ESL251.02Spring 2008
ESL251.02 MWF 10:30-11:20am L36 Final Exam Wednesday, June 25, 9:15-11:15 a.m. You may not take the final exam early.
June 11- June 23
Assignment Schedule
Mon., 6/9
In class:
1. Dictation
2. "Job Switching"
3. Preview interview questions for "Marriage, Dating and Divorce"
Wed., 6/11
Homework due:
1. Study vocabulary list titled "Vocabulary for Marriage, Dating and Divorce" see below in green ink.
2. Read handout, "Background Reading" and answer questions 1-3 in writing to hand in.
In class:
Read and discuss "Case Study" on Ron and Yem Ling.
Fri., 6/13 ATC103
Homework due: Your conversation that uses vocabulary you have learned in class. The directions for this conversation are below the vocabulary list in green.
Mon., 6/16
Report on interviews on "Marriage, Dating and Divorce"
Wed., 6/18
Cross-Cultural Partners participants give Oral Presentations for
final exam. There are directions for this Oral Presentation
Fri., 6/20 DO NOT GO to ATC103. NO LAB TODAY
Students who did not participate in the Cross-Cultural Partner Program will give their Oral Presentation for the final exam on four of the workshops they attended. There are directions for this Oral Presentation
Mon., 6/23 Class will meet as usual.
Part of the final exam will be given at this time.
Vocabulary for “Marriage, Dating and
Divorce” 1. patient adj. able
to wait calmly for a long time or to deal with difficulties
without becoming angry, anxious or annoyed2. compatible
adj. able to
exist together, live together or be used together (with)
another person or thing; fitting together OK3.
confident adj. sure
that one can do something well, an appropriate belief in one’s own abilities 4. loyal adj. faithful, staying with a person, keeping your
values5. monogamous adj. being
married to only one person at one time
6. ethnic adj. related to a
particular nation, tribe or group of people7. possessive adj. wanting so.o to have feelings of love or friendshop only for oneself
8. physical adj. relating to someone’s body rather than
his/her mind or emotions9. media n. television, radio,
newspapers, computer news,
10. maturity n. the quality of behaving in a sensible way like
an adult11. harmony n. situations in which people
are friendly and peaceful 12. baby sitter
n. a person who is paid to take care of children
while the parents are not at home13. value system
n. the values by which a person lives her life 14. cheating n. cheat on s.o. verb having a sexual relationship with someone
who is not your spouse of partner15. devotion n. a great like for something/one or loyalty to
someone16. personality
n. the whole nature or character of a particular
person
17. financially stable having enough money or income that you do
not adv. n.
have to worry about having
financial problems
18. grow apart
v. to gradually develop different interests,
beliefs or values from your partner, so that you no longer feel compatible 19. out grow someone
v. to develop in a different direction than your
partner so that you no longer
feel compatible with them
Conversation due Wednesday, June 11 or Friday, June 13 DIRECTIONS:
Write a conversation between two people. There is an example below.
Each person will speak at least six times. In your conversation, use at least 10
of the vocabulary words we have studied in class. This includes
"Adjectives That Convey Respect and Enthusiasm for Ideas" as well as
the three sets of vocabulary listed below the sample conversation.
At the top of your page write the characters' names the setting, and
the conflict or problem for your conversation. In the example
conversation, each person speaks nine times. When they speak, they say
more than one sentence! You do not need to start with small talk, like, "Hi, how are you," "Good to see you," or "What's up?". EXAMPLE:
CHARACTERS' NAMES: A and B The characters are good friends visiting with each other between classes.
SETTING: At De Anza campus. The two students are sittinig at the
water fountain in front of the A. Robert De Hart Learning Center (aka
the Library or Learning Center).
CONFLICT OR PROBLEM: Students don't know what career field to
choose and one of them is not aware of how s/he will be graded in this
class.
A. I'm 22. This is my second year at De Anza
and I have no idea what kind of career I want. I know I don't want to
be a burger flipper or have some assembly line job all my life.
