6. conversation starters, tai chi, and reasons for listening
•Download as PPT, PDF•
0 likes•937 views
I
IECPThis document outlines an IECP class session. It includes an agenda with topics like commenting on a VT listening, conversation starters, and academic conversations in small groups. The document provides guidance on listening skills like comprehension, purpose, and reactions. Students are instructed to complete listening exercises from the LEAP textbook and post a conversation starter to the class blog for vocabulary practice.
Report
Share
Report
Share
Recommended
6. conversation starters, tai chi, and reasons for listening
This document outlines an IECP class discussion on listening skills. It includes instructions for students to practice academic conversations in small groups using conversation starters related to their majors. The document also provides guidance on listening for main ideas, the speaker's purpose and goals, and forming personal reactions. Students are asked to complete listening exercises from the LEAP textbook and create conversation starters for vocabulary practice on the class blog.
Ai 130 b_9_3_wed
The document appears to be an agenda for a class taught by Jackie Gianico. The agenda includes reviewing homework, trying tai chi exercises, and a listening exercise. Students are asked to take notes while listening, then answer reflection questions about the listening. They are also assigned homework which includes commenting on a Tai Chi video and completing exercises in their LEAP workbook.
Reading strategies
This document outlines strategies for reading non-fiction texts, including steps to take before, during, and after reading. Before reading, the strategies recommend making observations about the text, activating prior knowledge on the topic, and making predictions. During reading, readers should clarify unknown information, visualize descriptions, ask questions, make connections, and make inferences. After reading, readers should reflect on what they learned, reread if needed, review difficult parts, summarize the key points, and evaluate their understanding. The goal is to help readers comprehend and retain information from non-fiction texts.
Class 6 Wed Sept 3
The document outlines Jackie Gianico's fall 2014 class agenda. It includes reviewing homework, trying tai chi exercises, and a listening exercise. Students will watch a video about tai chi and take notes using a purpose, comprehension, and reactions framework. They are assigned to leave a comment on the video and complete exercises in their LEAP textbook. The document provides context and instructions for various class activities.
Ch 4, P 70 72 Listening To Evaluate
To evaluate what you hear, you should ask questions about your existing knowledge and biases on the subject, and the speaker's trustworthiness and motives. When critically listening, consider if the speaker is using sound reasoning or trying to influence you in a particular way. You should believe or decide based on correct reasoning, not because of smooth talk, peer pressure, or emotional appeals. Listeners should watch out for logical fallacies like begging the question, name calling, hasty generalizations, bandwagon appeals, and post hoc reasoning.
Listening and speaking
This document provides guidelines for effective listening and speaking. It identifies that 38% of communication comes from how something is said and 55% comes from body language. There are four major factors in communication: the speaker, the listener, the message, and delivery. The speaker must understand the message and deliver it clearly. Effective listening involves focusing on the message, engaging as an active listener, and avoiding distractions. The message should be clear and understandable, while delivery should be conversational with varied pacing, gestures, eye contact, and descriptive language.
Reading strategies
The document discusses reading strategies that good readers use unconsciously. It describes 7 key strategies: making connections, asking questions, determining importance, inferring and predicting, visualizing, synthesizing, and using "fix up" strategies when comprehension breaks down. The strategies help readers understand, connect with, and determine the significance of what they're reading. Good readers benefit from consciously employing these strategies to improve reading skills and think more deeply.
Journalism: Interviewing tips
A slide deck covering basic interviewing techniques for journalists presented to level 2 students at Zhekiang University of Media and Communications. The content of the slide deck was adapted from: http://www.schooljournalism.org/interviewing-tips/
Recommended
6. conversation starters, tai chi, and reasons for listening
This document outlines an IECP class discussion on listening skills. It includes instructions for students to practice academic conversations in small groups using conversation starters related to their majors. The document also provides guidance on listening for main ideas, the speaker's purpose and goals, and forming personal reactions. Students are asked to complete listening exercises from the LEAP textbook and create conversation starters for vocabulary practice on the class blog.
Ai 130 b_9_3_wed
The document appears to be an agenda for a class taught by Jackie Gianico. The agenda includes reviewing homework, trying tai chi exercises, and a listening exercise. Students are asked to take notes while listening, then answer reflection questions about the listening. They are also assigned homework which includes commenting on a Tai Chi video and completing exercises in their LEAP workbook.
Reading strategies
This document outlines strategies for reading non-fiction texts, including steps to take before, during, and after reading. Before reading, the strategies recommend making observations about the text, activating prior knowledge on the topic, and making predictions. During reading, readers should clarify unknown information, visualize descriptions, ask questions, make connections, and make inferences. After reading, readers should reflect on what they learned, reread if needed, review difficult parts, summarize the key points, and evaluate their understanding. The goal is to help readers comprehend and retain information from non-fiction texts.
