AI130 Summer 2015

1. S U M M E R 2 0 1 5
I E C P
Z A C H A R Y S H E L L E N B E R G E R
A D A P T E D F R O M N I K K I M A T T S O N
Academic Interactions 130

2. Agenda
 Conversation Starters
 Language Journals
 Note-taking
 Grammar - modals and expressions for rules and
expectations
 Pronunciation - overview and /p/ vs. /b/ and /r/

3. Conversation Starters – AI130 A
Did you know that 800,000 people die from suicide
around the world every year? According with the
World Health Organization, the rate of suicide has
increased by 45% in the last years. Nevertheless, most
people do not know about the causes, the high rate of
suicide, or that treatments exist to deal with this
significant problem. Do you know the causes of this
important issue? Do you think that it is important to
get better knowledge about symptoms and treatments
for suicidal thoughts?
(Psychology, Agustina Pirez Itzaina)

4. Conversation Starters – AI130 A
There are many types of blood groups. All of us have
his/her own blood type. Some people believe that our
behaviors or characteristics depends on it. In
other words, if two people have the same blood type, it
means both of them have the same behaviors or
characteristics. Do you support this theory? Why or
why not?
(Laboratory Medicine, Abdulla Munir)

5. Conversation Starters – AI130 B
In chemical engineering, engineers always use huge
amounts of chemicals. They need some special things
such as pipelines to prevent against corrosion, huge
warehouses to store chemicals, and special ways to
save the environment from them because some of
them are dangerous materials. However, the problem
is that all of these things are expensive. How can we
make special, high quality materials cheap at the same
time?
(Chemical Engineering, Hassan)

6. Conversation Starters – AI130 B
I wanted to study energy and mineral engineering, but
I can't choose this major. After 3 months, my
scholarship office told me I have to change my major.
Now, I’m thinking about studying safety engineering.
Does anyone have any advice for me?
Hussain Alsadiq

7. Review
1. What is the purpose of taking notes during a lecture?
2. What equipment and strategies do you usually use for
taking notes?
3. Do you think the equipment and strategies that you
usually use for note-taking are effective? Why/why
not?
1. What are some effective note-taking strategies?

8. Note-taking (pg. 6) – writing key words

9. Pg.6, part A and B
A
 1. some cultures = strict gender roles
 2. children learn gender from watching others
B
1. yr
2. w/o
3. <
4. >

10. Before listening
 Pg. 6,
Before
listening

11. Listening and Note taking
 Listen to part of a lecture and try to write down the
main ideas.
 Check yourself. Did you include the ideas on pg. 7
(part A)?

12. Listening for details
 Pre-listening Video
 Listen to the next part of the lecture and try to
complete part C.
 Discussion: pg. 7 – After listening, critical thinking

13. Grammar- Talking about Rules and
Expectations
 What types of language can we use to express rules?
 Must/ must not
 Are required to /are not required to
 Have to/ don’t have to
 Can/cannot
 Are permitted to/Aren’t permitted
 Are allowed to/Aren’t allowed to
 Are forbidden to

14. Grammar- Talking about Rules and Expectations
 What types of language can we use to express
expectations?
 Are supposed to/are not supposed to
 Are expected to/are not expected to

15. Grammar- Talking about Rules and Expectations,
pg. 8

16. Practice
 Complete pg. 8, A and B
 Complete the following chart about rules and
expectations in your notebook, and then share your
sentences with your group.
In my country… In my country…
Boys are forbidden to… Girls cannot…
Boys are expected to… Girls are supposed to…
Men must… Women are expected to…
Men are supposed to… Women have to…
Boys aren’t supposed to.. Girls aren’t permitted to…
Men don’t have to… Women must not…

17. Pronunciation…What is so difficult about it?
 Video
 Individual sounds
 Stress
 Intonation
 Rhythm
 Native language transfer

18. /p/ vs /b/
 Self assessment: say the following words to
yourself, and consider whether or not this is an
area of difficulty for you:
 Peer assessment: say the words above again, this
time to a partner, and ask your partner how easy it
is to hear the differences in your pronunciation.
/p/ /b/
pay bay
pet bet
tap tab
cap cab
pest best

19. Practice with /p/ and /b/
 vocal cord practice
 piece of paper practice

20. More practice..
 try these words with the vocal-cord method.
Then try them with the paper method.
/p/ /b/
pack back
pig big
pears bears
rip rib
pup pub
cap cab

21. Practice
 She pulled a pencil from her backpack.
 The person was banned from the picnic.
 Could you please put the bag on the bench?

22. Try out this rhyme!
BILLY BUTTON PICKED A PECK OF PICKLED PEPPERS.
PETER PIPER BOUGHT A BUTTERED BISCUIT.
DID BILLY BUTTON PICK A PECK OF PICKLED PEPPERS?
DID PETER PIPER BUY A BUTTERED BISCUIT?
IF BILLY BUTTON PICKED A PECK OF PICKLED PEPPERS,
IF PETER PIPER BOUGHT A BUTTERED BISCUIT,
WHERE'S THE PECK OF PICKLED PEPPERS BILLY BUTTON PICKED?
WHERE'S THE BUTTERED BISCUIT PETER PIPER BOUGHT?

23. Placement of Tongue for /r/

24. Practice /r/
 temperature
 industrial
 reduction
 doctor
 regular
 architectural
 water
 rarity
 revolution
 fracking

25. Practice /r/ with a partner
 pair
 resident
 engineer
 research
 comparison
 require
 consumer
 responsible
 repeat
 fraction

26. Homework
 pRRRRactice your RRRRRs!
 Practice /b/ vs. /p/
 Write in your Language Journal
 Start thinking about a Penn State class you would
like to observe – we will work on this tomorrow!
 schedule.psu.edu