B. Yeah, I hear you. I know some people get stuck in entry-level positions their whole lives because they have no career training. They still have to bring home the bacon.
A. I hope it doesn't end up that way for my Dad. He's delivering newspapers and working in a restaurant now. No chance for career advancement on these jobs!
B. That's similar to my parents. They work long hours on a conveyor belt doing electronics assembly. In the evening they take ESL classes.
A. So what are we going to do to help us find careers? We aren't brilliant, but we are smart, so intelligence won't be a problem. But we sure do have to keep improving our English!
B. I'll say. Do you see how
hard some of the students in our class study? They write down what the
teacher or students write on the board, they turn in the homework and
do the assignments even though we don't get points for them and they
study the textbook regularly. Wow. It's almost like they are obsessed with studying.
A. I know what you mean, but I don't think they are obsessed. They are just working hard! Remember our teacher emphasized that we should study 2 or three hours outside of class for every hour we spend in class. B. Well, I remember she mentioned it, but I guess I didn't realized that she had actually stressed it. A. Oh, yeah. She stressed
it. She also explained that it even though we don't get points for
homework and class presentations, we need to do them so we can do well
on the tests. B. I do remember she said that some students often seem to be asleep at the switch.
A. Right,
and she pointed out that some of these asleep at the switch students
don't wake up until the last few weeks of the quarter. Then they
promise to reform and become serious students if they can have extra credit so they can pass the class. B.
Oh yeah. She said there wasn't any extra credit. If you have a D or an
F going into the final exam, it will be hard to pass the class. Grades
aren't as elastic as rubber bands. Grades can't suddenly bounce or stretch from very low to passing! A. Well, your comparing rubber bands to grades is definitely not hilarious. You
know, I think I'll go up to the Listening Speaking Lab in AT304 and
sign up for a half hour appointment with a tutor to talk about careers. B. You want to talk about careers. Why would you go to the Listening Speaking Center instead of the Career Center. A.
At the Listening Speaking Center, I can take in my list of career
related vocabulary and practice the questions I want to ask at the
Career Center. B. Our teacher
suggested that. It would help me with my listening. I can speak OK, but
when people answer, it's so fast I can't get much of it. A. It's 10:20. Let's head over to class. I hear we are doing something new today and I don't want to be late. B. After class we can go to the Career Center and watch a video on the health care field. That field will need lots of employees in the future. Adjectives That Convey Respect and Enthusiasm for Ideas
fascinate, intrigue (the "u" and the "e" are silent), amuse, amaze, hilarious, startle, alarm and shock. The meanings are on your handout. Language for Classroom Reporting
MENTION, POINT OUT, SHARE WITH, EXPLAIN,EMPHASIZE, STRESS The meanings are under "Language for Classroom Reporting" on the class web site.
"I Love Lucy"
conveyor belt, assembly line, overwhelm, overdrawn, reform, asleep at the switch, bring home the bacon, brilliance, elastic, trend, hilarious, obsession The meanings are on your handout.
Career Center and Job Fair The meanings are under "vocabulary for Assignment A and B" on the class web site.
entry level position, field, training, day-to-day, evaluate, salary,
salary range, career advancement
Alternative to Cross-Cultural Partners
DIRECTIONS: If you are not doing the Cross-Cultural Partner Program do the following or see me about another choice. START THIS WEEK! SUBMIT YOUR REPORTS WITHIN TWO DAYS OF THE WORKSHOP OR TUTORING.
1. Listening and Speaking Workshops and tutoring in ATC304 and WritingReading Center Workshops and tutoring in ATC309.
Attend three, 50-minute conversation
workshops and two, 30 minute tutoring sessions in AT304. Also, attend
two, 50 minute workshops in the WRC (Writing Reading Center) in AT 309.
This is a total of 5 workshops and two tutoring sessions. Do not attend more than 2 workshops
per week. Each workshop should have a different topic. Have your
Workshop Report Form signed by the Workshop Leader or Tutor after each session. Hand in your "Workshop Report
Form" and your notes from the workshop to me each week.
