Grade Reports

I need to apologize again. I'm making progress on your grades, but I won't have them finished by 5:00 tonight. I will have them finished by 8:00 tomorrow (Thursday) morning. You can check them on Micrograde then.

Wednesday, December 7

You're grades will be available on Micrograde by 5:00 today. I apologize for the delay.

Monday, December 5

Classwork

• Reviewed grades.
• For citizenship, the attendance grade on the website is updated. The participation and homework grades are not. If you are unsure about your grade, be sure you do the extra credit. (See the post for Thursday.)
• For proficiency, I will give you the score for the third test tomorrow. By Wednesday, I will give you an average grade for all of your speaking tasks.
• If you have additional questions, please come see me. Thank you for all of your hard work this semester.
• Reviewed the sounds in bit and beat. See page 157 in your textbook.
• Reviewed how to introduce yourself to someone who doesn't remember you. See page 155.
• Movie presentations! So interesting! Good work all!

Homework

• If you haven't yet presented, continue to prepare for your presentation.
• If you are worried about your grade, due the extra credit from Thursday. I'll accept until Tuesday at 5:00.

Thursday, December 1

Announcements

• Test 3, Friday, 11:00, in the lab. The test will cover Chapter 5 (Slavery) and Chapter 6 (U.S. History through Film).
• Movie Presentations, Monday and Tuesday. We will draw from a hat on Monday to decide the day on which groups will present. I will be in my office tomorrow if you have any questions.

Classwork

• Reviewed Listening Test 2. You will be able to see this score on Micrograde by Friday afternoon. If you have other questions about the test, come see me in my office on Friday.
• Practiced the pronunciation of past tense endings. 
• Studied the box, Verbs Ending in -ed, p. 185, Student CD, Track 38. The -ed ending makes one of three sounds depending on the final sound (not letter) in a word. For example, the final letter in walk is k and the final sound is  /k/. In contrast, the final letter in voice is e but the final sound is /s/. Use the sound to choose the pronunciation of -ed.
• Completed Ex. A, Hearing Verbs Ending in -ed, p. 186, Student CD Track 39.
• Completed Ex. C, Pronouncing Verbs Ending in -ed, p. 186, Student CD Track 41.
• Discussed how Americans often show disagreement with intonation. They say that they agree, but their intonation and body language tell you that they don't. When they don't really agree, they say the last word more slowly. 
• Read the box, Showing Disagreement with Intonation, p. 188, Student CD, Track 42.
• Completed Ex. F, Understanding Intonation, p. 188, Student CD Track 43.

Homework

• Study for your test.
• Prepare your movie presentations.
• EXTRA CREDIT
• Chapter 5 Radio Program. Listen to the radio program on the music of the Underground Railroad on pp. 162-163. Complete Exercises A, B, C, D, and E. You can find the recordings in Classes/Gigger/A. Prep (L/S)/Chapter_5/Listening/Radio Ex. A & B Pg. 161 & 162. The recordings for Exercises C, D, and E are labeled the same way.
• Chapter 6 Radio Program. Listen to the radio program on Hollywood westerns on pp. 190-191. Complete Exercises A, B, C, and D. You can find the recordings in Classes/Gigger/A. Prep (L/S)/Chapter_6/Listening/Radio Ex. A & C Pg. 190 & 191. The recordings for Exercises B and D are labeled the same way.
• The 9:30 class did not complete Ex. C, Pronouncing Verbs, p. 186, and Ex. F, Understanding Intonation, p. 188. They can complete these for extra credit. See the information above.
• To check your answers to these exercises, ask a secretary in 103 or the SASC for an answer key. 

Wednesday, November 30

Classwork

• Practiced speaking. Responded to this question: How have television and movies influenced your life? Students answers included the positive influences of role models and inspirational stories. Others mentioned how some shows encouraged negative stereotypes.
• Explained Step 4 (Analyze) and Step 5 (Present) of the movie project. Read these steps and the examples carefully. When you give your presentation, you can use notes, but you should not read directly from them. Also, remember to give each student in your group equal time to present.
• Worked on movie projects in groups.

Homework

• Work on your movie projects.

Tuesday, November 29

Classwork

• Learned how to summarize movies.
• First give background information on the setting (time and place), themes, and main characters. Use the PRESENT TENSE. See examples in Step 4 Question 1 of your movie project instructions.
• Second tell the story. Use the PAST TENSE. See an example in Step 4 Question 2 of your movie project instructions. However, you need to change all of the verbs (except the first verb show) from the present to the past. For example, The main character, Don Lockwood, goes to Hollywood should be The main character, Don Lockwood, went to Hollywood.
• Recorded a summary of your favorite movie. Listened to the past tense verbs to find any errors. Recorded again to improve the past tense verbs. Listened again for past tense verbs. Recorded one more time to improve. Saved the recording in Classes/Gigger, Emily/A. Prep (L/S)/Chapter_6/Speaking. There are no individual folders, so save the recording with your name.
• Reviewed the homework. Discussed stereotypes, which are ideas about a group of people that are too simple and aren't realistic. 

Homework

• On your purple handout for the movie project, work with your group to complete Step 4 Questions 1 and 2 for the movie that you chose.

Monday, November 28

Classwork

• Reviewed Section 3 of the lecture on U.S. History through film. Important concepts were the iconic images for three film genres of the Great Depression: musicals, crime dramas, and road trips. Discussed how each of these images influences American culture. For example, we talked about the idea that anyone in America, even if they start out poor, can become rich through hard work. These people go from rags to riches. The image of the road trip emphasizes Americans love of cars and the feeling of independence they get from them.  
• 9:30 Class: Completed the interviews on p. 198. This activity helped students recognize cultural themes in movies from their own country.

