— Misaki, Sultan The world wide web
— Ami, Fatma Mr. Potato Head
— Ghadah, Hikaru The elevator
— Chi-Lun, Kevin LEGOs
— Masayuki, Yeon Mi The airplane
On the final day, Friday, Dec. 13
Here is a list of final student-teacher conferences in IEC B03 on Friday morning, Dec. 13:
9:00 Abdulrahman
9:15 Fatma
9:30 Ami
9:45 Shino
10:00 Hikaru
10:15 Misaki
10:30 Yeon Mi
10:45 Kevin
11:00 Chi-Lun
11:15 Akari
11:30 Masayuki
***************************************
In class–Dec. 11
Listen to this TED mini-lecture by Stephen Hawking (See URL below.). Take notes on the questions that Stephen Hawking asks, and find out one part of the answer to each question. Compare what you learned to your partner(s).
http://www.ted.com/talks/stephen_hawking_asks_big_questions_about_the_universe.html
Note-Taking Hints:
http://www1.chapman.edu/arc/goodnotes.html
http://www.slideshare.net/Alaa_alMusalli/note-taking-for-university-students
ESL Sites:
http://www.uic.edu/depts/tie/coolsites.htm
http://faculty.deanza.fhda.edu/madiganjulie/stories/storyReader$8
For Wednesday, Dec. 11:
1) The final journal entry (from last week) is due by 9:00 AM onWednesday, Dec. 11, at the latest:
a) An aspect of your country or culture that you did not write about before.
OR:
b) What you have learned about life or yourself from our studies about discoveries and inventions
Some students have already done the journal assignment.
2) Jeopardy Game
I am interested in getting your ideas for a Jeopardy or question/answer game.
Please note the teams below.
Each student needs to write down and email me 2 (two) questions (See below.) by 10 PM tonight.
Team 1: Team 2:
Hikaru Kevin
Akari Ami
Fatima Shino
Misaki Yeon Mi
Chi-Lun Masayuki
Abdulrahman
Each student is responsible for emailing me two questions (Check below) by 10:30 PM tonight.
Focus on main points, for example, from ITCTW, not trivial details. Check the book on inventions, and the Perkins web site (perkins.org).
Team 1
Hikaru–one from Chapter 1 (ITCTW); one about the Perkins School
Chi-Lun–one from Chapter 5 (ITCTW) ; one about the Perkins School
Fatima–one from Chapter 6 (ITCTW), one about the Perkins School
Akari–one from Chapter 7 (ITCTW); one about the Perkins School
Misaki–one from Chapter 8 (ITCTW); one about the Perkins School
Team 2
Kevin–one from Chapter 1 (ITCTW); one about Groundhog Day
Masayuki/Abdulrahman–one or two from Chapter 5 (ITCTW); one about Groundhog Day
Shino–1 from Chapter 6 (ITCTW); one about Groundhog Day
Ami–1 from Chapter 7 (ITCTW); one about Groundhog Day
Yeon Mi–1 from Chapter 8 (ITCTW); one about Groundhog Day
3) Bring ITCTW.
4) Bring the blue and white handouts on Groundhog Day.
For Monday, Dec. 9:
A) Prepare for the final test:
Listening comprehension; grammar; reading/vocabulary;
Questions on specific material based on the book about inventions, and on the first part of the movie Groundhog Day.
What to focus on:
a) WP-UI:
Reported speech and embedded questions:
***Units 10 and 12–Pp. 164-165: Study this!
The photocopied handout with practice exercises on reported/indirect speech.
(labeled “Unit 13”–If you wish, review the exercises that we did in class.)