In the tenth week of the quarter, give an
oral presentation to the class that includes the following; Name four
of the workshops you attended. Describe which two were most helpful to
you and tell why they were helpful. Give specific examples that show
how they helped. Use vocabulary you have learned in this class,
"Language for Classroom Reporting", "Job Switching,"
"Job Fair" and "Adjectives that Convey Respect and Enthusiasm for
Ideas."
For the schedule of workshops go to ATC304 or ATC309 or log on to www.deanaaq.edu/langarts/lsl.Below is the form for
reporting a workshop or a 30 minute tutoring session. Type or copy the
questions onto an 81/2" by 11" piece of paper and fill the paper with
your answers.
Workshop Locations: L/S Lab. AT304 OR WRC AT309 Your Name:
Workshop Name:
Workshop Date: Workshop Leader Sign Here: _____________________
Workshop or Tutoring Report
1. What did you learn that was new to you? Be specific; give examples.
2. What did you learn that you think you
will actually use when you speak, listen to, read or write English? Be
specific; give examples.
3. If you would recommend
this workshop to a friend, tell why. Be specific. Words or phrases like
"fun," interesting," "learned a lot," "it's useful," "like it" or "good
teacher" are general and vague. They are the opposite of "specific."
Avoid these words. If you use them, follow them with sentences that
give specific examples or explain why.
Spring 2008
|
A+ 98-100 B + 88-89 C+ 78-79 D+72-71 F 59-0 |
|
A 92-97 B 82-87 C 73-77 D 62-70 |
|
|
A- 90-91 B- 80-81 D- 60,61 |
|
For your 2nd Oral Presentation, use the "Adjectives That Convey Respect and Enthusiasm for Ideas" and the "Language for Classroom Reporting" Language for Classroom Reporting
Goal: To expand your vocabulary by
learning and using "mention," "point out," "share with," "explain,"
"emphasize," and "stress." Instead of always saying "said" or "told"
you can choose one of the words just listed to report what you have
heard from someone. Use at least three of these words in your oral presentation.
MENTION to say or write about something in a few words, without giving details
POINT OUT to tell s.o. s.t. that h/she might not already know, might not have noticed, might have forgotten or might be ignoring
SHARE WITH to tell s.o. else about an idea, secret, problem or something that many people don't know about
EXPLAIN to say or write about something so that it is easy to understand
EMPHASIZE to show that an opinion, idea, quality or fact is important, to give special attention to an idea, quality or fact
STRESS to show that an opinion, idea, quality or fact is VERY important, see "emphasize" above
DIRECTIONS: To
report to the class, say at least three sentences that use one of the new words
instead of "said" or "told." Choose the verb that best fits your
situation. EXAMPLE: "The video on job interviewing explained what types of questions you could ask the person who interviews you." "The company representative I talked to emphasized that only entry-level positions were available at this time.
Here's the assignment for the Job Fair and for the Career Center video. Everyone needs to learn the vocabulary listed below under "Vocabulary for Assignment A and B."
Assignment A Interview Questions for Job Fair
DIRECTIONS: Pick a booth that is not
busy or a company (booth) that is interesting to you. Introduce
yourself. "Hi, my name is Vinh and I'm a student here. I have an
assignment for one of my classes to ask you a few questions about
jobs. Do you have time to answer a few questions?" If they say "no"
thank them and ask another person.
If they say "yes," write down
the name of the company and the first name of the company
representative. Then ask them 5, 6 or 7 of the questions below.
1. Do you have any entry level
positions open? 2. What education or training is required for this
job? 3. What are the day-to-day responsibilities for this job? 4. How
do you evaluate an applicant's written English? 5. What types of
employee training are available? 6. What is the salary range for this
job? 7. What opportunities are there for career advancement?
