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.
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.
- Verb: I balance my diet by eating a variety of foods from the many food groups.
- Noun: In order to succeed, students must balance work, school, and social activities.
- Verb: Americans consume three times the recommended amount of sugar.
- 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.
- energy
- energetic
- ethnic
- ethnicity
- maintain
- maintenance
- moderate
- moderation
- nutrition
- nutritional
- supplement
- supplement
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.
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.
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
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.
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.)
Classwork
- Reviewed the listening test.
- 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.
- 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.
- 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.
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.)
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
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:
- acquire: Acquire is a verb that takes a direct object. For example, people can acquire knowledge, skills, information, or language.
- 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.
- 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.
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:
- 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.
- 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.
- 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.
- 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.
- 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.
- 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.
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.
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
- 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.
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.)
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.
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.
