Tuesday, August 2

Homework
Just joking!!!!


Good luck on your tests!
Good luck with your future plans!
Go Team Gigger!

Tuesday, August 2

If anyone didn't get their grades and would like them, just come to my office (Rm 254). You might want to shoot me an e-mail before you come to make sure we don't miss each other.

Monday, August 1

To those of you who put a lot of effort into your extensive listening logs:

THANK YOU!

As I checked your work, I had the opportunity to listen to really interesting videos. I hope that this assignment was useful for you.

Thursday, July 28

Announcements

• FRIDAY (tomorrow): Test 4, 8:00, in the computer lab
• TUESDAY: Class party!

Classwork

• Took a TOEFL listening quiz. If you were absent, please contact me to schedule a time to make it up.
• Reviewed the homework.
• Reviewed vocabulary with a word definition game.

Homework

• MONDAY: Extensive listening for Chapter 8 (yellow sheet)

Wednesday, July 27

Announcements

• THURSDAY: TOEFL listening quiz in class
• FRIDAY: Test 4 (Chapters 7 & 8), 8:00 in the computer lab
• TUESDAY: Class party!

Classwork

• Reviewed the ten key values of the U.S. Green Movement.
• Debated questions 2 & 3 in Ex. C, Making Connections, on p. 259.
• Studied the boxes Expressing Concern and Intensifying Concern on p. 242.
• Completed Ex. A, Listening for Intensity, on p. 242. (Track 49 on the Student CD)

Homework

• THURSDAY (tomorrow): Unit 4 Vocabulary Workshop, pp. 262-264
• MONDAY: Extensive listening (yellow paper)

Tuesday, July 26

Announcements

• THURSDAY: TOEFL listening quiz in class
• FRIDAY: Test 4, 8:00, in the computer lab
• TUESDAY: Class party

Classwork

• Reviewed homework.
• Read the box Listening Strategy on p. 255.
• Filled in the outline on p. 256 as we listened to the review session for the lecture on the Green Movement. We listened to sections 1 and 2, which you can find at Classes/Gigger/Summer/Chapter_8/Listening/Lecture_Review_Green_Movement_Section_1(2)

Homework

• Extensive listening for Chapter 8 (yellow sheet). Due on Monday, August 1.

Thursday, July 21

Classwork

• I returned the transcripts from last week (Chapter 7). Students revised them as necessary. If they were shorter than 250 words, students added additional content. They then read their revised transcripts aloud and recorded them in QuickTime. They saved the files in Classes/Gigger/Summer/Chapter_7/1215 or 130/YourName. Students were NOT required to retype or print the transcripts, but they did return the original to me.
• Listened to section 3 of the radio program on Gaviotas (Classes/Gigger/Summer/Chapter_8/Listening/Radio_Utopian_Community_Section_3). Answered the questions in Ex. D, p. 251.
• Shadowing: Turned to pp. 310-311. While listening to section 2 of the radio program (Chapter_8/Listening/Radio_Utopian_Community_Section_2), silently read the words. Next, while listening again, read the words aloud. Students did NOT record for this activity.
• Push-Up Drill: Brainstormed for 2 min about these questions: Does Gaviotas sound like paradise to you? Would you like to live there? Why or why not? Focused on clear organization and strong supporting details. Spoke for 1 min 30 sec while recording in QuickTime. Listened to the recording. Added more ideas and details. Spoke for 2 min while recording. Listened to the recording. Added more ideas and details. Spoke for 2 min 30 sec while recording. Students did NOT save their recordings.

Homework

• Ex. A, Realizing What You Know, pp. 253-254
• Ex. C, Guessing the Meaning from Context, pp. 254-255
• EXTRA: If you want to get an early start on your extensive listening, you can pick up the yellow sheet in my box in 103. It will be due on Monday, August 1.

Wednesday, July 20

Classwork

• Listened to the remaining interviews (for speakers 4, 5, and 7) about environmental health hazards. Finished the chart in Ex. C, Listening for Emotions on pp. 240-241. You can find the recordings at Classes/Gigger/Summer/Chapter_8/Listening/Conversation_Environmental_Health_Hazards
• For the survey on p. 241, asked four classmates whether they are worried about the effects of environmental hazards on their health. Wrote their answers in the chart.
• In groups, designed our own utopias in terms of the political, economic, social, and technological systems.
• Read the paragraph about Gaviotas on p. 248.
• Completed Ex. A, Listening for Main Ideas: Section 1, p. 248. You can find the recordings at Classes/Gigger/Summer/Chapter_8/Listening/Radio_Utopian_Community_Section_1.
• Completed Ex. C, Making Inferences: Section 2, p. 250. You can find the recordings at Classes/Gigger/Summer/Chapter_8/Listening/Radio_Utopian_Community_Section_2.

Homework

• For the survey on p. 241, ask 5 native speakers or university students whether they are worried about the effects of environmental hazards on their health. Write their answers in the chart. (You cannot ask other ELC students.)