Vocabulary for Assignment A and B
entry level position = beginning job, a low level job for someone new in the field
field = and area of work, like health, computers or business management
training = it's like education, but you are just
learning how to do something, you aren't learning much about how to
think or be creative
day-to-day = you do it often, 3, 4 or 5 days a week
evaluate = find out how good something is or what level it is
salary = pay for one year
salary range = for example, the range is $25,000.00
to $30,000.00 This means no one doing this job will make less than
$25,000.00 or more than $30,000.00.
career advancement = means that you move to a higher level job doing something similar to what your current job is
Assignment B Video in Career Center
DIRECTIONS: Choose a video in the
Career Center about a specific job field or about Interviewing for a
job. Videos about interviewing are in the "Job Search" section of
videos to the right of the career field videos.
If you pick a career field video, answer these questions:
1. What field did you select?
What is the name of the Video? 2. Why did you choose this field? 3.
Name three entry level jobs in this field? 4. For each of these three
jobs, what kind of education or training is required? 5. What are the
day to day responsibilities for these jobs? 6. What is the salary
range for these jobs? 7. What kind of job would you advance to from
these jobs?
If you pick an Interviewing video from the Job Search section, answer these questions.
1. What are three
things you should prepare or do before you go to the job interview? 2.
What are three common questions that any interviewer might ask you?
3. What are three questions that you might ask any interviewer? 5.
What kind of letter should you write after the interview? 6. What NEW
information did you learn from this video that surprised you?
DIRECTIONS: For A and B
Prepare a talk about one job (or interviewing) that
you learned about. Use three verbs from "classroom reporting" that we
studied earlier in the quarter. This should be a
3 minute talk to give to a group or to the class on _____________ If
you are prepared, you may give your talk to the class on
_________________.
"I Love Lucy" Vocabulary to Know
conveyor belt, assembly line, overwhelm, overdrawn, reform, asleep at the switch, bring home the bacon, brilliance, elastic, trend, hilarious, obsession
Career Center and Job Fair Vocabulary to Know The meanings are below under "vocabulary for Assignment A and B"
entry level position, field, training, day-to-day, evaluate, salary,
salary range, career advancement
Below is the form for reporting a workshop or a 30 minute tutoring session. Type or copy the questions onto an 81/2" by 11" piece of paper and fill the paper with your answers.
Workshop Locations: L/S Lab. AT304 OR WRC AT309 Your Name:
Workshop Name:
Workshop Date: Workshop Leader Sign Here: _____________________
Workshop or Tutoring Report
1. What did you learn that was new to you? Be specific; give examples.
2. What did you learn that you think you will actually use when you speak, listen to, read or write English? Be specific; give examples.
3. If you would recommend this workshop to a friend, tell why. Be specific. Words or phrases like "fun," interesting," "learned a lot," "it's useful," "like it" or "good teacher" are general and vague. They are the opposite of "specific." Avoid these words. If you use them, follow them with sentences that give specific examples or explain why.
Conversation due Wednesday, June 11 or Friday, June 13 DIRECTIONS: Write a conversation between two people. There is an example below. Each person will speak at least six times. In your conversation, use at least 10 of the vocabulary words we have studied in class. This includes "Adjectives That Convey Respect and Enthusiasm for Ideas" as well as the three sets of vocabulary listed below the sample conversation. At the top of your page write the characters' names the setting, and the conflict or problem for your conversation. In the example conversation, each person speaks nine times. When they speak, they say more than one sentence! You do not need to start with small talk, like, "Hi, how are you," "Good to see you," or "What's up?".
EXAMPLE:
CHARACTERS' NAMES: A and B The characters are good friends visiting with each other between classes.
SETTING: At De Anza campus. The two students are sittinig at the water fountain in front of the A. Robert De Hart Learning Center (aka the Library or Learning Center).
CONFLICT OR PROBLEM: Students don't know what career field to choose and one of them is not aware of how s/he will be graded in this class.
A. I'm 22. This is my second year at De Anza and I have no idea what kind of career I want. I know I don't want to be a burger flipper or have some assembly line job all my life.