Homework

• Listen to the conversation for Chapter 6. 
• Answer the questions for Ex. A, Listening to the Main Idea, p. 183. (You can find this recording in Classes/Gigger, Emily/A. Prep (L/S)/Chapter_6/Conversation Pg. 183 Ex. A).
• Write the definition of a stereotype for Ex. C, Listening for a Definition, p. 184. (You can find this recording in Classes/Gigger, Emily/A. Prep (L/S)/Chapter_6/Conversation Pg. 184 Ex. C).
• Complete the chart for Ex. D, Listening for Examples of Stereotypes, p. 184. (You can find this recording in Classes/Gigger, Emily/A. Prep (L/S)/Chapter_6/Conversation Pg. 184 Ex. D).
• Read Steps 4 and 5 in the document that I emailed you, Movie Project Instructions. You do not need to complete them. Just read the questions and examples.

Tuesday, November 22

Classwork

• Reviewed Section 1 of the lecture on U.S. History through film, especially iconic images.
• Listened to Section 2 of the lecture and took notes on page 194. Be sure you can explain the iconic images of the western. (You can find the recording in Classes/Gigger, Emily/A. Prep (L/S)/Chapter_6/Lecture Section 2 Pg. 194 A.)
• Introduced the movie project. You should have received an email with a document with complete instructions. Read that handout carefully.

Homework

• Listen to Section 3 of the lecture. (You can find the recording in Classes/Gigger, Emily/A. Prep (L/S)/Chapter_6/Lecture Section 3 Pg. 194 A.) Take notes on page 195.
• Complete Steps 1 and 2 of the movie project. In other words, choose a group of two or three classmates and choose the movie that you will watch. Carefully follow the instructions in the handout.

Monday, November 21

Classwork

• Discussed the serious effects on learning of positive and negative attitudes.
• Reviewed Ex. C, Vocabulary Check, on p. 179. Practiced the pronunciation of genre. Discussed the settlers, people who moved into a new place with few people and stay there to build a community. Settlers (noun), settle (verb), settled (adj), unsettled (adj).
• In class, completed the survey on p. 198.

Homework

• Listen to Section 1 of the lecture on U.S. History Through Film. You can find the recording at Classes/Gigger/A. Prep (L/S)/Chapter_6/Lecture Section 1 Pg. 193 & 195 A & B.)
• Extra! If anyone would like to present the Gettysburg Address in class, you can receive extra citizenship points. Tomorrow is the last day! (You can find the address in the column to the right under Chapter 5/Gettysburg Address.) 

Thursday, November 17

Classwork

• Human Rights Presentations!

Homework

• Read "Ron Howard's Vision of U.S. History," on pp. 177-178. 
• Complete Ex. C, Vocabulary Check, on p. 179.

Wednesday, November 16

Classwork

• Reviewed Sections 2 and 3 of the lecture on the Underground Railroad (pp. 167-168). Students struggled with the Henry Box Brown story. Henry was shipped as freight, meaning he hid in a box and was counted as an object (not a person), on a railroad car.
• Completed Exercise C, Listening for Examples in Groups, p. 169. (For this exercise, listen to Section 2 of the lecture again at Classes/Gigger/A. Prep (L/S)/Chapter_5/Listening/Lecture Section 2 Pg. 167 B.) This is a difficult section, so check with a classmate for the answers.
• Recorded in Quicktime an answer to the following prompt: If your government had the resources to protect only two human rights, which rights would you choose? Why? Listened to yourself for any mistakes and recorded again.
• Worked on your PowerPoints.

Homework

• Finish your PowerPoints. Email them to me by 8:00 p.m. Practice your presentations.

Tuesday, November 15

Classwork

• Retook the listening test (reductions and comprehension questions for the radio program on nutrition).
• Recorded in Quicktime a response to the following prompt: Gandhi once said, "You must be the change you wish to see in the world." What change do you want to see in the world? What are you doing to "be" that change? Had a classmate listen and identify one thing you did well and any parts where they did not understand you. Improved your response and re-recorded. 
• Worked on PowerPoints.

Homework

• Work on PowerPoints.
• Listen to Sections 2 and 3 of the lecture on the Underground Railroad. (You can find the recordings in Classes/Gigger/A. Prep (L/S)/Chapter_5/Listening/Lecture Section 1 Pg. 167 & 169 B & E and Lecture Section 2 Pg. 167 B.) Complete the notes on pp. 167-168.

Monday, November 14

Announcements

• Tomorrow in class we will retake two parts of the last listening test: reduced forms of words with do and did and the recording on diet and nutrition. For the recording on diet and nutrition, I will re-record it at a slower speed. I will also make the questions more clear.
• Tomorrow we will first be in the SASC for the listening test and second in the lab for a speaking activity and work on your PowerPoints.

Classwork
Discussed the following two questions in groups.

• 1.     Do you believe that people have natural rights and that it is a crime to deprive them of these rights? Why or why not? If you answered yes, what do you believe these natural rights are? 
  2.     If a goal is just, is it right to use violence to achieve it?

Homework

• Study for the retest. For reduced forms, study p. 122 and Tracks 28 and 29 on your student CD. For the recording, study in Chapter 4 the vocabulary, the radio program (pp. 124-129), and the lecture (pp. 130-135). 
• Work on your PowerPoints. To receive homework points, you must have at least three slides tomorrow.