Units 10 and 12: Pp. 158-159 (Check the suggestions below:)
Vocabulary, Speaking skills
***Especially these items (Be sure to know these.):
Unit 10:
Vocabulary: primitive ( ancient, old, very basic), guided (like a tour), wander off the beaten path (go to unknown or less popular places), in hindsight (looking back), to book (to reserve, like a tour), charter (reserve or rent a vehicle like a boat or plane), adventurous (willing to do something exciting, difficult, and maybe risky), experienced, overrun (with a large number/too many) with tourists, turbulent (bumpy, rocky, rough, not smooth), whirlwind (very fast), remote (far away, difficult to get to)
Speaking skills:
One option is…
What I have in mind is…
Here’s the plan/idea…
Keep in mind that… (Consider that…)
Unit 12:
Vocabulary: back-up plan (alternative plan); take into consideration (to consider), hazards (dangers), in jeopardy (in danger), warning system, extent (how much, quantity, degree), evaluation, evacuation (sudden departure, usually in an emergency),
Speaking skills:
What’s happening now?
What happened then/after that?
What’s the matter?
Hang in there… (Be patient… Don’t lose hope.)
Everything’s going to be OK.
Don’t worry.
Extra:
elt.heinle.com/worldpass
Student Companion Site–(UI)–Units 10 and 12: (Tutorial) Quiz (practice on vocabulary and some grammar)
If you wish and have the time, review activities that we did for class (not every page):
Unit 10–pp. 116-127
Unit 12–pp. 140-149
b) Inventions That Changed the World (Be sure that you review these.)
Introduction–p. 1 (Review the basic points, like key reasons for inventions, and what makes many inventors different or unique.)
Chapter 9 — pp. 52-56. (Know the inventors and their inventions.)
Ex. 30–p. 64
#13–Chapter 9 exercise
c) Groundhog Day
The white handout–Review the main characters, and
read the plot summary–pp. 1-2.
Extra: Vocabulary and story line–pp. 2-14
The blue handout–Review the first 7 1/2 pages.
Be sure that you have seen the first hour of the movie.
YouTube: http://www.youtube.com/watch?v=_2OSZV8OlN4&list=UL_UoAei2327U
Think about these things:
a) what kind of a person Phil Conner is in the beginning,
b) his relationships with others,
c) how he changes during the movie, and
d) what he may have to do to change (in order) to escape Groundhog Day.
Why can’t Phil move on to the next day (Feb. 3) during most of the movie?
Know these words:
cynical, egocentric, self-centered, selfish, sarcastic;
generous, caring, thoughtful, humble
Whom do they describe?
How does Phil’s self-confidence go up or down when he keeps reliving Groundhog Day?
In the MLL–Groups Folder, our core class: Groundhog Day
Viewing Chapters 11-17 was past homework.
Watch Chapters 18-19.
B) Bring the blue and white handouts about the movie.
C) Bring the book about inventions.
D) If you haven’t done the last journal entry yet, bring it in on Monday, Dec. 9, at the latest.
Write (type) a journal entry on one of these topics:
a) An aspect of your country or culture that you did not write about before.
OR:
b) What you have learned about life or yourself from our studies about discoveries and inventions
Friday, Dec. 6:
1) Write (type) a journal entry on one of these topics:
a) An aspect of your country or culture that you did not write about before.
OR:
b) What you have learned about life or yourself from our studies about discoveries and inventions
2) Begin studying for the final test on Monday, Dec. 9.
(Check the complete assignment for Mon., Dec. 9 above.)
Below: (a partial list–Some key things to focus on)
A)WP-UI:
***Especially these items (Be sure to know these.):
Unit 10:
Vocabulary: primitive ( ancient, old, very basic), guided (like a tour), wander off the beaten path (go to unknown or less popular places), in hindsight (looking back), to book (to reserve, like a tour), charter (reserve or rent a vehicle like a boat or plane), adventurous (willing to do something exciting, difficult, and maybe risky), experienced, overrun (with a large number/too many) with tourists, turbulent (bumpy, rocky, rough, not smooth), whirlwind (very fast), remote (far away, difficult to get to)
Speaking skills:
One option is…
What I have in mind is…
Here’s the plan/idea…
Keep in mind that… (Consider that…)
Unit 12:
Vocabulary: back-up plan (alternative plan); take into consideration (to consider), hazards (dangers), in jeopardy (in danger), warning system, extent (how much, quantity, degree), evaluation, evacuation (sudden departure, usually in an emergency),
Speaking skills:
What’s happening now?
