• The Plague is caused by Yersinia pestis bacteria.
• Yersinia Pestis a kind of bacillus. Bacillus (a rod-shaped bacterium) travels from person to person through the air, as well as through the bite of infected fleas and rodents.
• Yersinia pestis bacteria is transmitted between rodents.
• The French biologist Alexandre Yersin discovered Yesinia Pestis at the end of the 19th century
• Yersinia pestis is a gram-negative, non-motile, rod-shaped, bacterium, without spores.
• Several species of rodents serve as the main reservoir for Y. pestis in the environment.
• The transmission of Y. pestis also occurs by fleas.
• The bacterial has the ability to suppress and avoid normal immune system responses.
• It affects the host cell’s ability to communicate with the immune system, hindering the body bringing phagocytic cells to the area of infection.
• It is a facultative anaerobic organism that can infect humans via the Oriental rat flea (Xenopsylla cheopis).
• It causes the disease plague, which takes three main forms: pneumonic (infects people by pneumonia), septicemic (poisons the blood), and bubonic (swollen inflamed lymph nodes in the armpit or groin).
• Plague has caused several major epidemics in Europe and Asia over the last 2,000 years.

Words

feudal system (n) – the social and land-owning system of western Europe in the Middle Ages. Feudalism was a social system in which ownership of land was granted by a lord to an individual in exchange for his military service. The unit of land given in the agreement was called a fief.

For example:
The medieval European system of fiefs, homage, and service to the king.

The Byzantine system of pronoia, where land grants were given in exchange for military and administrative duties.

The Russian system of boyars, who held lands from the tsar and owed him loyalty and service.

The Japanese system of shogunate, where daimyo controlled lands and samurai served them as warriors.

Sentence: If I lived in a feudal system, I would be homeless.

rhyming couplet (n) – A rhyming couplet is a pair of successive lines that rhyme. It’s usually the last words at the end of each line that rhyme.

Sentence:

I’m Andy, and I taste like candy.
That’s how I got Sandy and Mandy.

I give them some rhyming couplets.
And out pop some tuplets.

Which one belongs to which?
I don’t care cuz all I need is a big dandy sandwich.

vow (noun) – a solemn promise

Sentence: I vow to conquer the world!

visor (n) – A visor is a movable part of a helmet that can be pulled down to cover the face.

sentence: I got on my bike and lowered my visor.

bishop (n) – a senior member of the Christian clergy, usually in charge of a diocese and empowered to confer holy orders.

Sentence: The bishop life may be too boring for me.

chivalry (n) – courteous behavior. Combination of qualities that encompasses courage, honor, courtesy, justice, and a readiness to help the weak.

We should all strive cultivate Chinese chivalry.

Honor (n) – Something with a lot of respect. A privilege.

Sentence: I wear it with honor.

Honor (v) – To regard with high respect.

Sentence: Honor your parents!

Medieval Ages (n) – Middle Ages, the period in European history from the end of Roman civilization in the 5th century to the period of the Renaissance.

Sentence: I feel sorry for those who lived in the Medieval Ages.

Knights (n) – During the middle age, a man who served his sovereign or lord as a mounted soldier in armor.

Sentence: The death rate of knights is close to ninety percent.

personality (n) – a combination of qualities that forms an individual’s character.

Sentence: I may not be rich, but I have a great personality!

• student’s sentence
• Teacher’s suggestions
• Correction

We cherish our ukulele.

We – plural
our – plural

So the ukulele that belongs to ‘us’ are plural.

We cherish our ukuleles.

My cat loves to scrages the sofa.

scratch. Please watch spelling!

My cat loves to scratch the sofa.

A hores would like to runs.

Please follow my framework

subj – verb – obj

subj is a horse. Because its a 3rd singular, we add ‘s’ to the verb like.
infinitive is when you add a to to the verb to make it general.

In our case, we have verb and verb. We add a to in the middle.

We add to in the middle to make [to run] into a noun.
This satisfies object receiving a noun.

A horse (subj) likes (verb) [to run] (noun)

I despise the stinky sock.

I despise stinky socks.

字颜色的意思：

学生写的
我的解释
我的意见你应该怎么写

论文写作和风格意见

这是一篇对比作文。我看到有引言、相同点、不同点和结论。
首先让我眼前一亮的是，这篇文章没有一个强有力的论点。

论文

论文要求:

• 决定性语言
• 具体细节
• 子课题

我从议论文中读出了这些句子：

他们都是父母 他们都为获得公平而努力。他们都支持自己的孩子。

果断的语言还可以，但具体的细节和副标题完全没有。

我不知道是哪本书，但你可以这样说：

Sylvia’s grandfather and Mr Mendez showed their paternal love through education, fairness, and hard work.

钩子

钩子需要吸引读者的注意力。这个钩子比较弱。我们可以使用这样的钩子

The two men face each other like wild beasts.

当你写出像上面这样的句子时，会让读者想知道冲突是什么。它能吸引人们的注意力。

现在你要做的就是在我们的钩子和论题之间写一个连接段。

让我们继续我们的工作，并修改语法：

Two people stand in two direction.