Tuesday, July 19

Classwork

• Ex. A, Thinking Ahead, p. 247. Studied the map, read the paragraph and answered the questions.
• Reviewed the homework. Shared the answers to Ex. B, Reading, p. 236, in pairs.
• Ex. D, Extension, p. 238. In pairs, answered questions 3 and 4 (What do you personally do to help reduce environmental problems? Are you optimistic or pessimistic about the health of the environment and the health of people?).
• Went to wikipedia.org and search for environmental health hazard. Read the definition and categories. Organized the list of hazards under those categories.
• Ex. B, Vocabulary Preparation, p. 239.
• Listened to several interviews about environmental health hazards. Completed Ex. A, Listening for the Main Idea; Ex. B, Listening for Details; and Ex. C, Listening for Emotions on pp. 240-241. You can find the recordings at Classes/Gigger/Summer/Chapter_8/Listening/Conversation_Environmental_Health_Hazards

Homework

• Ex. B, Vocabulary Preparation, p. 247

Monday, July 18

Classwork

• Reviewed the results from Listening Test 3.
• Listened to the lecture on modern zoos one more time. Discussed the details in each section with a partner and as a class. You can find the lecture at Classes/Gigger/Summer/Chapter_7/Lecture_Gerald_Durrell_Zoos.

Homework

• Ex. B, Reading, pp. 236-238. Read the article and answer the questions on p. 236.
• Ex. C, Vocabulary Check, p. 238

Thursday, July 14

Classwork

• Reviewed vocabulary homework in Ex. C, p. 226.
• Read the box at the top of p. 230, Listening for Signals.
• Listened to the lecture on Gerald Durrell, the "designer of the modern zoo." Took notes without using the outline in the book. Listened for signals to create categories for our outlines. Compared our notes with a partner and wrote the major categories on the board. Listened once more to fill in details. Listening can be found at Classes/Gigger/Summer/Chapter_7/Listening/Lecture_Gerald_Durrell_Zoos.

Homework

• Compare your outline of the lecture to the outline on pp. 227-229. Use your notes to fill out that outline.

Wednesday, July 13

Announcements

• Check out the trailers for The Cove and Rio. They are to the right of this box.

Classwork

• Completed the information gap activity on pp. 265-266. Students worked in pairs to find the missing information in the chart with information about endangered animals.
• Recording: Students chose one prompt from the list below. Brainstorm and practice. Then record for 2 or more minutes in an audio file in QuickTime. Save your audio file in Classes/Gigger/Summer/Chapter_7/1215 (or 130)/YourName.

1. How would you describe the relationship of the people of the rain forest to their ecosystem? Give examples that support your explanation. (p. 224)
2. Describe the ecosystem that you live in. What plants, animals, and insects are indigenous to your area? How do you interact with them? How do you use them? How do they use you? (p. 224)
3. What are the purposes of zoos? (p. 225)
4. What zoos have you visited? Describe them. If you have never been to a zoo, which animal would you be most interested in seeing? (p. 225)
5. Choose an endangered animal that you are familiar with. Describe its habitat. Explain the reasons why it is endangered. Describe any efforts that are being made to protect it.

• Transcription: Then transcribe the recording. Remember to include your name and the word count. Don't forget to double space.

Homework

• Ex. C, Guessing the Meaning from Context, p. 226
• Finish your transcription. You can save it in Classes/Gigger/Summer/Chapter_7/1215 (or 130)/YourName OR email it to me OR print it and bring it to class or put it in my box.

Tuesday, July 12

Announcements

• Go to the lab for class tomorrow!

Classwork

• Practiced differentiating between can and can't. Studied the box on p. 217. Repeated the sentences in Ex. D, Can vs. Can't, and completed Ex. E, Hearing the Difference between Can and Can't, both on p. 217. These exercises are Tracks 44, 45, and 46 on your student CD.
• Completed Ex. A, Thinking Ahead, pp. 219-220.
• Studied the map on p. 221.
• Listened to Sections 1-3 of the radio program about the ethnobotanist, Mark Plotkin. Answered the questions in Ex. A, p. 221. Read the box, Listening for Details: Anecdotes, at the top of p. 222. Completed Ex. B and Ex. C, p. 222-223. Read the box, Listening to Fast English, on p. 223.

Homework

• None!

Monday, July 11

Classwork

• Started Chapter 7, Endangered Species (pp. 205-234).
• In Ex. B, Thinking Ahead, read the list in question 1 and answered questions 2 and 3.
• Completed Ex. C, Reading, pp. 207-209. After reading the article, students completed Ex. D, Comprehension Check, in pairs.
• Completed Ex. A, Thinking Ahead, p. 210.
• Completed Ex. B, Vocabulary Preparation, p. 210.
• Listened to the conversation and discussed the answers for Ex. A, Listening for the Main Idea, and Ex. B, Listening for Details, both on p. 211.

Homework

• Ex. E, Vocabulary Check, p. 209
• Ex. B, Vocabulary Preparation, pp. 220-221.

Thursday, July 7

Announcement

• Test 3 is tomorrow (Friday) at 8:00 a.m.

Classwork

• Reviewed the Vocabulary Workshop on pp. 200-202. If you would like an answer key, please come see me.
• Listened to a TOEFL listening from an anthropology class and answered the questions. I haven't yet made this listening available in the classes folder but will make an announcement when I do.

Homework

• Study for your test! Good luck!

Wednesday, July 6

Announcements

• Test 3, Friday, July 8, 8:00 a.m.

Classwork

• Listened to the lecture again. Reviewed and compared notes. Clarified any confusion. You can find Section 1 of the lecture at Classes/Gigger/Summer/Chapter_6/Listening/Lecture_Heroes_in_Folklore_Section_1.

