Listening/Speaking Academic B

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)

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.)

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.

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

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

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