do 2,000 problems for practice.

Write a sentence with “after” about what you did last weekend.  Use an adverb clause.

After I finished taking my math exam last weekend, my family went out for dinner.

After our class finished, I biked around 10 miles.

After I finished my homework, I browsed Facebook for a while.

After I finished my job, I studied for my exam.

After the rain was over, I met my friend who is my classmate.

My English skills have improved a lot since I took ESL classes.  (time relationship)

I figured out that after I ate my food, I realized that it was not enough.

Last weekend, after I took my mother to her work place, I also went to work.

After I walked around my house yesterday, I had lunch and started working.

 

4. Past continuous: use to show that an action was happening at a certain time in the past

Mr. Smith was driving too fast, so the police pulled him over and gave him a ticket. 

While he was driving, he heard their sirens.    He heard their sirens while he was driving fast. 

My family was watching a movie when I got home last night.  Did they wait for me? No. 

Compare this to: My family watched a movie when I got home last night. Did they wait? Yes, they waited. 

While I was driving to the airport last week, I saw a bad accident. 

Write a sentence with “while” or “when” and the past continuous about your life.

While I was studying, it started to rain.    While I was studying, it was raining.  

My wife was doing Yoga when I came back home yesterday.

While I was sleeping last night, I received a call from my supervisor.

I  preferred to eat meat more than vegetables when I was a teen .

While we were dancing, she filmed us. 

 

 

 

 

5. Future: use to talk about future actions

We will have our final in December.

You are going to have several more writing assignments this quarter.

After he gets his second vaccine, he will feel much safer. 

 

 

6. Present perfect/present perfect continuous: use to link a past action to the present time with for/since

I have worked at De Anza for 25 years.

I have been teaching at De Anza for 25 years.

She has been studying Spanish since middle school. Is she still studying Spanish?  Yes.

You have written several paragraphs since the beginning of the quarter. Do you have to write more? Yes. 

Many women have been hired as CEOs at companies in recent years. 

Since he moved to the US, he has learned a lot of English.

Her daughter has made a lot of new friends since she joined Facebook.

 

7. Past perfect: use to show that an action happened before another action in the past

The class had finished the quiz by the time the late student arrived. 

Was he able to take the quiz or was the quiz over?  It was over. 

 

When I got home, they had left.   Did I see them?  No, they were long gone. 

 

 

How is this different than?

When I got home, they left.  Did I see them? Yes, they said “hi” to me and then drove off. 

 

When I got home, they had watched a movie.  Could I watch the movie with them? 

When I got home, my family watched a movie. Could I watch the movie with them? 

 

 

Here is an example of mixing tenses:

Topic: What have you noticed about parenting styles in the US?

   Since I moved to the US, I have noticed a difference in how parents and kids interact with each other. Parents in the US seemmore easy-going than in my native country. They don’t have as many rules, and the kids often get to decide what activities they want to take part in. For example, my neighbor wanted her daughter to play violin. However, her daughter wanted to learn guitar. When my neighbor found this out, she signed her up for guitar lessons. The daughter has been playing guitar for several months now. Everyone seems happy about this.

***What tenses are used in this paragraph? Why is each tense used?

 

 

 

 

 

 

 

 

 

Pre-reading questions for “Amy Chua Is a Wimp” by David Brooks

 

1. What differences have you noticed about parenting styles in the US compared to parenting styles in your native country?

2. Do you think it’s important for children/teenagers to have time to play with their friends and to do activities with them?  Why or why not?

3. What are some benefits of working in groups?

4. What are some benefits of working by yourself?