What happened then/after that?
What’s the matter?
Hang in there… (Be patient… Don’t lose hope.)
Everything’s going to be OK.
Don’t worry.
B) Inventions That Changed the World (Be sure that you review these.)
Introduction–p. 1 (Review the basic points, like key reasons for inventions, and what makes many inventors different or unique.)
Chapter 9 — pp. 52-56. (Know the inventors and their inventions.)
C) Groundhog Day
The white handout–Review the main characters, and
read the plot summary–pp. 1-2.
The blue handout–Review the first 8 pages.
Be sure that you have seen the first hour of the movie.
YouTube: http://www.youtube.com/watch?v=_2OSZV8OlN4&list=UL_UoAei2327U
B) In the MLL–Groups Folder, our core class: Groundhog Day
Viewing Chapters 11-17 was past homework.
Watch Chapters 18-19.
In the white handout: Check pp. 12 (bottom) -13.
In the blue handout: Think about “Scenes of Despair.”
For Wed., Dec. 4:
1) WP-UI:
Unit 12 — “Emergency!”
P. 146–Ex. B
Pp. 141-142: Ex. 2A and B
2) ITCTW:
Finish Ex, 30 on p. 64,
Start Ex. 28 on pp. 63 -64.
3) Groundhog Day
You can find segments of the movie in the MLL in our “Groups” folder (Mark and Tim Core), under “Groundhog Day.”
In the white handout on the movie:
Read the vocabulary pages–pp. 13-15.
View Scenes #11-17 in the MLL, or on the YouTube video (from Crackle) from 25:00 minutes into the film to about 60 minutes into it..
YouTube: http://www.youtube.com/watch?v=_2OSZV8OlN4&list=UL_UoAei2327U
In the blue handout:
Complete the section called “Wooing Rita.”
For Mon., Dec. 2:
1) In World Pass-UI:
Skim pp. 140-147, and p. 165–for Unit 12 (“Emergency!”)— and
focus on the readings, new vocabulary, and grammar points.
Do Ex. B on p. 141.
2) elt.heinle.com/worldpass:
Find Unit 10 (Student Companion–World Link 1 CD-ROM):
and do the tutorial quiz. If you would like, email me the results. (review)
3) Go to this link, and view only approximately the first 25 minutes of Groundhog Day.
http://www.youtube.com/watch?v=_2OSZV8OlN4&list=UL_UoAei2327U
(There are some ads on this YouTube video.)
(We will be watching later parts of the movie next week. In order to keep at least some of the movie a surprise and not to spoil the ending by viewing the whole thing yet, I recommend only viewing about the first 25 minutes.)
a) In the blue handout on Groundhog Day:
Do the second vocabulary matching exercise –#2–using two sides of the second sheet.
Then identify who said each of the twelve quotations for “Feb. 2nd the second time,” and whom the person is talking to.
(for example, Phil, Ned Ryerson, Rita, the woman who manages the bed and breakfast, the man in the hall)
b) In the white Groundhog Day handout:
Read the vocabulary explanations and plot information on pp. 7-12.
Watch parts of the video segment again if you need to–for example, from minutes 18:30 to 25:10.
4) Finish reading Chapter 9 in ITCTW, and start Ex. 30 on p. 64.
Please remember to remind yourself not to forget to remember to bring the book on Monday, Wednesday, and Friday for the rest of the semester, except for a field trip or conferences.
For Monday, Nov. 25:
1) Prepare for your presentation on a discovery.
(5-10 min./group)
Practice it before class. Remember this:
Use frequent eye contact with the audience, and speak loudly enough.
You do not have to talk fast, but speak clearly.
2) in #55 (about Unit 10 from WP-UI):
P;. 56–Ex. B; p. 57–Ex. A, B, C
3) Start reading Chapter 9 in ITCTW.