B. Yeah, I hear you. I know some people get stuck in entry-level positions their whole lives because they have no career training. They still have to bring home the bacon.
A. I hope it doesn't end up that way for my Dad. He's delivering newspapers and working in a restaurant now. No chance for career advancement on these jobs!
B. That's similar to my parents. They work long hours on a conveyor belt doing electronics assembly. In the evening they take ESL classes.
A. So what are we going to do to help us find careers? We aren't brilliant, but we are smart, so intelligence won't be a problem. But we sure do have to keep improving our English!
B. I'll say. Do you see how hard some of the students in our class study? They write down what the teacher or students write on the board, they turn in the homework and do the assignments even though we don't get points for them and they study the textbook regularly. Wow. It's almost like they are obsessed with studying.
A. I know what you mean, but I don't think they are obsessed. They are just working hard! Remember our teacher emphasized that we should study 2 or three hours outside of class for every hour we spend in class.
B. Well, I remember she mentioned it, but I guess I didn't realized that she had actually stressed it.
A. Oh, yeah. She stressed it. She also explained that it even though we don't get points for homework and class presentations, we need to do them so we can do well on the tests.
B. I do remember she said that some students often seem to be asleep at the switch.
A. Right, and she pointed out that some of these asleep at the switch students don't wake up until the last few weeks of the quarter. Then they promise to reform and become serious students if they can have extra credit so they can pass the class.
B. Oh yeah. She said there wasn't any extra credit. If you have a D or an F going into the final exam, it will be hard to pass the class. Grades aren't as elastic as rubber bands. Grades can't suddenly bounce or stretch from very low to passing!
A. Well, your comparing rubber bands to grades is definitely not hilarious. You know, I think I'll go up to the Listening Speaking Lab in AT304 and sign up for a half hour appointment with a tutor to talk about careers.
B. You want to talk about careers. Why would you go to the Listening Speaking Center instead of the Career Center.
A. At the Listening Speaking Center, I can take in my list of career related vocabulary and practice the questions I want to ask at the Career Center.
B. Our teacher suggested that. It would help me with my listening. I can speak OK, but when people answer, it's so fast I can't get much of it.
A. It's 10:20. Let's head over to class. I hear we are doing something new today and I don't want to be late.
B. After class we can go to the Career Center and watch a video on the health care field. That field will need lots of employees in the future.
Language for Classroom Reporting
Vocabulary to Know
MENTION, POINT OUT, SHARE WITH, EXPLAIN,
EMPHASIZE, STRESS The meanings are about half way down this page under "Language for Classroom Reporting"
"I Love Lucy" Vocabulary to Know
conveyor belt, assembly line, overwhelm, overdrawn, reform, asleep at the switch, bring home the bacon, brilliance, elastic, trend, hilarious, obsession
Career Center and Job Fair Vocabulary to Know The meanings are below under "vocabulary for Assignment A and B"
entry level position, field, training, day-to-day, evaluate, salary,
salary range, career advancement
A Want some variety? Instead of esl-lab.com, you could try five current news stories at pbskids.org.
When you get to the site, look for the column titled "Top Stories." Then, one at a time click on each story in the column. You can click on "Read Transcript," if you want to see the transcript. After each news report, there is an exercise. Write the answers on your report form to report. NOTE: To do the exercise, you have to close the transcript because the exercise is under the transcript!
http://pbskids.org/newsflashfive/ If the link doesn't work, just go to pbskids.org Click on SEARCH in the upper right. Enter: News Flash Five Then click on the first listing: news flash five.
please print and bring to class the vocabulary, questions and presentation guidelines that you will find below.
New Dynamic English
Final Exam Wednesday, June 25, 9:15-11:15 a.m. You may not take the final exam early.
Esl-lab.com is due each and every Monday. Please read my COMMENTS on your assignments:
1. Please remember to use ink. It's so much easier to read!
2. A few people need to improve their handwriting. Thanks. I know handwriting can be difficult, but good handwriting is necessary.