Thursday, November 10

Classwork

• Reviewed your notes from the human rights videos. Reviewed outline organization. (See the class outlines that I emailed to you.)
• Learned requirements for human rights presentation: 
• Choose a current organization (international, governmental, non-governmental) that fights for human rights. Give its historical background, 1 past success (the problem and solution), and 1 current project (the problem and efforts being made). Provide a website for classmates who are interested in learning more. (If your organization has a foreign name, please translate it for the class.)
• Each person will have 3 minutes and 30 seconds. We will use a timer to help us move efficiently.
• To sign up for the presentation, see the list on my office door (Room 254). (8:15 Class: I found the list, and it is now on my door.)
• You should have received the example powerpoint in an email.
• You will need at least 5 slides for your final project: an introductory slide with the name of the organization, at least one slide for the background, at least 1 slide for a current success, at least 1 slide for a current project, and at least one slide to display the website.

Homework

• Work on your presentation. I will check your work on Tuesday when we are in the lab. During that time in the lab, you can ask questions and work on your presentations for at least half of the class. (That doesn't mean you should start your powerpoint in class. You must have a draft with at least three slides to receive homework points.) As we did before, you should email your powerpoint to me by Wednesday, November 16 at 5:00.

Wednesday, November 9

Classwork

• Listened to the lecture on the Underground Railroad.
• Reviewed vocabulary homework (pp. 165-166) from last night.
• Completed Ex. A, Guessing the Meaning from Context, pp. 166-167. (You can find this recording in the Listening folder for Chapter 5 as Lecture Guessing Vocab in Context Pg. 166 A.) 
• Listened twice to Section 1 of the lecture on the Underground Railroad. First, we listened for the main ideas. Second, we listened for details. (You can find this recording in the Listening folder for Chapter 5 as Lecture Section 1 Pg. 167 & 169 B & E.)
• Previewed the organization of the videos for tonight's homework. For "The Story of Human Rights," use a timeline. For "Human Rights," use an outline with categories for the questions or the categories of human rights.

Homework

• Brainstorm the debate topic below that you were assigned:
• Do you believe that people have natural rights and that it is a crime to deprive them of these rights? Why or why not? If you answered yes, what do you believe these natural rights are? 
• If a goal is just, is it right to use violence to achieve it?
• Under "Chapter 5" in the column to the right, you see two links: "Human Rights" and "The Story of Human Rights." Choose one of these videos, watch it, and take notes. Practice organizing your notes clearly.  

Tuesday, November 8

Announcements

• The Gettysburg Address is a famous speech given by President Lincoln near the middle of the Civil War. Click on the link to the right under "Chapter 5" to study the speech. If you recite the speech by reading it aloud, you will receive 5 extra points. If you recite the speech from memory, you will receive 20 extra points. 

Classwork

• Studied the picture on p. 145 and answered the questions.
• Reviewed background information on slavery in the United States from 1619 to 1863. (If you are unfamiliar with this topic, read "African Americans and Slavery," pp. 147-149.)
• Read the box, "Critical Thinking Strategy: Using a Timeline," and completed Ex. D on p. 149.

Homework

• Ex. E, Vocabulary Check, p. 150
• Ex. B, Vocabulary Preparation, p. 165
• Ex. C, Vocabulary Preparation: Words in Phrases, p. 166 

Monday, November 7

Classwork

• Finished presentations!
• Congratulations Koji, ShinHye, and SeonMi! I hope this activity was a good practice for everyone.

Homework
Start Ch. 5 by preparing for the radio program. Complete

1. Ex. A, Previewing: Brainstorming Possible Vocabulary, p. 160.
2. Ex. B, Background Reading, p. 160-161.
3. Ex. C, Comprehension Check, p. 161.
4. Ex. D, Vocabulary Preparation, p. 161.

Thursday, November 3

Announcements

• Test tomorrow at 11:00 in the lab. Review Chapters 3 & 4. Review the vocabulary, radio programs, lectures, reduced forms (pp. 96 & 122), asking for reasons (p. 118), asking for examples (p. 120),  agreeing with negative questions (pp.94), and disagreeing with negative questions (p. 95).

Classwork

• Reviewed practice sentences. Remember
• The adjective energetic is used only for people, not foods or drinks.
• The verb supplement does not mean to replace.
• Health is a non-count noun.
• Summarized Section 4 of the lecture to a partner.
• Gave presentations!

Homework

• Study for your test!

Wednesday, November 2

Announcements

• Test 2 (Chapters 3 & 4): Friday, November 4 at 11:00 in the lab

Classwork

• Practiced reductions for do and did. Studied the pronunciation box on p. 122 (Track 28 on your Student CD). Completed Ex. E, Reduced Forms of Words: Questions with Do and Did, p. 122 (Track 29 on your Student CD).
• Summarized to a partner Sections 1 & 2 of the lecture (pp. 132-133).
• Listened twice to Section 3 of the lecture. Took notes and compared our organization to the organization of the outline in the book on pp. 133-134. (You can find the recording in the Classes folder/Chapter 4/Listening as Lecture Sect. 3 Pg. 133 B.
• Worked on PowerPoint presentations in the lab.

Homework

• Email your PowerPoint to me by 5:00. (My address is emgigger@gmail.com.)
• Listen to Section 4 of the lecture and take notes in the outline on pp. 134-135. (You can find the recording in the Classes folder/Chapter 4/Listening as Lecture Sect. 4 Pg. 134 B.
• Extra Credit: Take notes on any of the extra recordings listed under Chapter 4 on this blog: U.S. Government Food Plate Guidelines, Harvard Food Plate Guidelines, Japanese Diet vs. American Diet.