Class 6 Wed Sept 3
The document outlines Jackie Gianico's fall 2014 class agenda. It includes reviewing homework, trying tai chi exercises, and a listening exercise. Students will watch a video about tai chi and take notes using a purpose, comprehension, and reactions framework. They are assigned to leave a comment on the video and complete exercises in their LEAP textbook. The document provides context and instructions for various class activities.
Ch 4, P 70 72 Listening To Evaluate
To evaluate what you hear, you should ask questions about your existing knowledge and biases on the subject, and the speaker's trustworthiness and motives. When critically listening, consider if the speaker is using sound reasoning or trying to influence you in a particular way. You should believe or decide based on correct reasoning, not because of smooth talk, peer pressure, or emotional appeals. Listeners should watch out for logical fallacies like begging the question, name calling, hasty generalizations, bandwagon appeals, and post hoc reasoning.
Listening and speaking
This document provides guidelines for effective listening and speaking. It identifies that 38% of communication comes from how something is said and 55% comes from body language. There are four major factors in communication: the speaker, the listener, the message, and delivery. The speaker must understand the message and deliver it clearly. Effective listening involves focusing on the message, engaging as an active listener, and avoiding distractions. The message should be clear and understandable, while delivery should be conversational with varied pacing, gestures, eye contact, and descriptive language.
Reading strategies
The document discusses reading strategies that good readers use unconsciously. It describes 7 key strategies: making connections, asking questions, determining importance, inferring and predicting, visualizing, synthesizing, and using "fix up" strategies when comprehension breaks down. The strategies help readers understand, connect with, and determine the significance of what they're reading. Good readers benefit from consciously employing these strategies to improve reading skills and think more deeply.
Journalism: Interviewing tips
A slide deck covering basic interviewing techniques for journalists presented to level 2 students at Zhekiang University of Media and Communications. The content of the slide deck was adapted from: http://www.schooljournalism.org/interviewing-tips/
The Power of Questioning - Prof. R.Lico
The document discusses the importance and power of questioning. It notes that while adding wheels to luggage seemed like a simple innovation, it stimulated questioning as a fundamental human element. Questioning allows insights and new ideas by obtaining information and feeding the brain. However, people are often too busy, tired, or stressed to question the status quo. To develop the power of questioning, one must increase perception by learning to ask questions and analyze things in new ways in order to see possibilities for change and improvement.
Asking critical questions
Guest lecture: introduction into asking criitical questions for a MSc course on materials science. This was the first in a series, meant to prepare the students for the next guest appearances.
1 effective communication
The document discusses effective communication and provides tips for active listening. It outlines the 7 C's of effective communication and explores nonverbal communication cues that indicate listening or lack of listening. Active listening techniques are suggested, including note-taking, using nonverbal cues, asking questions, and repeating what was said. Effective communication relies on being a good listener as well as considering teamwork, identity, and understanding between communicators.
Become A Better Reader
The document provides strategies for becoming a better reader including phonics/decoding and reading strategies. It recommends looking for known word parts and sounds when encountering unknown words. Additional strategies include predicting, questioning, monitoring comprehension, clarifying unclear parts, summarizing, and evaluating what was read.
Reading
The document outlines three stages of reading: pre-reading, reading, and post-reading. In pre-reading, readers familiarize themselves with the text structure and vocabulary. During reading, they scan for specific details and skim to understand the overall topic and main ideas. After reading, readers identify the main idea of each paragraph and look for supporting details, examples, and facts to reinforce concepts before making inferences or expressing opinions about the content.
Unit 1: Learning Map & Lit Terms
This document provides an overview of critical reading skills, including how to analyze texts, make inferences and draw conclusions, and form valid interpretations. It discusses key concepts such as analyzing to discover deeper meaning, annotating texts to reflect critical thinking, making inferences using prior knowledge and text clues, finding patterns in details to show meaning, and supporting analyses with direct quotes and textual evidence from the source material.
2 learning styles
Learning styles are defined as characteristics that influence how individuals learn and process information. There are seven main learning styles, including visual, auditory, reading/writing, kinesthetic, solitary, collaborative, and multi-sensory. When working in a group project with members having different learning styles, effective communication is key to maximizing everyone's strengths and dividing responsibilities appropriately to complete the assigned task.
5a conflict management
Conflict is a normal part of life that arises in relationships due to differing views, values, and goals. It is often caused by miscommunications and misunderstandings between parties. There are several common sources of conflict in the workplace, including goals, personalities, scarce resources, styles, and values. There are five main conflict management styles - accommodating, avoiding, collaborating, competing, and compromising - which can be applied depending on the situation to better manage conflicts through active listening and understanding opposing perspectives.
