Three pigs need to build their own house(1).

Subject- Three pigs
Verb-need
Object- to build (infinitive as object)
Object Compl – their own house

Three pigs need to build their own house.

They build the house to survive.

Subject- They
Verb- build
Object- the house
Adj- to survive (to-infinitive as adj)

They build the house to survive.

The first pig is very lazy.

Subject-The first pig
Verb(linking)-is
Adverb-very
Adjective-lazy

(7) The first pig is very lazy.

He uses grass to build his house(3).

He uses grass to build his house.
Subject-He
Verb-uses
Object-grass
Adverb-to build his house(infinitive as adverb)

(3)He uses grass to build his house.

The second pig is smarter than the first one.

更好的动词是smarter 或者 more cunning。
最好说than his brother. 应为 first one 我们不太清楚。更仔细的 his brother。

The second pig is more cunning than his brother.

He uses wood to build his house(3).

Subject-He
Verb-uses
Object-wood (noun)
Adjective – to build his house(infinitive as adjective)

He uses wood to build his house.

The third pig is very hard-working.

Subject-The third pig
Verb(linking)-is
Adverb-very
Adjective- hard-working

The third pig is very hard-working(3).

He uses brick to build his house(3).

他用很多砖 你要放个s (复数)

Subject-He
Verb-uses
Object- bricks (noun)
Adverb-to build his house(infinitive as adjective)

He uses bricks to build his house.

A hungry wolf comes.

Subject-A hungry wolf
Verb-comes

Let’s use ‘arrives’. Comes is so 1st grader!

A hungry wolf arrives.

He is a skeleton.

Subject-He
Verb(linking)-is
Noun – a skeleton

He is a skeleton.

Three pigs see the wolf.

If you use ‘Three pigs’, you’re introducing another set of three of pigs.

Please use ‘The three pigs’ to reference the three pigs you introduced at the beginning of the story.

Subject- The three pigs
Verb-see
Object-the wolf

The three pigs see the wolf(2).

They hide inside their house.

Subject-They
Verb-hide
obj – house

They hide inside their house.

The wolf lets the lazy pig open the door, but he does not.

Subj – wolf
verb – demands
obj – to open (to-infinitive as adverb, answers ‘why’ for verb)
obj compl – door

The wolf demands the lazy pig to open the door.

He inhales the air to blow the house(3).

Air is uncountable. Don’t need a/an/the

He inhales the air to blow the house.
Subject – He
Verb – inhales
Object – air (noun)
Adjective – to blow(to-infinitive as adjective)

He inhales air to blow the house down.

The grass house disappear.

Subject-The grass
Verb-disappears

The grass house disappears(1).

The pig runs to his brother’s house.

Note that we use to as preposition here. Not infinitive.

Subject – The pig
Verb – runs
Obj – brother’s house(noun)

The pig runs to his brother’s house.

The wolf inhales again to blow the house(3).

Subject- The wolf
Verb- inhales
Adverb- to blow (infinitive as adverb, describes verb )

Remember to use at:

Blow at the house (at is used for direction)
Blow at them.
Blow at you. Blow at me.

use on if you’re on top:

Blow on the candles.
Blow on
The wolf inhales again to blow at the house.

The wooden house disappear.

Remember subj verb agreement

The wooden house disappears.

They run to the brick house.(3) ok

The wolf tries to blow the brick house(3),

The wolf tries to blow down the brick house,

but the brick house is as hard as diamond.

but the brick house is as hard as a diamond. good

The wolf does not give up.good

He goes in the chimney.

Please use better verbs (climbs)

He climbs onto the chimney, and jumps in.

The fire is on, so the wolf die.

Remember that wolf is 3rd singular, use die+s.

There is a fire in the chimney, so the wolf dies.

What textbooks are used? Or what textbooks need to be used?

1) I have a list of self-made tutorials, about 26 as of now.