Extra (optional):
4) Review the vocabulary and grammar for WP-UI‘s Unit 10:
P. 158, 164.
For Friday, Nov. 22:
1) Prepare your speech about “being a celebrity.” Remember to use the first person (I, me, my, …).
2) Finish reading Chapter 8 in ITCTW. Bring the book to class.
3) Write a journal entry about one of these topics:
a) WBUR–your impressions
b) an important or meaningful discovery (which can be different from your group presentation topic)
4) WP-UI:
P. 117–Do Ex. A, B, and C
Read pp. 121-123.
Do Ex. B–P. 121.
For Wednesday, Nov. 20:
1) Continue working on your “being a famous person” speech.
2) Make your final choice of a topic for the presentation on a discovery/discoverer (explorer), and continue doing research on your topic.
3) Prepare for a short quiz on WBUR, with some information from the material on the Perkins School for the Blind and on Jaimi Lard. Check the photocopied handouts for some questions that might be on the test.
4) Keep reading Chapter 8 in ITCTW. Bring the book to class.
5) Read the plot summary and vocabulary about Groundhog Day on pp. 1-6.
6) In WP-UI: Read p. 121.
For Monday, Nov. 18
1) Begin working on your presentation about a famous person–for Friday, Nov. 22.
Please email the teacher the name of the celebrity that you have chosen to impersonate.
2) In WP-UI:
Unit 6:
Read pp. 64-69; p. 156 and 162.
Do Ex. A and B–p. 75:
Ex. A on pp. 66 and Ex. C on p. 67
3) (See above) Contact your group presentation partner and choose 2 favorite topics for a discovery to report about on Monday, Nov. 25. Email the teacher your 2 choices.
4) Finish Chapter 7 and start Chapter 8 in ITCTW.
5) Handout #50 (Causative Verbs): Do Ex. 1 (2 sides).
6) Be ready to turn in the answers to questions about Jaimi Lard (blue sheet) on Monday.
For Friday, Nov. 15:
A) Prepare for a test on Unit 5 of WP-UI.
What to study: WP-UI: pp. 52-63; pp. 156 and 162.
Photocopied handout on past modals (27–Past Forms of Modals)–grammar explanations
(could/may (not)/might (not) have… ( = possible): Ex.: They could have missed the bus.
couldn’t have... (= impossible, improbable) Ex.: They couldn’t have won the lottery.
must (not have) have...(= certain or almost certain) Ex.: She must not have bought a ticket.
should (not) have… (= comment about a past mistake) Ex.: He should have worked harder.
(= He didn’t work hard enough.)
Ex.: They shouldn’t have gone to the game
before the test.
( = They were probably too tired from the game
to do well on the test. It was a bad idea.)
World Pass > Student Companion Guide<WP Upper Intermediate>Tutorial Quiz>unit 5
Check the grammar explanations on the photocopy (27–Modals in the Past).
You can look at the handout with questions about the Perkins School.
B) In the handout about WBUR:
Read the short passage about WBUR–p. 4.
P. 5: Write 2-3 questions that you could choose one from, to ask the WBUR tour guide.
Be prepared to ask one of them.
C) Questions about Jaimi Lard (blue sheet): Answer the questions, using this web site:
Think about your experience with Jaimi Lard (and Christine) and about the Perkins School:
How does it change how you view disabled people, and, in general, people with problems?
D) Continue reading Chapter 7 in ITCTW.
Wednesday, Nov. 13:
1) On Wednesday we will be having a presenter from the Perkins School on Wednesday–Jaimi Lard and her interpreter.
Please read about her at the perkins.org web site. Be sure to read at least one of these:
2) Begin reviewing for a test on these: a) Unit 5 in WP-UI (pp. 50-63; pp. 136, 162 [modals] b) the grammar on past modals (review information/exercises), and 3) on information about the Perkins School and Jaimi Lard.
(based on the questions about it).
3) Start reading Chapter 7 in ITCTW.