Critical thinking
The document outlines seven steps for becoming a critical thinker when writing college essays: 1) Attentively read the text and ask questions; 2) Make a list of the main ideas; 3) Understand key terms and create statements with them; 4) Write a personal response to the text; 5) Make an academic connection by putting arguments to test and including a second text; 6) Craft the essay by analyzing the main ideas and quotations; 7) Read samples of good writing to improve performance. The goal is to move from a personal reaction to a formal academic response through exploring ideas, examining writing strategies, and developing one's own perspective.
Persuasive writing part 1 core notes
This document provides tips for persuasive writing. It explains that persuasive writing aims to convince an audience to agree with a position or take a certain action. Strong arguments are key to persuasive writing. The writer should form an opinion on the issue, state their thesis clearly, consider their audience, support all claims with evidence from research, and conclude by restating their opinion. Other tips include asking rhetorical questions, addressing opposing views, and providing one reason per paragraph.
To Understand: Teaching Comprehension in the Reading and Writing Workshop
This document discusses how to teach reading comprehension in reading and writing workshops. It emphasizes teaching students to be readers who can answer questions about what they read, retell stories, make inferences, image what they read, monitor their understanding, and use context clues. The document stresses teaching readers, not just teaching books, and developing great readers of different genres like fiction, fantasy, non-fiction, history texts and science texts. It also discusses distinguishing between fiction and non-fiction.
23. interview examples and presentation
This document provides guidance on different types of questions that can be asked in an interview to elicit information from interviewees. It discusses initial/introducing questions to start conversations, nudging probes to encourage interviewees to provide more details, clarification questions to clarify answers, and clearinghouse questions to check if all information has been shared. Additionally, it outlines how to ask questions to go deeper into topics, get the interviewee back on track, ask hypothetical questions, and embed questions for a more polite tone. The document concludes by assigning homework on observing interviews and reflecting on tutoring experiences.
Reading strategies
This document provides strategies for reading non-fiction texts. It outlines strategies that can be used before, during, and after reading. Before reading, strategies include scanning the text, considering the purpose, making predictions, and activating prior knowledge. During reading, self-monitoring comprehension, text rendering, answering questions, visualization, and rereading are suggested. After reading, strategies involve summarizing, outlining main ideas and details, reflecting on what was learned, generating questions, and sharing learning with others. The goal is to help readers understand and retain information from non-fiction texts.
Chapter 7
This document defines inferences and the process of making inferences when reading. It explains that inferences are educated guesses about information that is implied but not directly stated by an author. Making inferences involves using stated evidence from a text combined with a reader's prior knowledge to draw conclusions. A good method for making inferences is called the RAM method, where R stands for read, A stands for apply prior knowledge, and M stands for make a conclusion. The document also distinguishes between implying information, which is providing it, and inferring information, which is receiving or concluding it. Overall, the document teaches how to make logical inferences when reading by analyzing clues and evidence in light of one's own background knowledge.
Reading strategies
The document provides instructions for a lesson on reading strategies that will help students comprehend material effectively, including having students use Cornell notes to take notes on a reading passage as the teacher models reading strategies like preparing for and annotating a text.
Life Purpose Ingredients Webinar
Life purpose webinar was given by Mike Bundrant of inlpcenter.org on Feb. 21, 2019. Thanks to all who attended!
Persuasive writing part 1 core notes ppt
This document provides tips for persuasive writing. It explains that the goal of persuasive writing is to convince the audience to agree with the writer's position on an issue. It advises understanding the issue thoroughly and forming a clear opinion before writing. The introduction should state the thesis, and each paragraph should provide evidence to support one reason, addressing opposing views. The conclusion should restate the opinion and summarize the argument. Following these tips will help create a strong, convincing persuasive essay.
Unpacking The Question
Want to know how to 'unpack' your essay question, so that you know exactly what is included in the task (and what isn't)?
Article writing ppt
The document provides guidance on how to write an effective article in 3 sentences or less. It recommends including a catchy title related to the topic, using rhetorical questions to engage readers, and employing inclusive pronouns to draw readers in. The document also suggests "painting a picture" to illustrate a point and considering both arguments for and against the topic by listing at least 4 of each. It concludes by advising the use of connectives, leaving readers with an interesting conclusion, and using 200 words wisely.
27. conversation starters, interview analysis activity
The document discusses the agenda for an Academic Interactions class. It includes discussing the previous class, addressing any questions about an interview project, providing potential conversation starters on topics like abandoned babies and environmental protection, and assigning a video analysis activity and homework due in the next class. Students will complete the PSU Student Interview Project and Group Speaking Task 3, both due the following week. Conversation topics aim to spark discussion and the video activity involves analyzing two video clips in class.