3. I really like that some of you listened to "easy," "medium" and "difficult" listenings. It's good to get this variety. It's OK if your comprehension score is only about 60% sometimes. Remember, you are doing this for practice and learning not for a score or points!
4. Finally, in the column titled "Answers to Post-Listening Exercises," it's fine if you write a summary, make a personal comment, copy exactly what was said, ask me a question, or answer the post-listening questions. However, please write one word at the beginning to tell me what you are doing. You can write, summary, comment, dictation, question, or exercise answers. THANKS Often I can tell what you are writing, but sometimes not!
5. If you have any questions, you can always email me or ask me in class.
SPRING 2008
Interview Assignment
DIRECTIONS:
Interview two people. One interviewee may be your CCP partner.
One of your interviewees must speak only English.
Introduce yourself and ask if they cold take time (about 15 minutes) to help you with your homework. Tell them you will ask them questions about marriage, dating and divorce. Tell them you just want their opinions and ideas.
Ask if you may record the interview, so you can take notes from the recording and hand the notes and the recording in to your instructor.
If they use a word you don't know, ask them to spell it and tell you the meaning or give you an example.
After the interview, be sure to thank them for their time.
Listen to your recording and write down their answers. DO NOT write while you are interviewing them.
On your paper write the demographic questions and the content questions. Leave at least ONE INCH between each of the content questions to write their answers.
Survey on Marriage, Dating and Divorce
Location: ____________________ Gender: Female_____ Male _____
Age: 18 or 19 ____ 20-25 _____ 26-29 ______ 20-39 ____ 40+ _____
Marital Status: Single/Divorced/Widowed __ Married or Living w/Partner ___
FOUR QUESTIONS ABOUT MARRIAGE
1. Could you tell me three things that you think make a marriage work?
2. For you, what are the three most important things to have in a marriage partner?
3. If there are children two years old or younger, do you think it's OK for both parents to work full-time?
4. What would you think about the husband doing all the cooking, cleaning and laundry for a family?
FIVE QUESTIONS ABOUT DATING
1. What do you think of a woman calling and asking a man out after they met at a party?
2. Would you describe a typical first date a couple might go on?
3. If people you know are dating, how could you tell if they are getting serious? List some of the signs.
4. How can you meet someone of the opposite sex if most of the people who live in your area are the same sex you are?
5. How old do you think a couple should be before they get married?
THREE QUESTIONS ABOUT DIVORCE
1. When parents get divorced, should they explain the reasons to their
children? Why or why not?
2. What advice would you give to an 8 year old who is upset because her parents have just gotten divorced?
3. Half of American marriages end in divorce. Could you tell me three possible reasons?
Read below to learn what you need to do to hand in you interviews and write a summary.
Evaluation Criteria
Did you...
1. follow directions?
2. choose one person who speaks only English?
3. speak understandably or explain yourself if they didn't understand?
4. solve any problems that came up during your interview?
5. take accurate notes on the answers?
6. hand in your recording and notes?
7. make sure the instructor knows how to listen to your recording?
8. leave margins and write neatly and legibly?
9. list at least three new words and their meaning?
10 write a summary of your experience including how you contacted people, who turned you down (if any), what you gained from the experience and anything that would make this a better learning experience for you? This is not a summary of your interviewee's answers, but a summary of your experience.
11. hand in everything on time - including recording, note and summary?
The following paragraph is not for Spring 2007 For approximately one minute tell us about the experience you had interviewing two people about "Marriage, Dating and Divorce." For more information about this see #10 of the Evaluation Criteria for your interview.
For approximately one minute, tell us about the results you got. Don't read us a list of responses. Instead, tell us something you learned from your partner that you thought was, for example, startling, amazing, intriguing or fascinating.
Oral Presentation Directions are Below in Blue
Part 1 LISTENING
You will hear a lecture or two on a cassette and answer questions on it.