• https://chineseruleof8.com/2022/12/19/has-vs-have/
• https://chineseruleof8.com/2023/07/26/past-participle/
• https://chineseruleof8.com/2023/10/21/helping-verb/
• https://chineseruleof8.com/2023/10/30/conjunction-and/
• https://chineseruleof8.com/2023/04/11/past-continuous
• https://chineseruleof8.com/2023/09/03/subject-complement
• https://chineseruleof8.com/2023/09/08/object-complement/
• https://chineseruleof8.com/2023/09/20/subordinate-conjunctions/
• https://chineseruleof8.com/2023/09/22/the-preposition/
• https://chineseruleof8.com/2023/06/02/adding-s-es-to-v…n-present-simple/

…
…

2) Book to read for practicing how to search for and learn vocabulary

• 

  The Roald Dahl Collection

• 

  Treasure Island

• 
  

  Island of the Blue Dolphins, Scott O’Dell

• 
  

  Charlotte’s Web, by EB White

• 
  

  Sideway stories from Wayside School, by Louis Sachar

• 
  

  The Red Badge of Courage, Stephen Crane

• 
  

  The Golden Fleece, Padraic Colum

• 
  

  The Call of the Wild, Jack London

3.根据课程大纲，我们是如何给孩子上课的？
How do we teach our children according to the course syllabus?

First part of the Course syllabus is as follows:

outline for Ms Gu

Sentence structures

• 每一天吧理论表达清楚。学神懂了以后练习写。
• 每一课他们养成习惯写标准的英文句子。
• 不单单要看单词，可是要看英文的名词，动词，形容词，副词，句子连词，句子结构，等等
• 用技术棒他们找单词定义

4.上完课后，孩子怎样去练习？
How does the child go about practicing after the lesson?

• 每天读几页的书，单词写下来，用网络找定义，字的类型，然后自己三条句子。
• 每周写两批文章。看老师的修改，然后从新写到对。
• 学生写好作业提交到我们的功课网络。功课，修改，记录到准在。

5.课程最终达成的目标是哪些？
What are the goals that the course ultimately achieves?

Gu 老师发我图片里面那句说了最好。

1

First of all,

Sentence 1: It hasn’t even been a year √

since (conjunction) √

Sentence 2: we’ve debuted –> We have debuted. (error)

or

• de·but [dāˈbyo͞o]
• debut (noun) – a person’s first appearance or performance in a particular capacity or role
• debut (verb) – perform in public for the first time

  past participle – Debuted (de bu ‘d)

or, since ‘our debut’

for vs from

for – 4
from – frum

We always appreciate you guys’ support.

We always appreciate your undying support.

Our family and our members….

We appreciate our family and cast members

We appreciate our family members and supporters

2

I have forgotten all of my english. (present perfect)

My English (3rd singular) has become rusty. (present perfect)

I (subj) started (verb) learning (noun) English (object complement) when I was seven years old.

I (subj) began (verb) learning (noun) English (object complement) in kindergarten.

3

[√] Hearing all your enthusiastic cheers, I once again realize how powerful music is.

[X] Tonight, here in Poppia, we’ll be able to [see ourselves going beyond everything] with the power of music.

Here in Poppia, we’ll celebrate the night with the power of music.
Tonight in Poppia, let’s celebrate life with the power of music.
Tonight in Poppia, let’s remember this event with the power of music.

[X] We open our door(s) with KCON’s signature song “Poppia” which [was performed, past tense] by WayV.

We kick off with KCON’s signature song “Poppia”, which will be performed by WayV

[X] And we also prepared Gen-Z Pop Special Stage, ..where..against the powers of Kpop’s (representive, wrong)

represent [verb]
representing [noun]
OR
representative [noun/adj] girl groups, and KCON’s exclusive collaboration performances.

[√] And dream stage the artist KCON created together is also waiting for you.

[√] I will also be under dream stage, so please look forward to it.