Tuesday, November 1

Classwork

• Reviewed pronunciation: Practice the th in ethnic and ethnicity. Also remember the stress for maintenance is on the first syllable.
• Collected vocabulary sentences, which were Thursday's homework.
• Worked on PowerPoints. Remember the following:

1. Give nutritional information for a meal, at least one main dish and a side dish.
2. Include at least 5 slides: a slide to introduce your presentation, a slide to explain your interest in the restaurant, slide(s) to explain the nutritional aspects of your meal, and a slide to explain the nutritional advantages and disadvantages of your meal.
3. Don't use sentences! Use only phrases and pictures. It's your job to create the sentences as you present.
4. Email your PowerPoint to me by 5:00 on Wednesday so that I can put them all on one jump drive for Thursday.

Homework
Tomorrow (Wednesday)
In Class

• Listen to Sections 1 and 2 of the lecture. (Find the recording in the classes folder as Lecture Sect. 1 Pg. 132 & 136 B - D and Lecture Sect. 2 Pg. 132 B.) Complete the outline for these two sections in Ex. B, pp. 132 & 133.

At 5:00

• Email your PowerPoint to me.

Powerpoint Tricks

Beautiful Slides

• Your Own Picture: Format/Slide Background. With "Fill" highlighted, select Picture/Choose a Picture.
• To duplicate this slide, select Command/Shift/D.

Additional Help

• Screen Shots: Command/Control/Shift/4. Then identify the picture you want. The picture will be saved to the clipboard. Then paste (Command/V) it where you want.

Homework

• Attach your powerpoint to an email. Email me by 5:00 on Wednesday. Save it as a show. I will put them all on one jump drive. That way we won't waste time loading jump drives.

Monday, October 31

Announcements

• Friday at 11:00 in the lab: Test 2 (Chapters 3 & 4)

Classwork

• Practiced listening to questions that ask for more information.
• Distinguished between questions that ask for reasons and questions that ask for examples. (See the green handout and the boxes on p. 118 and 120.)
• Listened for those questions in a conversation. (Find the recording in the classes folder as Conversation Pg. 116 & 117 A & B.)
• Completed Ex. C, p. 127 to identify reasons why the Mediterranean diet is healthy. (Find the recording in the classes folder as Radio Sect. 1 Pg. 127 A.)
• Completed Ex. G to use such as to guess the meaning of new words. (Find the recording in the classes folder as Radio Ex. G Pg. 129.)
• Prepared for Wednesday's lecture.
• Completed Ex. C, Vocabulary Preparation, p. 131. 
• Answered this question: Compare the government health guidelines of your country with the way your mother taught you to eat. In what ways are they similar and/or different? Which way do you prefer? Spoke with a partner for 1 minute 30 seconds, 1 minute, and then 30 seconds.
• Completed Ex. A, pp. 131-132. (Find the recording in the classes folder as Lecture Introduction Pg. 131 A.)

Homework
Tuesday

• Prepare Draft 1 of your Powerpoint presentation. To receive points, you must have at least 5 slides and have nutritional information about your restaurant on at least 2 of these slides.

Wednesday

• Listen to Sections 1 and 2 of the lecture. (Find the recording in the classes folder as Lecture Sect. 1 Pg. 132 & 136 B - D and Lecture Sect. 2 Pg. 132 B.) Complete the outline for these two sections in Ex. B, pp. 132 & 133.

Thursday, October 27

Classwork

• Took part-of-speech quiz and graded it.
• Practiced part of speech by writing sentences with word families. Used the usage notes handout for help. See the examples for balance and consume/consumption below.

1. Verb: I balance my diet by eating a variety of foods from the many food groups.
2. Noun: In order to succeed, students must balance work, school, and social activities.
3. Verb: Americans consume three times the recommended amount of sugar.
4. Noun: American consumption of sugar has increased since the 1940s.

• Completed a TOEFL listening activity about saffron. Listened twice, took notes, and answered the questions. 

Homework
Monday

• Complete your SMILES Logs. (They are due Monday, not Thursday as written on the log.)
• Write 12 sentences, 1 for each of the words below. Use your usage notes handout for help.

1. energy
2. energetic
3. ethnic
4. ethnicity
5. maintain
6. maintenance
7. moderate
8. moderation
9. nutrition
10. nutritional
11. supplement
12. supplement

Wednesday, October 26

Classwork

• Took vocabulary definitions quiz. The make-up quiz will be offered tomorrow (Thurs) at 10:35 in my office (254).
• Reviewed Ex. B, Thinking Ahead, p. 125, and Ex. C, Vocabulary Preparation, p. 126 in preparation for the radio program.
• Listened to the first section of the radio program and completed Ex. A, Listening for the Main Idea: Section 1, and Ex. B, Listening for Details, both on p. 127.
• Listened to the sectioned section and completed Ex. E, Listening for the Main Idea: Section 2, p. 128.
• Read the listening strategy "Listening for Numerical Information" on p. 128 and completed Ex. F, Listening for Numerical Information, on the same page.

Homework

• Study the part of speech for the vocabulary words on your handout for Chapter 4. Tomorrow I will give you the list of words. Next to each word, you will write the part of speech or parts of speech. You will receive a proficiency grade for this.
• Work on your SMILES Logs, which are due Monday and not Friday as the paper says. 