Homework

• Vocabulary Workshop, pp. 200-202

Tuesday, July 5

Classwork

• Completed Ex. C, Improve Your Monitoring: Missing Sounds, on pp. 21-22 of thepink pronunciation handout.
• Completed Ex. A, Guessing the Meaning from Context, p. 192.
• Read the Listening Strategy box on p. 192.
• Listened to the lecture on the characteristics of the folk hero. Took notes without the help of the book. Compared notes with a partner. Reviewed the main ideas as a class. You can find Section 1 of the lecture at Classes/Gigger/Summer/Chapter_6/Listening/Lecture_Heroes_in_Folklore_Section_1.

Homework

• Ex. B, Using Your Notes, p. 196

Thursday, June 30

Classwork

• Completed Ex. B, Partner Practice: Finish the Link, on pp. 20-21 of the pink pronunciation handout.
• Finished discussing the radio program on Star Wars and its influences.
• Completed Ex. A, Analyzing a Story, on p. 185. Shared the stories in groups.
• In Ex. A, Thinking Ahead, p. 186, discussed Question 3, Is the hero in a folktale similar to or different from the hero in the hero's journey-type story?

Homework

• Complete Ex. B, Background Reading, on pp. 186-190. To do so, read the two folktales, "Pecos Bill" and "Momotaro." Then answer the two questions on p. 186: "What is the theme of each story? What are the characteristics of the heroes?"
• Complete Ex. C, Guessing the Meaning from Context, on pp. 190-191.

Wednesday, June 29

Classwork

• Collected extensive listening packets (yellow papers)
• Reviewed the terms hero and anti-hero by watching a clip from The Dark Knight: Harvey Dent, Gotham's district attorney, was the city's knight in shining armor, a virtuous hero. Batman was its dark night, a man who took the law into his own hands, who could support a tarnished reputation.
• Watched a clip from Star Wars to illustrate Han Solo's anti-heroic qualities.
• Discussed the vocabulary in Ex. B, p. 181-182.
• Listened to a radio program about the hero's journey in Star Wars. Answered the question in Ex. A, Listening for the Main Idea, Section 1, p. 183. Completed the chart in Ex. B, Listening for Details, Section 2, p. 183. You can find the recordings in Classes/Gigger/Summer/Chapter_6/Listening/Star Wars/Radio_Star_Wars_Section_1(or 2).
• Read the information in the box labeled Listening for Influences on p. 183.

Homework

• Finish the sentence in Ex. C, Listening for Influences, Section 3, p. 184. Listen at least 2 times. You can find the recording in Classes/Gigger/Summer/Chapter_6/Listening/Star Wars/Radio_Star_Wars_Section_3.
• Answer the questions in Ex. D, Listening for Influences, Section 4, p. 184. Listen at least 2 times. You can find the recording in Classes/Gigger/Summer/Chapter_6/Listening/Star Wars/Radio_Star_Wars_Section_4.

Tuesday, June 28

Classwork

• Answered the three questions on p. 167.
• Discussed the terms protagonist and antagonist. Identified the protagonist and antagonist in this film clip: http://www.youtube.com/watch?v=_EC2tmFVNNE
• Discussed the terms hero and anti-hero. Described the anti-heroes in these film clips: Severus Snape in http://www.youtube.com/watch?v=gTyTqEpMKo0 and Edmund Pevensie in http://www.youtube.com/watch?v=N7YHXzmTj3M
• Discussed the term spaghetti western. Described the protagonist in the trailer for the famous spaghetti western, A Fistful of Dollars: http://www.youtube.com/watch?v=8zFVpDJ_xpc
• Discussed how samurai films influenced spaghetti westerns. Described the protagonist in the trailer for the samurai film Yojimbo, on which A Fistful of Dollars was based: http://www.youtube.com/watch?v=WzFq5hOlZ5s
• Reviewed the homework.
• Listened to a conversation about heroes in film. Answered the one question in Ex. A, Listening for the Main Idea, p. 174. You can access the recording at Classes/Gigger/Summer/Chapter_6/Listening/Conversation_Spaghetti_Westerns.
• To discuss the terms above, I created a powerpoint that you can access in Classes/Gigger/Summer/Chapter_6/Listening/Talking_about_Heroes.

Homework

Tomorrow

• 2 hrs. of extensive listening (yellow sheet)
• Ex. B, Vocabulary Preparation, p. 181-182

Thursday

• I returned your transcriptions today. With your transcription, you should first study my comments on your grammar and vocabulary. I've made many of the changes myself, but occasionally I've asked you to fix a subject/verb agreement error (SV), or a singular/plural error (S/PL). You should make any necessary changes and understand my comments. Second, you should add new idea and details if your transcript is fewer than 250 words. Third, you should practice reading the revised transcription aloud. When you feel confident, you should fourth record it and fifth save it in Classes/Gigger/Summer/Chapter_5/1215 or 130/YourName. Sixth, you should return the transcript to me so that I can read it while I listen to your revised recording.

Monday, June 27

Announcements

• Thanks to all those who came to the prom. You looked gorgeous, and it was a lot of fun! We missed those of you who couldn't make it.

Classwork

• Returned this week's citizenship grades.
• Listened for the passive voice in the Maya Angelou radio broadcast (Ex. C, p. 165).
• Listened for proper names and inference in another section of that same broadcast (Ex. D, p. 157).
• Studied the medial t in the box at the top of p. 150 (Track 30 on your CD). Additional info: When /t/ is surrounded by vowel sounds, it is often pronounced /d/ in the North American dialect. When /t/ is near /n/, it is often pronounced as /n/. Completed Ex. G, The Medial T, p. 150 (Track 31).
• Practiced intonation for questions. Studied the box on p. 145 (Track 24). Completed Ex. A on p. 146 (Track 25). Studied the box on p. 146 (Track 26). Completed Ex. B on p. 146 (Track 27) and Ex. C, p. 147 (Track 28). Completed Ex. D, p. 147, with a partner.
• Listened for details in the conversation about the poetry class. Completed Ex. C and D on p. 142.