Lesson 1

nouns

• countable
• uncountable
• a vs this

Lesson 2

verbs

• linking verbs (non action)
• action verbs

Lesson 3

adjectives

describe nouns

adjective – nouns

• cute girl
• fluffy toy
• white clouds

Lesson 4

verb adjectives

• jumps high
• looks funny
• tastes great

Lesson 5

adverb

describe verbs/adjectives

verb adverb

• waits impatiently
• shoots sporadically
• jumps triumphantly

adverb verb

• eloquently written
• [sporadically hop] around
• [triumphantly raised] his fists

adverb adjectives

• gently quiet
• quite beautiful

Lesson 6

8 Basic Structures

1. Subj Verb agreement
2. Subj – Verb

Lesson 7

1. Subj – Verb – Obj
2. Subject – Verb (action) – Object

Lesson 8

1. Subject + verb (action) + adjectives
2. Subject + verb (linking) + adjective
3. Subject + verb (linking – “is/am/are/was/will be/”) + noun

Lesson 9

1. Subject + verb + adverb
2. Subject + verb + adverb + adjective

Lesson 10

1. Subject + helping (aux) verb + main verb + object
2. Subject + verb + (infinitive) verb + object

Understanding Linking Verbs (Grammar Rules, List, Examples, and More)

https://www.grammarly.com/blog/linking-verbs/

Unlike other verbs, linking verbs do not show an action

Linking verbs simply explain the state of the subject, such as what it is or how it looks.

In other words, a verb is a linking verb if it is used to describe the subject.

• A linking verb links the subject to its complement (subject complement).
• It is followed by either a noun or an adjective.
• So, a linking verb works like a bridge that connects two parts: the subject and the subject complement.

The most common linking verb

…is any form of the verb “to be,” such as am, is, are, was, were, etc. For example,

• I am a teacher.
• I was an engineer.
• We are friends
• We were friends
• Sally is a teacher.
• She was a teacher.
• They are happy.
• They were happy.

Other common linking verbs are “sense” verbs

such as seem, appear, become, feel, look, smell, sound, taste.

For example,

• Dinner smells burnt
• The cat’s fur feels silky.
• I feel great!
• We look stunning!
• He seems sick.
• She becomes skeptical.
• I hear a burglar.

Linking verbs are used to indicate conditions or states of being.

They do not show action.

For example, “The soup tastes delicious” or “She feels happy.”

Linking Verbs are mostly intransitive…

Linking verbs are not considered either transitive or intransitive because they do not show any action. Instead, they connect the subject of the sentence to a complement that describes or renames it. For example, in the sentence “She is a doctor,” the verb “is” is a linking verb that connects the subject “she” to the complement “doctor.”

But some linking verbs can be transitive

However, some linking verbs can be followed by a direct object to form a transitive sentence. These linking verbs include “smell, taste, feel, look, sound, and appear.”

Typical usage: He got sick.
Transitive usage: He got his car fixed.

Typical usage: He smells sweet.
Transitive usage: He smells a thief.

Typical usage: They taste terrible.
Transitive usage: They taste victory.

Typical usage: We feel tired.
Transitive usage: We feel the cashmere.

Typical usage: She looks beautiful.
Transitive usage: She looks the part.

Japanese nuclear waterwaste

– Let’s use the word wastewater
(https://www.merriam-webster.com/dictionary/wastewater)

– Capitalize all words except prepositions.

Japanese Nuclear Wastewater

Everybody knows that the Japanese had being setting the nuclear waterwaste in the sea, and it is causing a lot of problems.

1) be-ing (to be) – we use to describe ‘to be’. You are being too nice. He is being such a smartass!
been – past participle of ‘be’. For example, present tense may be ‘be at that place’. But past tense is ‘been at that place.’

2)
Everyone and everybody are interchangeable and mean the same thing. HOWEVER, everyone is more formal than everybody and is used more in writing, while everybody is more common in spoken English. There is no difference in meaning between the two words.

3)
Please use the “Past Perfect Continuous” correctly:
(https://chineseruleof8.com/2023/05/01/past-perfect-continuous/)

subj + [had] + [been] + verb’ing’

Everyone knows that the Japanese had been dumping nuclear wastewater into the sea.

“It is causing a lot of problems” is fine.

But to be even more concise, we can also use “Present Perfect Continuous”: subj + [have/has] + [been] + verb’ing’

It has been causing a lot of problems.

In 2023, July, 22th, the japanese starts to dischargig nuclear water.

in preposition is used for time.
ex: I’ll be there in 5 minutes, I’ll wash the dishes in thirty minutes, I’ll do my homework in an hour.

When we’re talking about dates, use ‘on’.
I was born on June 8th, 1920.

When you refer to a past date, we youse simple past.

