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