Homework

Tomorrow

• Ex. C, Vocabulary Preparation, p. 173

Wednesday

• 2 hours of extensive listening (yellow sheet)

Thursday, June 23

Announcements

• Come to the PROM! 7:00 tonight!

Classwork

• Returned extensive listening homework with these 3 comments:

1. Remember to listen to the news. You are required to listen to 30 minutes of news (e.g., ABC, CNN, FOX, etc.) for each yellow handout. Many students are listening to only university lectures and TED lectures.
2. If you listen to a recording 2x, I will give count half of the minutes for the second listening. For example, if you listened to a 40 minute lecture twice, I would give you credit for 60 minutes. However, you must write on your paper that you listened two times, or I will never know.
3. You do not need to write a summary. I want you to take notes as you would in a college class or for a test. The purpose is to build your note-taking, not summary skills.

• Reviewed your citizenship and proficiency grades. Remember citizenship must be over 84% at the end of the semester to remain at the ELC. For your proficiency grade, the score shows only your listening scores, many of which were not high. We will work on question types and other skills to improve this.
• Listened to the radio broadcast of Maya Angelou. Answered the questions in Ex. B, Listening for Main Ideas, on p. 155.

Homework

• Extensive Listening for Chapter 5 (yellow handout). Due on Wed, June 29. Don't forget my comments above.

Wednesday, June 22

Classwork

• Reviewed notes from last night's lecture on American poets.
• Chose one of the questions on p. 152. Brainstormed. Then recorded for 2 minutes in a QuickTime audio file. Saved the file in Classes/Gigger/Summer/Chapter_5/1215 or 130/YourName.
• Transcribed the recording. Included your name, the word count, and the number of pauses and fillers in the document. Double-spaced the transcription and saved it in the same folder as above.
• Listened to Caged Bird, the poem on pp. 154 and 155. You can find the recording at Classes/Gigger/Summer/Chapter_5/Listening/Caged_Bird_p154.
• Practiced reciting Caged Bird. Read the poem aloud and recorded it in a QuickTime audio file. Saved the file in Classes/Gigger/Summer/Chapter_5/1215 or 130/YourName.

Homework

• any unfinished classwork
• Ex. B, Vocabulary Preparation, p. 153

Tuesday, June 21

Classwork

• Reviewed the homework on p. 159.
• Listened to Sections 1 and 2 of the lecture on American poets. Completed Ex. C, Taking Notes, p. 161.
• Watched this video about Emily Dickinson and how she viewed her private life: http://www.youtube.com/watch?v=PU8XijqmnT0
• Watched this video which illustrate the jazz rhythms in Langston Hughes's poetry: http://www.youtube.com/watch?v=KyqwvC5s4n8
• Studied this example of e.e. cummings's idiosyncratic punctuation: http://www.internal.org/e_e_cummings/%29when_what_hugs_stopping_earth_than_silent_is

Homework

• Listen to Sections 3, 4, and 5 of the lecture. Complete the notes on pp. 162 to 163. You can find the recordings at Classes/Gigger/Summer/Chapter_5/Listening/Lecture_Poets_Section_3(4, 5).

Monday, June 20

Classwork

• Started Chapter 5 on poetry.
• Answered the questions on pg. 133 in pairs.
• Compared poetry, which use specific elements of rhythm and rhyme, to prose, which uses paragraph form.
• Reviewed the chart of poetic elements on pp. 138-139.
• Compared a traditional sonnet by William Shakespeare with a contemporary poem by Billy Collins. Both used metaphors, symbols and imagery. However, the sonnet had a stricter form, with a consistent rhythm and rhyme scheme.
• Reviewed common student abbreviations for classes on p. 140 (question 3).
• Listened to the conversation and answered the questions in Ex. A, Listening for the Main Idea, and Ex. B, Listening for Inferences, all on p. 141.

Homework

• Ex. B, Guessing the Meaning from Context, p. 159

Thursday, June 16

Announcements

• Test 2, Friday, June 17, 8:00 a.m: The test will be similar to your last one in administration and content.

Classwork

• Students recited the final part of the poem (Then he said "Goodnight!"...) in front of the class.
• Practiced reduced forms, shortened forms of words and phrases that are used in informal (and sometimes formal) speaking. Read the box on p. 12 and completed Ex. A on p. 13 (Tracks 2 & 3 on your CD). Read the box and completed Ex. D on p. 80 (Tracks 16 & 17 on your CD). Read the box and completed Ex. D on p. 110 (Tracks 22 & 23 on your CD).
• Listened to Section 2 & 3 of the lecture on emerging nations. Completed Ex. C, Taking Notes, p. 121. You can find the listening at Classes/Gigger/Summer/Chapter_4/Listening/Lecture_Economic_Systems_Section_2(3).

Homework

• Study for your test!

Extra Credit

• Vocabulary Workshop, pp. 128-130. The answer key is available in the SASC.

Wednesday, June 15

Announcements

• Test 2, Friday, June 17, 8:00 a.m: The test will be similar to your last one in administration and content.

