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.