如果两个人站这互相对面的话，最好用 opposite。
然后如果用 opposite，呢就是两个 direction。。我们用复数 direction(s)

Two people stand in opposite directions

　如果学生想表达两个人站在不一样的角度，可以说：
Grandpa and Mr Mendez stand diametrically opposed when it comes to education and human rights。

我没有读过这本书所以内容我不清楚。在这方面我只能判断到这里。

语法意见 第二段

There are many similarities between Grandpa and Mr.Mendez.
When it comes to education and human rights, Grandpa and Mr Mendez share similarities.

First,they are all parents.
First and foremost, they are fathers.

They care about their children’s education.
For example,“your children have to go to a Mexican school,said Mr. Harris.But why?”This shows that Mr.Mendez really cares for his children (p.12)”

Mr Mendez shows his dedication to his children when Mr Harris wants him to send his children to a Mexican school, instead of a better all white school. “Your children have to go a Mexican school, said Mr Harris.” “But why?” rebuts Mr Mendez.

“what does a scholarship jacket mean” This proves that Grandpa wants to help Martha as well.

辅助句不充分。作者需要更多地描述或解释当时的情况。不是讲述，而是要说明人物围绕这件奖学金外套的互动是如何证明爷爷想要帮助玛莎的。

They all care about fairness the others treated Mexican Americans.

句子运行问题。我建议

They care about fairness and how Mexican Americans are treated.

As evidence,”Then if you pay for it, Martha, it’s not a scholarship jacket, is it?”

As 用错了。这是应为学神先用中文去想一个句子，然后就翻译到英文。100%不要这样。你可以先先内容。可是写内容的时候，英文管英文，中文管中文。

请看一下As 英文怎么用的：

As (preposition) – the role of

ex: My daughter dressed up [as a monster]. Baking soda can be used [as a detergent]. I work for Penguin Education [as an English Teacher].

As (Adverb)

I am not (as) fast as you.
This burger is not (as) good.
Come here (as) soon as possible.
This pie is not [as good] [as my mother’s].

clause + as + clause
ex:
It started to snow [as] we slept.

as + clause, clause
ex:
[As] we slept, it started to snow.

我建议你可以这样写：

They both showed their staunch belief in fairness when Grandpa explained to Martha that using money to buy a prize is not fair. He wanted Martha to achieve through effort and fairness. We can see this clearly when he said ”Then if you pay for it, Martha, it’s not a scholarship jacket, is it?”

This shows that Grandpa wants Martha to have fairness when there is something she is worried about.

太宽泛。要更具体。我们需要更多细节。展示，而不是讲述。

The next quote proves this as well”over the next few months

还是太宽泛了。你需要解释这句话是如何证明的。

Mr. Mendez and Mr.Marcus traveled all over orange country

“This proves that Mr.Mendez want fairness when it’s about
his children’s education.“

引文的佐证细节非常薄弱。

ref – https://www.grammarly.com/blog/thesis-statement/

A Thesis requires:

• decisive language
• specific details
• subtopics

How to structure a compare-and-contrast essay

The hardest part of structuring a compare-and-contrast essay is knowing when to talk about which subject. Essentially, you have three options:

block method (subject by subject): You discuss one subject in full and then move on to the next subject.

example – http://www.essaybyexample.com/free-essay-samples/essay-melville-moby-dick-poe-the-raven-comparative.php

The block method is usually divided into paragraphs:

a paragraph about one subject and then a new paragraph about another subject.

Take the compare-and-contrast essay example When Nothing Lies Beyond the Mask: Comparing Moby Dick and The Raven. In the first paragraph after the introduction, the author talks only about Ahab from Moby Dick, but in the next paragraph talks only about the narrator from The Raven. Each subject gets its own paragraph.

Using the block method, you can go back and forth like this for pages, covering as many topics as you need.
This approach is best for giving each subject its own attention

but tends to slightly weaken the connection between the two.

alternating method (point by point):

example – http://www.essaybyexample.com/free-essay-samples/essay-comparative-scifi-novels-movies.php

You discuss one subject’s take on a certain aspect and then another subject’s take immediately afterward, followed by a new aspect.

As another option, you can break paragraphs up by a specific topic and issue, and in each paragraph discuss both or all subjects. Let’s look at another compare-and-contrast essay example, The Reality of Science Fiction: Comparing Clarke to Cruise. Here, both subjects are discussed in the same paragraph, one right after another.

This approach works best when you want to emphasize the connection between your subjects, or lack thereof. In our example above, the author wishes to highlight just how different the aliens of Arthur Clarke are from those of other authors, particularly H. G. Wells. To emphasize this, the essay author juxtaposes the two points right next to each other in the same paragraph.

similarities and differences

ref – http://www.essaybyexample.com/free-essay-samples/essay-orwell-1984-zamyatin-we-comparative.php

You discuss all the similarities between your subjects and then all the differences, or vice versa (differences first and then similarities).

The third option is quite similar to the alternating approach, with each subject being discussed side by side in the same paragraph. However, the paragraphs aren’t divided by different topics, but instead by what the subjects have in common and what they don’t.

Take a look at the compare-and-contrast essay example Government by the People, for the People has Perished from the Earth, which compares the dystopias of George Orwell’s 1984 and Yevgeny Zamyatin’s We. The first paragraph after the introduction discusses what the governments in the two books have in common, but the next paragraph explains how they differ.

This method works best if you want to focus on a particular similarity or difference between your subjects, or if you want to build up to a powerful conclusion or reveal at the end.

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.