Tuesday, October 25

Classwork

• Practiced elicited imitation with sentences with our vocabulary words. (See white handout.)
• Ms. Gigger modeled the powerpoint presentation that each of you will do next Thursday (Nov 3).
•  Each of you will try to find the most nutritious fast food meal possible using the nutrition facts on restaurant websites. You can find links in the right column of this blog under "Restaurant Presentation."
• The goal of this activity is to practice powerpoint presentation skills and the chapter's vocabulary. 
• You need to sign up for a restaurant on the list on Ms. Gigger's door (254). 
• The person who finds the most nutritious meal (fewest calories with the most vitamins, minerals, and nutrients) will get a $10 gift certificate to the restaurant of his or her choice. 
• Your powerpoint should follow Ms. Gigger's model.
• Slide 1: Introduce the restaurant.
• Slide 2: Tell why you chose this restaurant.
• Slide 3-?: Give nutritional facts for each item in your meal.
• Final Slide: Give an analysis of the advantages and disadvantages of your meal.

Homework

• Write the definitions for the vocabulary words on your list.
• Mark the syllable stress for the vocabulary words on your list.
• Study for the definitions quiz tomorrow.
• Start your SMILES Logs.

Monday, October 24

Classwork

• Discussed the following chemical components of food:
• Proteins. These help build muscle. Foods with a lot of protein include meat, beans, and some milk products.
• Carbohydrates. These provide energy. Foods with many carbohydrates include pasta, rice, bread, and starchy vegetables like corn, potatoes, and squash. Sugar is a simple carbohydrate.
• Fats. These store energy. Foods with a lot of fat include oils, some meats, and some milk products.
• Vitamins & Minerals. These strengthen your body's organs and systems. Foods with many vitamins and minerals include fruits and vegetables.
• Completed Ex. A, Information Gap, p. 118. Students had to complete the nutrition facts for a power drink, using pages 203 and 207. 
• Shared information about each country's food culture. For example, the students from Korea discussed what, where, when, and how the average Korean eats for breakfast, lunch, and dinner.
• Prepared for the radio listening by completing Ex. A, Brainstorming, pp. 124-125.

Homework

• Ex. B, Thinking Ahead, p. 125
• Ex. C, Vocabulary Preparation, p. 126

Thursday, October 20

Classwork

• Checked the intensive listening homework. Discussed the pattern a parrot named Alex. Named is used for people. Titled is used for movies and books, as in a movie titled Planet of the Apes or a book titled Catch 22. Called is used for most everything.
• Read the box titled "Language Functions: Agreeing with Negative Questions" on p. 94. Completed Ex. B, Agreeing with Negative Questions, p. 95.
• Read the box titled "Disagreeing with Negative Questions" on p. 95. Completed Ex. C, Disagreeing with Negative Questions, p. 96.
• Brainstormed one of these two questions in groups: Is it ethical to hunt animals for sport? or Is it ethical to use animals for scientific research?
• Completed a fluency drill. Each student spoke for 1 minute 30 seconds on the topic from their group, then for 1 minute, and then for 30 seconds, trying to include the same amount of information all three times. 

Homework

• Complete your SMILES Logs.

Wednesday, October 19

Classwork

• Read the box titled "Intonation: Changing Statements into Questions" on p. 93. This recording is Track 20 on your student CD.
• Completed Ex. A, Changing Statements into Questions," p. 94. This recording is Track 21 on your student CD.
• Checked the answers to Sections 1 and 2, Ex. B, Using Your Notes: Checking Details, p. 106-107.
• Listened to Sections 3 and 4 of the lecture. You can find these recordings at Classes/Gigger, Emily/A. Prep (L/S)/Chapter_3/Listening/Lecture Sect. 3 (or 4) Pg. 105 A. Took notes on the chart on p. 105. Answered the questions for Sections 3 and 4 in Ex. B, Using Your Notes: Checking Details, p. 107.
• Practiced collocations from the vocabulary usage handout.

Homework

• Intensive listening for Sections 1 and 2 of the lecture. (See the orange handout.)

Tuesday, October 18

Classwork

• Reviewed the listening test. 

1. Many of you took good notes, but you did not use good logic when you completed the outline or when you identified the causes and effects. To improve, practice writing outlines with a tutor during the lab hour or complete the logic section of More Reading Power.
2. If you are struggling to take notes, pay special attention in class to the listening and note-taking strategies in the book. Practice these strategies with extra listenings during the lab hour.
3. If you are struggling to understand the lecture, be sure you do the intensive listening homework. Also, listen to the lectures several times. The first few times, pause in between sentences. Pause enough times that you can understand the main idea and some details. Then play the recording with fewer and fewer pauses.

• Learned how to use the KWIC key for the Corpus of Contemporary American English. (See the link in the right column under "Vocabulary Resources.")
• Learned how to use the Usage Notes for this chapter's vocabulary.
• Learned how to use the Academic Word List. (See the link in the right column under "Vocabulary Resources.")

Homework

• Memorize the phrases from the usage sheet. Use any strategy, for example notecards, that helps you to memorize them. We will review them as a competition in class tomorrow.
• Begin your SMILES Logs.

Monday, October 17

Classwork

• Prepared to listen: Answered this question: In your opinion, what makes humans different from other animals? In what ways are they similar? (Remember, in class we will discuss humans as animals in a biological sense.)
• Read the Listening Strategy, "Knowing When to Take Notes," p. 104.
• Listened twice to Section 1 of the Lecture. Completed the boxes for #1 in the chart on p. 105.
• Read the Listening Strategy, "Including Details in Your Notes," p. 106.

Homework

• Answer the questions for Sec. 1 in Ex. B, Using Your Notes: Checking Details, p. 106. 
• Listen to Sec. 2. You can find the recording at Classes/Gigger, Emily/A. Prep (L/S)/Chapter_3/Listening/Lecture Sect. 2 Pg. 105 A. Take notes in the boxes for #2 in the chart on p. 105.
• Answer the questions for Sec. 2 in Ex. B, p. 106-107. (Use just your notes. You want to see if your notes were detailed enough.)