On July 22nd, 2023, the Japanese started to discharge nuclear wastewater.

By doing this it could cause many problems, for example lead to animal distinguish, and it could pollute the whole pacific Ocean.

We need to continue the past tense. Also, try not to put so much information in one sentence. Keep it simple.

By doing this, it caused many problems.

When we’re talking about potential situations, use simple present.

For example, it can kill off marine life, and pollute the Pacific Ocean forever.

Animals and huams could be highly effected by this.

adverb usage incorrectly. We say highly effective. But affected, like affection, should be used with ‘deeply’.

Animals and humans could be deeply affected by this.

In July 24th the amount of nuclear water being sent in ocean is four-hundred and sixty tons, to this amount the japanese will keep sending it in ocean for thirty years.

Use present perfect.

On July 24th, the amount of wastewater dumped into the ocean has already reached four hundred and sixty tons.

The Japanese will keep dumping for the next thirty years

So why did japaneses chose to distinguish it in the ocean?

Let’s plan to go over the preposition ‘into’ for a future lesson.
https://www.grammar-monster.com/easily_confused/into_onto_up_to.htm

So why did the Japanese choose to dump it into the ocean?

At first the japanese had a soultion of this nuclear waterwaste problem and their solution is by building many water storage tanks.

Break apart your idea into simpler ideas. Use Antecedants to preference subject or objects. (i.e It –> solution)

Make sure your sentence explains itself. (i.e “to store the watewater”)

First, the Japanese had a solution. It was to build numerous water storage tanks to store the wastewater.

But by time goes the japanese are still providing waterwaste, so the amount of storage tank is fulled(1068 water tanks), and the total amount of the nuclear water is over one-hundred and thirty three million tons!

Again, way too much information in one sentence. Let’s break it down.

Use past tense because we’re talking about something that the Japanese have already done.

As time went on, the wastewater kept coming, and the number of storage tanks increased to 1068. The total amount of nuclear wastewater stored in these tanks reached one hundred and thirty three million tons!

The japanese government had different solutions to this problem, but the technical content and the cost is too high so the Japanese government chosed the simplest way and the lowest cost way to solve the problem and it is putting all the nuclear water in the ocean.

Too much info. Please simply your ideas into smaller shorter sentences.
Try to use synonyms that can shorten your sentences.
Also, make sure you explain what that solution is. As a reader, I do not see it.

The next time around, the Japanese government had another solution. However, the costs were astronomical. The Japanese government decided to choose the most inexpensive solution, and that is to dump it into the ocean.

In conclusion the way of the Japanese governmeent solving this problem is very unresponsible, becuase if this large amount of nuclear waterwaste bein sent into the ocean then it could cause a huge amount of problems to us and to Earth.

In conclusion, the way how the Japanese government dealt with the problem was very irresponsible.
If this much nuclear wastewater is being dumped into the ocean, it will create a great deal of environmental problems for Earth’s future generations.

Present Simple

Write about your hobbies. (Use present simple tense ONLY).

Present Perfect

Write about something that started in the past, but still exists or has ended.

Present Continuous

What are your parents doing right now?

Present Perfect Continuous

Describe something that started in the past but still taking place right now.

Subjects, verbs, and their agreements

• I (wish/wishes) to join the army.
• Peter (want/wants) to go home.
• Ricky and John (study/studies) very hard.
• They (scurry/scurries) quickly over the rocks.
• Honey or Red Sugar (work/works) just fine for the recipe.
• She (eat/eats) meat only.
• I (have/has) been playing the piano since I was seven.
• She (have/has) been playing soccer since grade school.
• Professor Smith (have/has) taught at this school for the last decade
• I (have/has) been waiting since nine o’clock.
• We (have/has) never (ate/eaten) bugs before.

• List First person pronouns.
• List Second person pronouns.
• List Third Person pronouns.
• Describe irregular verbs vs regular verbs.

Scan QR Code – Register/Login

When the admin register page loads, it will present a QR code.

We can it with our wechat scanner.

1) When scanned, it will open our Wechat mini’s app’s pages/auth/admin page.

In that wechat mini page, the user NEEDS TO PUSH THE AUTHORIZE BUTTON and it will call getUserProfile, which gives response with a one time code. The page will also have a scene string from its onLoad function’s option parameter.