Part 2 ORAL PRESENTATION
On Wednesday, June 18 or Friday, June 20 you will speak to the class for 3 minutes. If you had a CCP partner follow the directions in A. If you didn't meet with a CCP partner at least 3 times, follow the directions in B.
A. Do not tell us a list of facts about your partner. Do not tell us your topics for each meeting. Tell a few facts about your partner. Then tell us someting intriguing, amusing, shocking or fascinating that you learned about your partner or his/her country. You could also tell us about any special place that you and your partner met. Finally, tell us how the program has improved your English. Give us specific examples; don't say, "The program has improved my English a lot." unless you also tell us how. Use vocabulary you have learned in this class, "Language for Classroom Reporting", "Job Switching," "Job Fair" and "Adjectives that Convey Respect and Enthusiasm for Ideas."
B.
Give an oral presentation to the class that includes the following; Name four of the workshops you attended. Describe which two were most helpful to you and tell why they were helpful. Give specific examples that show how they helped. Use vocabulary you have learned in this class, "Language for Classroom Reporting", "Job Switching," "Job Fair" and "Adjectives that Convey Respect and Enthusiasm for Ideas."
A. and B. Reminder:
Use vocabulary you have learned in this class, "Language for Classroom Reporting", "Job Switching," "Job Fair" and "Adjectives that Convey Respect and Enthusiasm for Ideas."
Part 3 Vocabulary
Vocabulary you have learned in this class, "Language for Classroom Reporting", "Job Switching," "Job Fair," "Adjectives that Convey Respect and Enthusiasm for Ideas"and "Marriage, Dating and Divorce." You will be asked to use the words in sentences and you may be asked to write a conversation.
Part 4 Interview, if requested by instructor
Meet with the instructor for a 5-10 minute interview. I will ask you questions to see how fluently you can speak, how well you can carry on a conversation, how well you listen and how well you can pronounce words and make yourself understood. Remember to use vocabulary you have learned this quarter.
DIRECTIONS: Use the questions below to interview your assigned in-class partner. Find a story that is amusing, hilarious,
startling, shocking, incredible, fascinating or intriguing. Prepare a two minute talk that introduces your partner
to the class. You and your partner should stand at the front of the
room. Use the vocabulary: amusing, hilarious, startling, shocking,
incredible, fascinating or intriguing.
1. Name 2. Age
(optional) 3. Native Country 4. Time in
US 5. Marital Status 6. Spouse's Native
Country 7. Spouse's Time in US 8.
Children 9. Educational Goal 10. Hobbies
11. What do you miss from your country?
12. What do you like about the US? 13. Besides homework, do you do anything to help you learn English? If so, what?
Now ask your partner question 14, 15 16 OR 17.
Remember, you want to find information that you can describe as amusing, hilarious, startling, shocking, incredible, fascinating or intriguing.
14. Ask you partner to share something that would be
fascinating or intriguing to other students. What is the role of women
in your country? What kind of education do they really have? What kind
of jobs do they do? Are they expect to get married? If so, at what age?
Where do they live if they are single? How many children does a
typical family have? Does the husband or anyone else help raise the
children? Can a woman get a divorce or must it be the husband who asks
for a divorce? Can women work if they are married? Can women work if
they are raising children?
15. Ask your partner to explain something that would
be startling or shocking to other students. What conflict does your
country have with another country? Please tell me the historical
background, the current situation, how this affects people's lives, and
what resolution you think there might be.
16. Ask your partner to describe something that would
be incredible or startling to other students. What internal conflict
exists in your country? Explain this conflict by answering the same
questions listed in #15.
17. Please tell me about an incident in your
childhood or when you first came to the United States that is amusing
or hilarious.
PRESENTATION GUIDELINES
Note: Since this is your first talk in this class, you may not do all
of these things perfectly! However, this talk will show you what your
strong areas are and what areas you need to work on this quarter.
1. Volume, eye contact, pace and vocal variety are appropriate
2. You do not read to us
3. Your pronunciation is appropriate for a 251 level student
4. Your fluency and comfort level are appropriate for a 251 level student
5. You followed directions and prepared your talk adequately. You used the assigned vocabulary. amusing, hilarious, startling, shocking, incredible, fascinating or intriguing.