Thursday, October 13

Classwork

• Discussed how intonation affects meaning. Read the box "Listening Strategy: Understanding Emotion from Tone of Voice" on p. 90. Completed Ex. D, Understanding Emotion from Tone of Voice, p. 90. I will put these recordings in the Classes folder tomorrow morning.
• Presented research on animal intelligence. Each student presented three times in small groups. In general, students need to improve their organization by introducing the topic and categories and using transitions when they move to the next category.

Homework

• None!

Wednesday, October 12

Classwork

• Reviewed Section 1 of the radio program, specifically Ex. B, Listening for Details, p. 100.
• Listened to Section 2 of the radio program. Completed Ex. C, Listening for the Main Idea: Section 2, and Ex. D, Listening for Details, both on p. 100. (You can find this recording at Classes/Gigger, Emily/A. Prep (L/S)/Chapter_3/Listening/Radio Section 2 Pg. 100 C & D.)
• Practiced making inferences. Read the box, Making Inferences, on p. 101. Answered the questions in Ex. E, Making Inferences, on p. 101. (This recording is in the same folder as above and labeled Radio Making Inferences Pg. 101 Ex. E.)
• Practiced writing sentences with the following vocabulary words:

1. acquire: Acquire is a verb that takes a direct object. For example, people can acquire knowledge, skills, information, or language.
2. linguistic: As an adjective, linguistic goes before skills, development, or diversity. The noun form is linguistics, as in I am taking a class in linguistics. 
3. prodigy: A prodigy is a talented person, not a talent. To describe a prodigy, you can use an adjective: a soccer prodigy, a musical prodigy, or a science prodigy. You can also add a prepositional phrase: a prodigy in math, a prodigy in the medical field.

Homework

• Choose an animal that you are interested in. (If you are absent, make sure that you do not choose the same animal as any other student.) Research that animal's ability to feel and express emotions, make and use tools, and learn language. Write your notes in the handout provided. (If you were absent you can pick up the handout in my box in 103.) For help with research, use the links to the right under Chapter 3.
• Prepare a two-minute presentation to share with your classmates tomorrow. You will present in small groups, four times each.

Tuesday, October 11

Classwork

• Took the speaking test for Chapters 1 and 2. If you were absent, please talk to me to schedule a time to retake the test. If you don't take the test, you will not receive important feedback about your progress.
• Reviewed the homework (Ex. A and B on pp. 98-99)/ Discussed definitions and part of speech for the following words:

1. potential (n), possible ability in the future, Julie is a talented musician. She has the potential to become a great performer. Potential (adj), possible, Snapple saw the Japanese as potential customers.
2. novel (adj), new, original, Julie presented a novel idea to the group. Novel (n), a long fiction book, I can't wait for Nicholas Sparks's new novel to come out.
3. prompt (v), help someone by reminding them, When Julie forgot her lines, someone off stage prompted her. Prompt (n), a topic for an essay, Julie practiced for the TOEFL by responding to several writing prompts. Prompt (adj) on time, punctual, Julie is always prompt for class.
4. skeptic (n), a person who doubt or question ideas, Julie is a skeptic. She always questions what she hears on TV. Skeptical (adj), doubting or questioning ideas, Julie is skeptical of the news report because she feels that the facts have been distorted by bias.
5. colleague (n), used to describe a co-worker in a professional field, who is usually at the same level as you, meaning you have the same level of education or position. However, it could also mean that you work on the projects together.
6. familiar (adj.), describes something that you recognize. Practice the spelling, and don't confuse this word with familial (of the family).

• Listened to Section 1 of the radio recording about animals and language learning. Completed Ex. A, Listening for the Main Idea: Section 1, on p. 99. You can find the recording at Classes/Gigger, Emily/A. Prep (L/S)/Chapter_3/Listening/Radio Section 1 Pg. 99 & 100 A & B.

Homework

• Listen again to Section 1 of the radio recording. Answer the questions in Ex. B, Listening for Details, p. 100.

Monday, October 10

Classwork

• Took listening test for Chapters 1 and 2. If you were absent, please talk to me to schedule a time to retake the test. If you don't take the test, you will not receive important feedback about your progress.
• Started Chapter 3 by completing Exercise A, Thinking Ahead, and Ex. B, Taking a Survey, on p. 87. Most students agreed that animals do feel emotions, though some more than others. For example, dogs seem to express greater emotions than fish or insects.

Homework

• Complete Ex. A, Thinking Ahead, p. 98. Give your best guess.
• Complete Ex. B, Vocabulary Preparation, p. 99.

Thursday, October 6

Announcements

• Test on Chapters 1 & 2 in the computer lab tomorrow (Friday) at 11:00. Bring your ID and a pencil. Be a few minutes early.

Classwork

• Presentations!

Homework

• Study for your test. Review the vocabulary from Chapters 1 & 2. Listen again to the recordings in the Classes folder for each chapter. Practice the speaking prompts from the SMILES logs.

Wednesday, October 5

Announcements

• Go to the gym tomorrow for class. We will give our presentations in there.

Classwork

• Listened to Sections 2 and 3 of the Snapple lecture and completed the corresponding notes on pp. 74-75. You can find the recordings in the listening folder for Chapter 2.
• Practiced our speeches using the iPod Touches. For your speech tomorrow, remember to give meaningful information, not a lot of numbers or sentences that you copied from Wikipedia but don't understand.

Homework

• Practice your presentation.
• Optional: Bring a drink from your country to share with the class while we give speeches. (I'll bring Snapple and small cups for samples.) 