Then we provide the 1 time code and scene to our backend.

The /v1/auth/grant on the server side will receive the wechat user’s openId via an Wechat API call. Then, the server will see whether this use exists or is new. If it exists, it will have the existing user’s data ready for the front end. If it does not, it will have user data that is all null, and only the openId valid. A variable will be switched on so the front end’s request will know if its okay to receive it.

When the QR code renders on the page, we need to poll the server because we’re waiting for the user to push that authorize button in order to get the server hit Wechat’s API.

We are looking at the status of the QR code. The server will return user data.

The user exists if the id and tokenInfo are valid, and we just load it into the stat’e user object.

If they DO NOT exist, then that means its a new user and we only have the openid.

Thus, we then open up a form for the new user to fill in their email, nickname, and phone number.

Create Word

POST on /rickyabc/api/v1/word/add
form data:

wordInfo blob
imageFile imageFile
audioFile audioFile

Get Word

GET on /rickyabc/api/v1/word/get?date=2023-06-18&teacherId=6

Update Word

POST on /rickyabc/api/v1/word/update

form data:
wordInfo blob
imageFile imageFile
audioFile audioFile

Delete Word

POST on /rickyabc/api/v1/word/delete

form data:
id toDeleteID

headers: {
‘Content-Type’: ‘multipart/form-data’,
[tokenName]: tokenValue
},

Create Example

POST on /rickyabc/api/v1/word/addExample

We need the word id that this example belongs to:

data form:

example blob // contains obj
imageFile imageFile
audioFile audioFile

Update Example

Delete Example

POST /rickyabc/api/v1/word/deleteExample

form data:

id toDeleteID

ref –

• https://test-english.com/explanation/b1/ed-ing-adjectives-adjectives-verbs/
• https://myenglishgrammar.com/lessons/verb-ing-used-as-an-adjective

What is a Present Participle Adjective

An ‘-ing’ on a present participle of a verb that is used as an adjective. It describes the characteristics of a noun, usually indicates a state or a process that has been ongoing.

Examples:

• Fascinating story (The story fascinates people.)
• Boiling water (The water is boiling.)
• Interesting book (The book interests the reader.)

Using ‘-ing’ Adjectives

When we use verbs in the ‘-ing’ form as adjectives, they are usually placed before the noun they modify in a sentence.

Though it may appear similar to the Continuous tenses (The Present Continuous, Past Continuous, Future Continuous), the ‘-ing’ adjective does not indicate an action occurring at the time of speaking but an inherent characteristic of the noun it is modifying.

Examples:

• The running water was cool and refreshing.
• She gave me a puzzling look.
• I bought an exciting new video game.

‘-ing’ form implying active influence by the subject

When used as an adjective, the ‘-ing’ form often implies an active influence. The subject is performing an action that influences the object. This contrasts with adjectives in the ‘-ed’ form, which imply that the subject is being influenced by an action.

Examples:

Exciting movie (subject):
The movie excites the audience.

Excited audience (subject):
The audience is excited by the movie.

boring movie:
bore + ‘ing’ = boring
This movie is boring.

frustrating homework:
frustrate + ‘ing’ = frustrating
Our homework is frustrating.

We’ll do amazing things:
amaze + ‘ing’ = amazing
The things we do will be amazing.

interesting person :
interest + ‘ing’ = interesting
That person is interesting.

tiring activity:
tire + ‘ing’ = tiring
The activity is tiring.

Other Examples

The approaching deadline hung over the heads of all the people in the office.

approach (verb) + ing = approaching

Here, approaching is an adjective that is used to describe the deadline.

The leaping flames from the burning building presented the firefighters with the responsibility of (preposition) protecting (prepositional object) other nearby buildings from the growing fire.


leap (verb) + ing = leaping
burn (verb) + ing = burning
grow (verb) + ing = growing

Here, leaping, burning, and growing are verbals used as adjectives to describe a
noun (flames, building, and fire respectively) in the sentence, thereby qualifying
them as present participles.

Although it ends in –ing, protecting is not a participle because it is acting as a noun in the sentence (object of the preposition), thereby qualifying it as a gerund.