Classwork

• Finished the pink handout for r-colored vowels: Practiced the or sound (oar, ore, oor, our) and the long i sound (ire).
• Read the final part of the poem with a partner (Then he said "Goodnight!"...)
• Reviewed homework.
• Completed Ex. D, Taking Notes: Abbreviations, p. 118.
• Listened to Section 1 of the lecture on emerging nations. Completed Ex. B, Listening for the Main Points in an Introduction, p. 119 and Ex. C, Taking Notes, p. 120. You can find the listening at Classes/Gigger/Summer/Chapter_4/Listening/Lecture_Economic_Systems_Section_1.

Homework

• Study your vocabulary!

Tuesday, June 14

Classwork

• Practiced r-colored vowels on the pink handout. Read two sections: The Pirate OR the Name of the Letter R and Long A. For the long a sound, add the spelling a + i + r, as in hair.
• Prepared for tomorrow's lecture on economic systems: Brainstormed everything we knew about central planning and free markets. Discussed the terms capitalism, socialism, and communism. Completed Ex. A, Realizing What You Already Know, p. 116.
• Reviewed the definitions of the vocabulary on the purple paper.

Homework

• Ex. B, Realizing What You Don't Know, p. 117
• Ex. C, Guessing the Meaning from Context, p. 117-118
• On the white handout, find the pronunciation (box the stressed syllable), Part of Speech, and Definitions of the vocabulary words. You do NOT need to complete the Usage column.

Monday, June 13

Classwork

• Reviewed the pronunciation of r-colored vowels like those in hear (the long a sound) and heard (the schwa sound). Reviewed the spelling of each of these sounds with examples. (See the pink handout.)
• Read the first two stanzas (like paragraphs) of the poem out loud to a partner. (Listen my children and you shall hear... and But mostly he watched with eager search...)
• Read p. 77 in the book, "Listening for Tone of Voice: Interjections" (Track 12 on your CD). Completed Ex. A, p. 78 (Tracks 13 on your CD).
• Reviewed homework: Discussed the survey with a partner (p. 107). Reviewed the answers to Ex. A (p. 106).
• Organized the vocabulary words by part of speech.
• Organized the vocabulary words by stress.

Homework

None!

Thursday, June 9

Classwork

• Reviewed homework on pp. 99-103.
• Answered these two questions with a partner: 1. Some students work during school vacations to get experience in the field they are preparing for. These jobs are sometimes called internships. Have you ever had an internship or any job that was related to your career plans? Explain. 2. What is one possible reason that companies hire overseas workers?
• Listened to a conversation between three students about their summer plans. Completed Ex. A & B on p. 104.
• Made inferences from the conversation in Ex. C on p. 105-106.
• Asked 2 classmates their opinions about outsourcing in Ex. B, Taking a Survey, on p. 107.
• Discussed the first two pages of the pronunciation handout. (See the pink paper.)

Homework

• 2 hours of Extensive Listening for Chapter 3 (yellow sheet)
• Fill out the Pronunciation, Part of Speech, and Definition columns on the new purple vocabulary sheet. Study the usage notes for games on Monday.
• Ex. A, Vocabulary Check, p. 106
• Ex. B, Taking a Survey, p. 107. Ask 4 Americans for their opinions on outsourcing.

Wednesday, June 8

Classwork

• Listened to and discussed Sections 4 & 5 of the lecture on Amartya Sen & Development Economics. Took notes on pp. 90-91.
• Played a game to review the definitions of the vocabulary.
• Listened to a radio program about Bangladesh's economy. Completed Ex. A on p. 82, Ex. B & C on p. 83, Ex. D on p. 84, and Ex. E on p. 85.

Homework

• I did not check the homework that was due today, so you have another chance to finish it.
• Continue working on your extensive listening (yellow paper), which is due on Monday.

Tuesday, June 7

Classwork

• Completed Ex. A, p. 98.
• Practiced collocates for the vocabulary words on the purple sheet (e.g. grassroots movement)
• Listened to and reviewed Sections 1, 2, and 3 of the lecture on Amartya Sen on p. 89.

Homework

Tomorrow (Wednesday)

• Ex. B, Vocabulary Preparation: Internet Terms, p. 99
• Ex. C, Reading, pp. 99-101. Answer the question at the top of the reading on p. 99
• Ex. D, Vocabulary Check, p. 102
• Ex. C, Vocabulary Preparation, p. 103

Monday (June 13)

• Extensive Listening for Ch. 3 (yellow sheet)

Monday, June 6

Classwork

• Completed Ex. A, p. 81.
• Reviewed the word stress for specific vocabulary words.
• Practiced writing sentences with equitably, harsh, and impact.
• Listened to Sections 1 and 2 of the lecture about Amartya Sen and Development Economics. Took notes on p. 89.

Homework

• Ex. B, Vocabulary Preparation, p. 82
• On your white handout, write the definition of the vocabulary for the radio lecture: 4. aid, 8. beneficiaries, 10. dam, 11. destiny, 15. extraordinary, 16. floods, 17. grassroots, 23. infrastructure, 29. monsoon, 30. nationwide, 33. partition, 36. potential, 41. ready-made garments, 42. recipient, 45. shift, 48. subsistence.
• Study the usage notes for the words above. (See the purple paper.)

Thursday, June 2

Classwork

• Learned how to use the Corpus of Contemporary American English (COCA) at www.americancorpus.org to answer several questions, such as How do I use this word? Is this an academic word? When should I use this word rather than this synonym?
• For a summary of the lesson, go to Classes/Gigger/Summer/Corpora_Exercise.