For Monday, Nov. 11:
1) Write a journal entry about your impressions of the Perkins School for the Blind–from the field trip there and/or from the web site. You can refer to Helen Keller or Laura Bridgeman and/or other aspects of the school that you have heard or read about, like the international programs, or an invention to help the blind to read.
2) Think of one or two possible topics for a report on an important discovery.
3) In WP-UI:
Go to
“Student Companion” — Upper Intermediate
Quizzes for Unit 4 and Unit 5
Use WP-UI–p. 155 for Unit 4 and p. 156 for Unit 5–to check the vocabulary lists to help you do the online quizzes.
Read the grammar information for Unit 6 on p. 162.
P. 57–A-C
4) Finish Chapter 6 in ITCTW.
For Friday, Nov. 8:
Field trip to the Perkins School for the Blind
Tour–10 AM
Leaving the CELOP lobby at 9:00 AM.
Please be on time, or you may miss the trip.
We will take Bus #57–(across the street) to Watertown Square and
then walk to the Perkins School.
1) Bring along the question sheet on Perkins.
Finish answering the questions, and watch the videos.
Write a question that you could ask the tour guide.
2) Write down some initial impressions about Perkins to start a journal entry.
You will be adding to it after you visit the school.
3) Finish reading Chapter 6 in ITCTW.
For Wednesday, Nov. 6:
1) WP-UI:
Read Pp. 46-47
Do Ex. B and C
P. 55: Ex. E;
P. 56–Ex. A and B
(Extra: Read p. 61)
2) Look at the WBUR website:
www.wbur.org.
What kinds of news stories do you see?
3) Continue reading Chapter 6 in ITCTW.
Monday, Nov. 4:
1) In WP-UI:
Read pp. 52-55.
P. 53: Do Ex. B, C, and D.
P. 55: Ex. C and D.
Bring Handout (photocopy) #35.
2) Start Chapter 6 in ITCTW. (Bring the book and #13.)
3) On the website for the Perkins School for the Blind:
(in preparation for a trip to that school)
perkins.org
Read about Helen Keller.
www.perkins.org/news-events/press/rare-photo.html
Find Helen’s picture on the lower side panel and go to the link about her.
For Friday, Nov. 1:
1) Be ready to give an individual speech about someone whom you admire–from the present or past.
Length: 3-5 minutes
2) Journal entry: someone whom you look up to/admire
3) WP-UI:
Read pp. 43-47, and Unit 4 sections for pp. 155. 161-162 (on modals).
Handout: p. 20-21.
For Wednesday, Oct. 30:
1) WP-UI:
Read pp. 41-43.
Do #1-4 in Ex. C on p. 42.
2) Start working on a journal entry about someone whom you admire.
3) Read Chapter 5 in ITCTW. Bring Handout #13–about the book.
For Monday, Oct. 28:
1) Prepare for a test on Unit 11 of WP-UI and materials on conditionals.
Review:
WP-UI: Pp. 128-139
#25–on conditionals
#30–practice
Take the practice quiz on Unit 11 on this website in the Student Companion site:
2) Continue reading in ITCTW.
Begin Chapter 5.
For Friday, October 25:
A) Be ready to give your presentation on inventors/inventions–with graphics such as PowerPoint.
B) Do a journal entry about marriage, dating, and/or family life in your country.
C) WP-UI:
Start studying for a test on Unit 11 in WP-UI and conditionals: WP-UI–pp. 128-139, 165; page about Unit 7–grammar, vocabulary; Handout #30; photocopied handout on conditionals.
In Unit 9:
Read pp. 106-109.
On p. 108: Do Ex. F.
For Wednesday, Oct. 23:
1) Prepare and print an outline of your presentation on inventors/inventions. Save a copy in the “Groups” folder:
Title — “Your name — Group presentation outline.” You can use the photocopy on outlines as a kind of guide.
2) In WP-UI:
Unit 11:
Do Ex. A on p. 137.
Do Ex. D on p. 134 about the reading on p. 135.
Unit 9:
Read about the grammar point in Unit 9–subject adjective clauses.