36. unit 5 test
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IECPThe document outlines the agenda and steps for a unit 5 test in an academic interactions class. It includes listening to two audio passages on the scientific method and a TED talk, followed by comprehension questions. After the listening portions, students complete the remaining test sections. Homework includes posting a conversation starter using vocabulary from page 102 to the class blog by a deadline and preparing for upcoming group presentations.
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This document outlines the agenda and order for a student debate about cloning extinct animals. It lists four student positions - two in support of cloning for environmental/economic benefits and advancements, and two against for concerns about welfare and morality. It reminds students to be respectful and listen closely during the debate. As homework, it assigns an English Central goal and observation presentation.
8. check psu classes, presentation examples
This document provides an agenda and materials for an academic interactions class. It includes conversation starters on topics like education systems and technology use. It discusses checking students' chosen PSU classes and observing them. Examples of observation videos are linked. Students are encouraged to take comprehensive notes on the videos for extra credit. Presentation tips and things to avoid are discussed. Homework includes setting up a class observation and completing an English Central goal.
5. test 1 review
This document outlines the agenda and content for a grammar class. It includes:
1. A review scheduled for an upcoming test on verb tenses, modal verbs, and inclusive language.
2. Examples and exercises practicing simple present, past, and future verb tenses.
3. A modal verb exercise to complete sentences using words like "required" and "forbidden."
4. Discussion of inclusive language and examples of rewriting sentences to be more inclusive.
5. An activity where students review collocation pairs from their study sheet in groups.
7. cs, target debate, and psu observations
This document summarizes an academic interactions class at Penn State University in Spring 2016. It includes an agenda with conversation starters on various topics for students to debate. It then outlines instructions for students to observe a PSU class of their choice, prepare a 7-10 minute presentation on their observation, and submit a video of their presentation. The document provides guidance on choosing a class to observe, getting professor permission, etiquette for observing, and developing their presentation. It concludes with announcing homework due dates and allowing time in class for students to choose which PSU class they will observe.
4. modal verbs, inclusive language, verb identification
This document outlines the agenda and content covered in a grammar class. The topics discussed include modal verbs, inclusive language, indefinite pronouns, and gender-neutral language. Examples are provided for different grammar structures like expressing rules and expectations. Students complete activities to practice these concepts, such as filling out a chart comparing rules and expectations in their own country and creating sentences using indefinite pronouns.
6. gender and society and target debate
This document outlines the agenda for an academic interactions class. It includes conversation starters for students to discuss, a video and discussion on gender and society, more vocabulary work, and preparation for a debate on gender-based classifications in toys and marketing. Students will be split into groups to research and present perspectives for or against gender-based classifications. The next class will involve the student groups giving speeches to present their positions, followed by a question and answer period and a final decision by the "mayor". Homework involves posting a conversation starter on a google document using vocabulary from the lesson.
5. english central
This document provides an agenda for an introduction to the English Central language learning application. It includes an introduction to English Central, watching an introductory video, accessing the class through the app in a computer lab, and exploring and utilizing the English Central program and various video topics. Students are instructed on how to enroll in the class and change settings to fully interact with the speaking activities in the videos. There is no homework assigned.
Day 3 collocation set 1 130_b
This document provides an agenda and notes for a grammar class. It includes:
- Grading and next steps for a Conversation Starter assignment. Students will complete a labeling activity.
- A brief review of grammar from the previous class, including examples of common errors.
- An introduction to vocabulary used in context and collocations. Students will do a matching quiz and practice activity.
- A discussion of language used to express rules and expectations, including modal verbs. Students complete a chart as practice.
- Homework is to finish and submit the Conversation Starter activity before the next class.
Day 3 collocation set 1
This document provides an agenda and notes for a grammar class. It includes:
- Grading and next steps for a Conversation Starter assignment. Students must complete a labeling activity and turn it in.
- A review of grammar from the previous class, including examples of common errors.
- An upcoming vocabulary collocation quiz to test knowledge of common word pairs.
- An activity where students practice using collocations in meaningful sentences.
- A discussion of language for expressing rules and expectations, including modal verbs. Students complete a chart practicing these.
- Homework is to finish and turn in the Conversation Starter activity.
4. conversation starters, pathways 1
This document contains an agenda for an Academic Interactions class on gender and society. The agenda includes:
- Conversation starters on topics related to gender, such as the characteristics of effective interpreters, differences between managing various hospitality businesses, and whether women are better than men at language.
- A brief quiz reviewing terms from the previous class, including the differences between gender and sex.
- An activity where students practice note-taking skills, including listening to part of a lecture and writing down the main ideas.
- A discussion of gender roles and socialization, followed by a video and related exercises on the topic of gender and society.
- Additional vocabulary building activities.
Day 3 collocation set 1
This document provides an agenda and summary for a grammar lesson. It includes:
- A brief review of the previous week's material
- An exercise practicing vocabulary in context
- A review of grammar concepts like modal verbs and language for expressing rules and expectations
- A group activity where students take turns drawing cards with phrases and making grammatically correct sentences
34. personality and group presentations
This document outlines the agenda for an academic interactions session. It includes three conversation starters about common phobias, associations with certain smells, and emotional needs. It also describes doing personality tests in pairs and groups, viewing group presentations in the computer lab, and leaving voice comments. Homework includes bringing headphones to grammar class and completing individual presentations, a test, and an English Central goal.
More from IECP (20)
PPT FINAL_WISE 2024 PSU: Intercultural Connections
PPT FINAL_WISE 2024 PSU: Intercultural Connections
20. interview introduction, genome synthesis, vt commenting
20. interview introduction, genome synthesis, vt commenting
18. oral citation and genomic sequencing presentations
18. oral citation and genomic sequencing presentations
4. modal verbs, inclusive language, verb identification
4. modal verbs, inclusive language, verb identification
36. unit 5 test
- 1. Academic Interactions 130A Fall 2014 Nikki Mattson IECP
- 2. Agenda • Unit 5 Test
- 3. Unit 5 Test 1. Read the questions for listening comprehension (3 minutes) 2. Scientific Method Listening (approx. 4 minutes) 3. Listening comprehension questions (5 minutes) 4. TED talk instructions 5. TED talk listening (approx. 5 minutes) 6. Complete the remaining portions of the test
- 4. Step 1 • Read the questions for listening comprehension (3 minutes)
- 5. Step 2 • Scientific Method Listening (approx. 4 minutes)
- 6. Step 3 • Listening comprehension questions (5 minutes)
- 7. Step 4 • TED talk instructions
- 8. Step 5 • TED talk
- 9. Step 6 • Complete the remaining portions of the test
- 10. HW • 1 Conversation starter (pg. 102 vocabulary) – posted to the blog by 9/29 at midnight. • Group Presentations (11/11) Box