Homework

• All of p. 87: Ex. A Thinking Ahead, Ex. B having Questions in Mind, Ex. C Guessing the Meaning from Context (continues to p. 88)
• On your white vocabulary sheet, put a box around the stressed syllable in the following words: 6. authoritarian regime, 7. avert, 12. drought, 14. equitably, 18. gross domestic product, 21. hoard, 31. natural disaster, 37. press, 46. starve, 51. well-to-do.
• On your white vocabulary sheet, write usage notes for the following words: access (preposition after), drought (verbs before and after), equitably (synonyms), harsh (synonyms), intervention (synonyms), impact (prepositions after). Use www.americancorpus.org.
• Choose one of the following prompts from p. 72. Record it. Transcribe it. For the recording, you can save it in, Classes/Gigger/Summer/Chapter_3/130 or 1215/Your Name or you can email it to me. For the transcript, you can save it in the same folder, email it, or print it and put it in my box.

1. What are your ideas on microcredit loans compared to welfare? Which is better? Why?
2. What are your ideas on other ways to solve the problem of poverty?

Wednesday, June 1

Announcements

• Go to the lab for class tomorrow!

Classwork

Pronunciation

• Practiced English's stress-timed rhythm.
• Practiced word stress with the first two pages of the pink handout from Targeting Pronunciation.
• On the white vocabulary handout, we marked the stress for today's vocabulary words: 1. access, 13. enterprise, 19. handouts, 20. harsh, 22. impact, 24. institution, 25. intervention, 26. microcredit, 27. microentrepreneur, 32. no free lunch, 43. safety net, 50. welfare, 52. widow.

Discussion

• Discussed the poverty line, which is the income (yearly, monthly, or daily) that provide adequately for a person's physical needs. Below this income, a person would be considered poor. Economists determine this number differently for different countries and they consider different factors in their equations. It is not an exact science, but it is useful for informing people and governments about poverty.
• Compared microcredit loans to welfare (free money or goods from the government).
• Discussed other ways to reduce poverty.

Listening

• Listened to interviews about ways to reduce poverty. (Classes/Gigger/Summer/Chapter_3/Listening/Interviews_Poverty_p73)
• Filled out the chart for Ex. B, p. 73.

Homework

• Write a definition for today's vocabulary words (listed above).

Poverty, Education & the ELC

Check out this article in the LDS church's magazine, Ensign, about a former ELC student and the role of education in her path from poverty: http://lds.org/ensign/2011/06/the-power-of-education?lang=eng

Tuesday, May 31

Announcements

• I haven't received the recordings for your test yet. As soon as I do, I will give you the results.
• If you completed the extra listenings, please show me so that I can give you extra credit.

Classwork

• Practice pronouncing -ed endings, using flashcards with vocabulary from the last chapter.
• Introduced the new chapter by answering these three questions:

1. What do economics students study? In what three fields do economists usually work? (byu.edu/Campus/Colleges & Departments/Academic Departments/Economics)
2. What is the U.S. Federal Reserve and who is the current chairman? Name two famous economists and briefly described his/her theories. (Google or Wikipedia)
3. Look at the list of courses for economics majors at BYU. Find three classes that look interesting to you. What kind of math do you need to know to study economics at BYU? (byu.edu/Students/Academic/Catalog/Undergraduate, Current Year, HTML/Search for economics and click on the link.)

Homework

• Read the article on pp. 69-70. Fill in the chart (Ex. C, Getting the Details) on p. 71. (The directions say to do this activity as a group, but I want you to do it individually.)
• Do Ex. D, Vocabulary Check on p. 71.
• Do Ex. B, Vocabulary Preparation on p. 72.

Thursday, May 26

Announcements

• Thank you all for your great attendance! Keep up the good work!
• Test on Chapters 1 & 2 tomorrow at 8 a.m. in the computer lab.
• Extra credit for extra listening. (See the orange paper and Wednesday's post.)

Classwork

• Students received my comments on their transcriptions. They then re-recorded to practice and improve.
• Debate! Students got candy for incorporating vocabulary words into their presentations.

Homework

• Study for your test! Good luck!

A New Way to Do Archaeology

My officemate found this interesting video that shows how scientists are using the infra-red capacities of satellites to map ancient cities. Check it out! http://www.bbc.co.uk/go/em/fr/-/news/world-13518143

Wednesday, May 18

Announcements

• Test for Chapters 1 & 2 on Friday at 8:00 a.m. in the computer lab.
• Extra Test Preparation for Extra Credit: We did not complete all of the listenings from the book, so I put the extra ones in the classes folder. You can listen to them, answer the questions in the book, check your answers in the SASC (ask the secretaries for the answer key), and show me your work for extra credit. (The orange paper has more details. Remember, the notes for section 3 of the lecture in chapter 2 are on p. 57, not 27, and the transcript is on p. 279, not 272.)

Classwork

• Discussed inference, which is guessing from indirect information. We practiced the inference questions on p. 9. (transcript on pp. 268-269)
• Studied the phrases for agreeing and disagreeing on pp. 40-41. We then listened to the intonation used to express agreement or disagreement, using Ex. B on p. 42. (transcript on pp. 274-275)
• Prepared for tomorrow's debate in groups.

Homework

• Listen to 2 hours of academic listening. (See the yellow sheet, Chapter 2 Extensive Listening)
• Prepare for debate.

Tuesday, May 24

Classwork

• Reviewed vocabulary homework.
• Listened to the radio program again and answered the questions in Ex. C on p. 47. (Classes/Gigger/Summer/Chapter_2/Listening/Radio_Program_Neanderthals_p275)
• Practiced synthesizing, which is similar to integrated writing. We listened to section 2 of the lecture again (Classes/Gigger/Summer/Chapter_2/Listening/Lecture_Section_2) and compared it to a reading on chimpanzees' tool use. (See the purple paper.)

