Announcements
- FRIDAY (tomorrow): Test 4, 8:00, in the computer lab
- TUESDAY: Class party!
- 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)
Announcements
- THURSDAY: TOEFL listening quiz in class
- FRIDAY: Test 4 (Chapters 7 & 8), 8:00 in the computer lab
- TUESDAY: Class party!
- 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)
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.
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.
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.)
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
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
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.
Announcements
- Check out the trailers for The Cove and Rio. They are to the right of this box.
- 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.
- How would you describe the relationship of the people of the rain forest to their ecosystem? Give examples that support your explanation. (p. 224)
- 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)
- What are the purposes of zoos? (p. 225)
- 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)
- 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.
Announcements
- Go to the lab for class tomorrow!
- 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
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.
Announcement
- Test 3 is tomorrow (Friday) at 8:00 a.m.
- 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!
Announcements
- Test 3, Friday, July 8, 8:00 a.m.
- 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
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
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.