Tuesday, October 4

Announcements

• National Economies Presentations: Thursday in class
• Test 1: Friday, 11:00, in the computer lab. This test will cover Chapters 1 and 2.
• The transcripts for all of the recordings from Quest are in the back of the book, starting on p. 209. If you have a difficult time with any of the recordings from class, just listen to the recording again and read the transcript at the same time. You can find the recordings in the Listening folder for the chapter.

Classwork

• Researched the economy of the specific country that each student chose. Wrote practice sentences for the presentations using the example sentences provided. Followed the handout closely. Remember, don't use words that you don't know and don't quote a lot of percentages and statistics. Present the information in a useful, interesting, memorable way. 

Homework

• Complete the handout, including the outline and example sentences.

Monday, October 3

Classwork

• Pronunciation: Reviewed stress-timed rhythm in sentences. Focused on the reduced vowels in unstressed syllables. Studied the pronunciation box on the reduced forms of words on p. 62. Completed Ex. G, Reduced Forms of Words, on p. 62. (The recordings can be found on Tracks 18 and 19 of your student CD.)
• Prepared for the lecture by completing Exercises A, B, and C on pp. 71-72.
• Listened to Section 1 of the Snapple lecture and completed the notes for Section 1 on p. 74. (You can find the recording at Classes/Gigger, Emily/A. Prep (L/S)/Chapter_2/Listening/Snapple Lecture Pg. 73 Sect. 1).

Homework

• Sign up for the country whose economy you would like to research. The sign-up sheet is on my office door (254). Remember, no two students can do the same country and each continent can have only four countries represented.

Thursday, September 29

Announcements

• Movie Night: tonight, 6:00, ELC gym. This should be excellent listening and speaking practice so I will give 15 extra points to any students who attend.

Classwork

• Practiced English stressed-time rhythm.
• Practiced writing sentences for flourish and diversify. Both words are verbs. 

1. Diversify usually takes an object (e.g., economy, investments, products), as in The Haitian government is trying to diversify its economy.  Diversify is often used with verbs like is trying to or needs to, as in The company is trying to diversify its product line. 
2. Flourish does not usually take an object, as in Businesses flourish with less government regulation.

• Completed a TOEFL listening exercise on advertising. If you would like to listen again, you can find the recordings in this chapter's listening folder (Classes/Gigger, Emily/A. Prep (L/S)/Chapter_2/Listening/TOEFL Listening Tracks 5, 6, and 7.) You can also find the recording If you were absent, you can find the handout in my box in 103.  

Homework

• Finish your SMILES Logs. They are due at the beginning of class on Monday.

Wednesday, September 28

Classwork

• Reviewed Ex. B, Vocabulary Preparation, p. 66-67.
• Listened to a radio program about the travels of a t-shirt. (Find all of the recordings in Classes/Gigger, Emily/A. Prep (L/S)/Chapter_2/Listening.)

1. Completed Ex. A, Listening for the Main Idea, p. 68. (File name is Pg. 68 A.)
2. Completed Ex. B, Listening for Details, p. 68. (File name is Pg. 68 B.)
3. Read the box titled "Identifying a Causal Chain," p. 68. Completed Ex. C, Identifying a Causal Chain, p. 69. (File name is Pg. 69 C.)
4. Read the box titled "Listening for an Anecdote," p. 69. Completed Ex. D, Listening for an Anecdote, p. 69. (File name is Pg. 69 D or T-Shirt Travels.)

Homework

• Continue to work on your SMILES Logs.

Tuesday, September 27

Classwork

• Discussed new features on the class blog

1. Interview Schedule
2. Links for Academic Listening
3. Links for Chapter 2 (including the McDonald's video from yesterday)

• Discussed changes to the SMILES log

1. Our class folder has a new folder for Chapter 2, where you should save all of your recordings.
2. The motivation survey is now delivered by email.
3. For extensive listening, you can listen to other academic recordings beside news. (See the links on the blog.) You will summarize one of these recordings in Part A of extensive listening.
4. For intensive speaking, you will transcribe one of your recordings from Part B of extensive speaking.

• Recorded one prompt from Part B of extensive speaking. Saved the recording according to the directions. Transcribed it by listening to the recording and in a Word document typing the exact words and using ... for pauses. Double-spaced the document.

Homework

• Complete your transcription from class today. Print it, and put it in my box before 5:00.
• Start your new SMILES log.

Monday, September 26

Classwork

• Introduce the topic of globalization and international marketing with these questions:

1. Which international companies sell products in your country?
2. Which of these products do you buy? Why?
3. Which companies from your country sell their products abroad?
4. Which of these products can you buy here in Utah?
5. How different is that same product when it is sold here in the U.S.?

• Watched a short presentation on McDonald's local marketing strategy at http://www.youtube.com/watch?v=v6coDUDCJ10&feature=related Identified the five main reasons for this company's local strategy. Listed examples for each reason.  

Homework

• Vocabulary Preparation, Ex. B, p. 66-67

Thursday, September 22

Announcements

• Be sure that you've signed up for an interview. I've posted the schedule in the right column of this website. (The list is also posted on my office door if you need to make changes.) Remember, the purpose is to get to know you and discuss your diagnostic scores. In addition, you can ask any questions that you have. You should come to my office, room 254.

Classwork

• Presented resource speeches to classmates. Received feedback.
• Listened to the song, "Wonderful World."

Homework

• Finish your SMILES logs and put them in my box in 103 before 2 p.m. on Friday.

Wednesday, September 21

Announcements

• Interviews will begin Monday, September 26 and end Tuesday, October 4. We will discuss your individual strengths and weaknesses and any other concerns you or I might have. If you were absent, please be sure to sign up for a time. 