Homework

Wednesday (Tomorrow)

• The last page of the golden packet (Intensive Listening): Shadowing. Listen to the radio program on Neanderthals two more times. The first time, listen and silently read the transcript on page 275. The second time, listen and read the transcript out loud. You can find the listening in Classes/Gigger/Summer/Chapter_2/Listening/Radio_Program_Neanderthals_p275.

Thursday

• 2 hours of academic listening: the yellow packet (Extensive Listening)

FYI: Differences between Javelins, Spears & Harpoons

It looks like spear is the most general term. More specifically, though, the spear would be used to stab someone up close, the javelin would be thrown from far away, and the harpoon would be thrown at a whale or other sea creature and used to pull the animal back in (Good job, Chris.) It looks like Moises was right, too. In the 1800s, inventors developed exploding harpoons that were often shot from guns. For more info, read the sections below. If you want even more info, click on the links.

Spears vs. Javelins

Spears were one of the most common personal weapons from the stone Age until the advent of firearms. They may be seen as the ancestor of such weapons as the lance, the halberd, the naginata, the bill, and the pike. One of the earliest weapons fashioned by human beings and their ancestors, the spear is still used for hunting and fishing, and its influences still may be seen in contemporary military arsenals as the rifle-mounted bayonet.Spears may be used as both ballistic and melee weapons. Spears used primarily for thrusting may be used with either one or two hands and tend to have heavier and sturdier designs than those intended exclusively for throwing. Those designed for throwing, often referred to as javelins, tend to be lighter and have a more streamlined head, and they may be thrown either by hand or with the assistance of a spear thrower such as the atalatl or woomera. From the atlatl dart, the arrow for use with bows eventually developed. http://spear.co.tv/

Explosive Harpoons

In 1870, a Norwegian man named Svend Foyn successfully patented and pioneered the exploding harpoon and gun based on Erik Eriksen's idea and design. Together with the steam-powered whale catcher, this development ushered in the modern age of commercial whaling. Euro-American whalers were now equipped to hunt faster and more powerful species, such as the rorquals. Because rorquals sank when they died, later versions of the exploding harpoon injected air into the carcass to keep it afloat.A certain type of explosive harpoon fired from a shoulder gun, first used by American whalemen in the mid-19th century, was called a "bomb lance."
A harpoon is a long spear-like instrument used in fishing to catch fish or large marine mammals such as whales. It accomplishes this task by impaling the target animal, allowing the fishermen to use a rope or chain attached to the butt of the projectile to catch the animal. A harpoon can also be used as a weapon. http://harpoon.co.tv/

Monday, May 23

Classwork

• Learned the rule for pronouncing -ed endings. Practiced connecting -ed to both consonants and vowels. (See the green packet.)
• Discussed cavemen in popular culture.
• Listened to "What Happened to the Neanderthals?"--a radio broadcast. Answered the questions in sections A and B on p. 47.

Homework

Tuesday (tomorrow)

• Vocabulary review: pp. 61-63

Thursday

• 2 hours of extensive listening with notes in the yellow packet

More Interviews from the New York Times

...but this time about current events. Click on this link to hear opinions on the current uprisings in the Middle East and North Africa from young people in the region. This is more of a reading exercise than a listening exercises since the translation is given in subtitles. Still, it's worth a read: http://www.nytimes.com/interactive/2011/03/20/world/middleeast/middle-east-voices.html#0

Thursday, May 19

Classwork

• Reviewed sections 1 and 2 from the lecture on pp. 55-56.
• Recorded and transcribed in the lab.
• Chose 1 prompt from the golden paper (Ch. 2 Intensive Listening & Speaking). See the instructions below.

1. Brainstormed for 2 min.
2. Recorded in QuickTime for 2 min.
3. Saved the file in Classes/Gigger/Summer/Chapter_2/1215 or 130/YourName. Saved the file with any title you chose.
4. Listened to the recording and transcribed. Included the number of words, pauses and fillers, and false starts.
5. Printed, emailed, or saved the transcription (in the same folder).

Homework

Monday

• Exercises A, B, and C, pp. 44-46
• Grammar & Pronunciation Focus on the golden paper. Find the listening file in Classes/Gigger/Summer/Chapter_2/Listening/Lecture_Section_2.

Thursday

• 2 hours of listening. (See the yellow paper, Chapter 2 Extensive Listening)

Wednesday, May 18

Classwork

• Practiced listening for emotions with Ex. C, p. 38. We then practicing speaking with different emotions while saying the phrase, My name is...
• Reviewed homework.
• To prepare for the vocabulary in the lecture, we did Ex. D, Guessing the Meaning from Context, p. 52, and Ex. A, Listening for the Meanings of New Words and Phrases, p. 53.
• Listened to section 1 of the lecture and took notes on p. 55.

Homework

• Listen to section 2 of the lecture and take notes on p. 56. The lecture is in Classes/Gigger, Emily/Summer_2011/Chapter_2/Listening/Lecture_Section_2

Tuesday, May 17

Classwork

• Discussed Jane Goodall, Charles Darwin, and Dian Fossey.
• Reviewed homework by answering the questions of p. 32 in Ex. B, Reading.
• Completed Ex. B, Vocabulary Preparation on p. 36.
• Listened to the conversation on p. 36. Answered the questions in Ex. A, Listening for the Main Idea and Ex. B, Listening for Details.

