Listening/Speaking Academic B

Announcements

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

Announcements

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

Announcements

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

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.)