6. You have enough content and information for us
EXAMPLE: "My in-class partner didn't say what kind of books she reads, but she mentioned that she likes to read."
My in-class partner mentioned that _________
My in-class partner pointed out that ________
My in-class partner shared with me that ____________
My in-class partner explained to me that ________
My in-class partner emphasized to me that ________
My in-class partner stressed that _______For the next two weeks,
please try a new web site, instead of esl-lab.com, for your homework.
If the exercise you choose does not have questions, write a summary
(the most important information) of what you learned when you
listened.
DIRECTIONS: Go to the web site
below. Pick from numbers 1, 2, 3, 5 and 7 on that web site. Choose one
site and listen to several lessons or speeches. Complete the usual
report form and hand it in.
http://faculty.deanza.edu/ifftmaryanne/stories/storyReader$11
Suggestion: For an additional challenge try watching
and listening to the videos at nytimes.com. If you are interested in
how to live without harming our environment, watch the titles, "Planet
US: Born Again Green" and "The Beauty of Green."
Interested in China? Watch "A Boom Town Revisited,
China" and "Factory of the World." These are part of a series on
China; look for Part I, Part II and so on.
Interested in travel and information from around the
United States or Europe? Watch "Frugal Traveler." There will be several videos
in this series on inexpensive (frugal) travel in the US and Europe.
Here is the Web Site for the videos. On the left
hand column you can click whatever you like to find more videos on that
topic.
http://video.on.nytimes.com/index.jsp
Final Exam
Part 1 LISTENING
You will hear a lecture or two on a cassette and answer questions on it.
Part 2 ORAL PRESENTATION
On Wednesday, June 18 or Friday, June 20 you will speak to the class for 3 minutes. If you had a CCP partner follow the directions in A. If you didn't meet with a CCP partner at least 3 times, follow the directions in B.
A. Do
not tell us a list of facts about your partner. Do not tell us your
topics for each meeting. Tell a few facts about your partner. Then
tell us someting intriguing, amusing, shocking or fascinating that you
learned about your partner or his/her country. You could also tell us
about any special place that you and your partner met. Finally, tell
us how the program has improved your English. Give us specific
examples; don't say, "The program has improved my English a lot."
unless you also tell us how. Use vocabulary you have
learned in this class, "Language for Classroom Reporting", "Job
Switching," "Job Fair" and "Adjectives that Convey Respect and
Enthusiasm for Ideas."
B.
Give an oral
presentation to the class that includes the following; Name four of the
workshops you attended. Describe which two were most helpful to you and
tell why they were helpful. Give specific examples that show how they
helped. Use vocabulary you have learned in this class, "Language for
Classroom Reporting", "Job Switching," "Job Fair" and "Adjectives that
Convey Respect and Enthusiasm for Ideas."
A. and B. Reminder:
Use
vocabulary you have learned in this class, "Language for Classroom
Reporting", "Job Switching," "Job Fair" and "Adjectives that Convey
Respect and Enthusiasm for Ideas."
Part 3 Vocabulary
Vocabulary
you have learned in this class, "Language for Classroom
Reporting", "Job Switching," "Job Fair," "Adjectives that Convey
Respect and Enthusiasm for Ideas"and "Marriage, Dating and Divorce" "Marriage, Dating and Divorce" is the vocabulary listed in green near the top of this web site. You will be asked to use the words in sentences and you may be asked to
write a conversation.
In addition, there will be a multiple choice test on the vocabulary, listed 1-25 on the "Case Study" and "Interviews and Analysis" handouts.
Part 4 Interview, if requested by instructor
Meet
with the instructor for a 5-10 minute interview. I will ask you
questions to see how fluently you can speak, how well you can carry on
a conversation, how well you listen and how well you can pronounce
words and make yourself understood. Remember to use vocabulary you have
learned this quarter.
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