Classwork

• Completed a push-up drill to improve speaking fluency. Students gave their resource presentations first for 2 min, then 1 min 30 sec, then 1 min, and finally for 30 sec. in order to improve their speed.
• Completed two listening exercises: Ex. A and Ex. B on p. 26. You can find the recording at Classes/Gigger/A. Prep L/S/Chapter_1/Listening/Advice_for_Freshmen_Interviews.
• Created the posters for tomorrow's presentations. The posters must include the name of the resource, a campus map showing its location, and its office hours. Extra paper and maps are available on the cart in Room 275.

Homework

• Practice your speech for tomorrow. It should be 2 minutes long.
• Finish your poster if you haven't.
• Continue to work on your SMILES Logs. They're due Friday at 2:00 in my box in 103.

Tuesday, September 20

Announcements

• We will make your posters in class tomorrow.

Classwork

• Practiced speeches in the lab by monitoring. See yellow handout.

Homework

• Work on your SMILES log.
• Continue to practice your speech.

Monday, September 19

Announcements

• Go to the lab for class tomorrow.
• REMINDER: If you are absent, you can get any handouts that you missed by going to my box in 103 and finding the papers with your name.

Classwork

• Explained SMILES logs. See orange handout.
• Discussed outlines and language for your Thursday presentations. See the white handout. 

Homework

• Begin your SMILES log. They are due Friday at 2:00 in my box in 103.
• Complete the outline and practice sentences in the white handout. It's important that you have them for tomorrow's activity in the lab.

Thursday, September 15

Classwork

• Explained each of the categories on the speaking diagnoses.
• Explained the speech assignment for next Thursday.
• 8:15: Briefly discussed listening strategies and why it is important to listen for the main idea. Listened to the interviews on p. 26 and completed Ex. A, Listening for the Main Idea.

Homework

• Go to Ms. Gigger's office (254) and sign up for the resource that you want to research for your speech.
• Research your resource online and write answers for the questions on p. 2 of the handout.
• If possible, visit the office for your resource. Introduce yourself and your purpose. Then ask the secretary or other employees a few questions. Be sure to pick up a few handouts, fliers, or brochures.

Wednesday, September 14

Classwork

• Defined the vocabulary words to classmates.
• Organized vocabulary words by part of speech.
• Organized vocabulary words by stress pattern. Practiced the rhythm of English.
• Discussed grammatically correct ways to give advice. Read the box on Giving Advice on p. 24. Completed Ex. A on p. 25. Used as many different grammatical structures as possible.

Homework

• For the 9:30 class, finish Ex. A, p. 25.
• For both classes, complete Ex. C, p. 25 as preparation for tomorrow's listening on advice for college freshman. What kind of advice do you think you will hear? Write six predictions.

Tuesday, September 13

Announcements

• If you like, you can find a BYU student to practice English with at the Study Buddy meeting Thursday at 7:00 in the ELC gym. Sign up online here: http://elc.byu.edu/study_buddy/

Classwork

• Reviewed

1. Why is it helpful to take notes in the form of an outline?
2. What are two undergraduate degrees?
3. What are two graduate degrees?
4. Give an example of one resource at the university.

• Practiced finding definitions of words. (See yellow handout.)
• Practiced finding the stress of words. All words in English are divided into syllables. Each syllable has one vowel sound. In each word, one syllable receives more stress than the others. If a syllable is stressed, it is pronounced longer, louder, and higher than the others.
• Practiced brainstorming and outlining for this question: What does success mean to me? Listed several aspects or areas of our lives: career, family, education, hobbies, and friends. Chose three of these aspects and described success for each one.
• Completed a push-up drill. Recorded in QuickTime. Responded to the prompt for one minute. Listened to the recording and thought of new ideas to add. Recorded again for 1 minute 30 seconds. Listened again and thought of new ideas to add.

Homework

• Complete yellow vocabulary sheet. Find the definition for each word. Underline the stressed syllable of each word. Study the definitions, stressed syllables, and parts of speech. We will review them tomorrow in class.

Monday, September 12

Classwork

• Introduced the topic of Chapter 1: How to be successful in college.
• In small groups, students described the system of higher education in their countries. They described the different degrees offered and how many years are required for each.
• Read about outlines on p. 43.
• Listened to the lecture on p. 2 and wrote down the three main ideas.
• Compared those 3 main ideas to the main ideas in the outline on p. 4. Listened to the lecture again while reading the outline.
• Completed the outline of university resources on pp. 44-45.

Homework

• None today!

Thursday, September 8

Classwork

• Presented speeches.
• Took a short listening diagnostic test.

Homework

• Buy the textbook, Quest 1: Listening and Speaking, 2nd edition, by Monday.

Wednesday, September 7

Classwork

• Syllabus Review
• Speaking Diagnostic

Homework

• Prepare for tomorrow's speech. Use the feedback I gave you. Practice presenting in front of the mirror and for your roommates and friends.
• Buy your book. You will need it on Monday.

Tuesday, September 6

Classwork

• Introductions
• Speech Preparation: Started the handout "One in Eight Million." Listened to "Patrick Harris: The Boat Dweller" at http://www.nytimes.com/packages/html/nyregion/1-in-8-million/index.html. Answered the related question on the handout. (9:30: Completed Speech Preparation: Days 1 & 2 in class.)

Homework

• Read the syllabus.
• Buy the book. You will need it by Monday. If you get a used copy, erase any writing by Monday as well.
• (8:15: Complete Speech Preparation: Day 1 for homework.)