Homework

• Record the final draft: Using my notes, revise your transcript. If you need to add more detail or change the order of some sentences, do it. You should have at least 250 words. Then record again. You can read off of your paper. Save the draft in the same place as your other one(s): Classes/Gigger/Summer_2011/Chapter_1/130 or 1215/YourName/FinalDraft. THIS IS DUE TOMORROW.
• Ex. A, Guessing Meaning from Context, p. 39.
• Ex. B, Thinking Ahead, p. 50.
• Ex. C, Understanding Stems and Affixes, p. 51. Also read the Listening Strategy above the exercise.

Monday, May 16

Announcement

EXTRA POINTS! Go to Arwen's office (Rm 176) and pronounce antidisestablishmentarianism. For a definitions, see http://www.thefreedictionary.com/antidisestablishmentarianism. For a discussion of the longest words in English, see http://en.wikipedia.org/wiki/Longest_word_in_English.

Classwork

• I returned revisions of your transcripts.
• In Quest, Chapter 2, p. 32 "Thinking Ahead," we discussed questions 1 & 2.
• Did a fluency exercise with Prompts B & F. Students brainstormed, then gave their answer to a classmate, first in 2 min, then 1 min 30 sec, and finally in 1 min. This exercise helps you to speak with fewer pauses.
• Completed the survey on p. 11 with classmates.
• Practiced saying "close to you," not "close with you."

Homework

• Record the final draft: Using my notes, revise your transcript. If you need to add more detail or change the order of some sentences, do it. You should have at least 250 words. Then record again. You can read off of your paper. Save the draft in the same place as your other one(s): Classes/Gigger/Summer_2011/Chapter_1/130 or 1215/YourName/FinalDraft. THIS IS DUE BY WEDNESDAY.
• Prepare for Chapter 2: In Quest, read "Apes & Sign Language," on pp. 33-34. Complete Ex. C Vocabulary Check on p. 34.

Thursday, May 12

Classwork 12:15

• Practiced writing vocabulary words in sentences.
• Discussed the difference between lectures and radio programs.

Homework 12:15

• Yellow Packet, Day 4, Extensive Listening. 30 min. of academic listening. Take notes. You can listen to more news, more lectures, or other academic listening material, such as TED lectures or documentaries. (See the links under Other Academic Listening on this website or the blue handout.) I've given a few suggestions in your yellow packet and under Anthropology on the Web on this website.
• Yellow Packet, Day 4, Intensive Listening & Speaking. You should listen to section 2 of the lecture (not the radio program). The transcript is on page 272, and the sound file is in Classes/Gigger/Summer_2011/Chapter_1/Listening/Lecture_Section_2.

Classwork 1:30

• Typed a transcript of your earlier recording. For specific instructions and an example, see the blue handout Drafted Recording, Draft 3. Printed, emailed, or saved in the Classes folder for me.

Homework 1:30

Same as 12:15 above.

Wednesday, May 11

Cool Stuff

Today's Google artwork was drawn by a BYU professor. Kind of awesome. It was posted to celebrate the birthday of the "influential dancer and choreographer," Martha Graham. Check it out at http://news.byu.edu/archive11-may-google.aspx.

Announcements

Don't forget interviews! Remember, my office is Room 254.

Classwork 12:15

• Reviewed homework.
• I returned my comments on one of each student's recordings.
• Students then listened for their mistakes.
• They then re-recorded, creating Draft 2.
• They then transcribed that recording, printed the transcription, and turned it in.

Homework 12:15

• 1 hour of lecture notes is due tomorrow.
• Quest, Ex. C, p. 17: This is a vocabulary exercise to prepare you for tomorrow's listening

Classwork 1:30

• Practiced the pronunciation of friggatriskaidekaphobia.
• Reviewed section 1 from yesterday's lecture.
• Reviewed section 2 from yesterday's homework.
• Completed Quest, Ex. C, p. 17 and discussed the vocabulary.
• Discussed the differences between lectures and radio programs.
• Did a fluency exercise with Prompts B & C.

Homework 1:30

• 1 hour of lecture notes is due tomorrow.

Tuesday, May 10

Announcements

• Thank you for signing up for interviews!

Classwork

• Reviewed homework.
• Listened to section 1 of the lecture on proxemics. Filled in the lecture notes on page 26.

Homework

Tomorrow

• Listen to section 2 of the lecture on proxemics. Fill in the lecture notes on page 26. You can find the file at Classes/Gigger, Emily/Summer_2011/Chapter_1/Listening/Lecture_Section_2.

Thursday

• Choose a lecture online. You can use the links to the right under Lecture Resources. These links are the same as those on the blue paper I distributed in class today. Listen to one hour and take notes in the box in your yellow packet.

Monday, May 9

Announcements

• Please sign up for an interview on my door (Rm 254). Very few of you have!

Classwork

• Reviewed homework.
• Completed Quest, Ex. B, p. 7
• Listened to the conversation on p. 8 and discussed the main ideas.

Homework

• Quest, Ex. D, p. 10. You can find the sound recording at Classes/Gigger, Emily/Summer_2011/Chapter_1/Listening/Quest_ExD_p10.
• Listen to and summarize 30 Min. of News. You can click on the links to the right under News Resources.
• Record two prompts and save them in the Classes folder. You can find specific instructions to the right under Drafted Recordings.
• Quest, Ex. D, p. 23. This is a vocabulary exercise in your book.