7 b. idiom, vp groups, vp quiz, newspaper presentations
This document outlines the organization of students into vocabulary groups and schedules reading activities. It divides the class into 5 groups, each with 4 experts on different aspects of the vocabulary words. It then discusses an idiom, plans for the vocabulary groups to discuss words, and schedules practice and official presentations by two newspaper groups. Students are provided instructions for participating in and preparing for the various activities.
More Related Content
What's hot
The Power of Questioning - Prof. R.Lico
The document discusses the importance and power of questioning. It notes that while adding wheels to luggage seemed like a simple innovation, it stimulated questioning as a fundamental human element. Questioning allows insights and new ideas by obtaining information and feeding the brain. However, people are often too busy, tired, or stressed to question the status quo. To develop the power of questioning, one must increase perception by learning to ask questions and analyze things in new ways in order to see possibilities for change and improvement.
Asking critical questions
Guest lecture: introduction into asking criitical questions for a MSc course on materials science. This was the first in a series, meant to prepare the students for the next guest appearances.
1 effective communication
The document discusses effective communication and provides tips for active listening. It outlines the 7 C's of effective communication and explores nonverbal communication cues that indicate listening or lack of listening. Active listening techniques are suggested, including note-taking, using nonverbal cues, asking questions, and repeating what was said. Effective communication relies on being a good listener as well as considering teamwork, identity, and understanding between communicators.
Become A Better Reader
The document provides strategies for becoming a better reader including phonics/decoding and reading strategies. It recommends looking for known word parts and sounds when encountering unknown words. Additional strategies include predicting, questioning, monitoring comprehension, clarifying unclear parts, summarizing, and evaluating what was read.
Reading
The document outlines three stages of reading: pre-reading, reading, and post-reading. In pre-reading, readers familiarize themselves with the text structure and vocabulary. During reading, they scan for specific details and skim to understand the overall topic and main ideas. After reading, readers identify the main idea of each paragraph and look for supporting details, examples, and facts to reinforce concepts before making inferences or expressing opinions about the content.
Unit 1: Learning Map & Lit Terms
This document provides an overview of critical reading skills, including how to analyze texts, make inferences and draw conclusions, and form valid interpretations. It discusses key concepts such as analyzing to discover deeper meaning, annotating texts to reflect critical thinking, making inferences using prior knowledge and text clues, finding patterns in details to show meaning, and supporting analyses with direct quotes and textual evidence from the source material.
2 learning styles
Learning styles are defined as characteristics that influence how individuals learn and process information. There are seven main learning styles, including visual, auditory, reading/writing, kinesthetic, solitary, collaborative, and multi-sensory. When working in a group project with members having different learning styles, effective communication is key to maximizing everyone's strengths and dividing responsibilities appropriately to complete the assigned task.
5a conflict management
Conflict is a normal part of life that arises in relationships due to differing views, values, and goals. It is often caused by miscommunications and misunderstandings between parties. There are several common sources of conflict in the workplace, including goals, personalities, scarce resources, styles, and values. There are five main conflict management styles - accommodating, avoiding, collaborating, competing, and compromising - which can be applied depending on the situation to better manage conflicts through active listening and understanding opposing perspectives.
Critical thinking
The document outlines seven steps for becoming a critical thinker when writing college essays: 1) Attentively read the text and ask questions; 2) Make a list of the main ideas; 3) Understand key terms and create statements with them; 4) Write a personal response to the text; 5) Make an academic connection by putting arguments to test and including a second text; 6) Craft the essay by analyzing the main ideas and quotations; 7) Read samples of good writing to improve performance. The goal is to move from a personal reaction to a formal academic response through exploring ideas, examining writing strategies, and developing one's own perspective.
Persuasive writing part 1 core notes
This document provides tips for persuasive writing. It explains that persuasive writing aims to convince an audience to agree with a position or take a certain action. Strong arguments are key to persuasive writing. The writer should form an opinion on the issue, state their thesis clearly, consider their audience, support all claims with evidence from research, and conclude by restating their opinion. Other tips include asking rhetorical questions, addressing opposing views, and providing one reason per paragraph.
To Understand: Teaching Comprehension in the Reading and Writing Workshop
This document discusses how to teach reading comprehension in reading and writing workshops. It emphasizes teaching students to be readers who can answer questions about what they read, retell stories, make inferences, image what they read, monitor their understanding, and use context clues. The document stresses teaching readers, not just teaching books, and developing great readers of different genres like fiction, fantasy, non-fiction, history texts and science texts. It also discusses distinguishing between fiction and non-fiction.
23. interview examples and presentation
This document provides guidance on different types of questions that can be asked in an interview to elicit information from interviewees. It discusses initial/introducing questions to start conversations, nudging probes to encourage interviewees to provide more details, clarification questions to clarify answers, and clearinghouse questions to check if all information has been shared. Additionally, it outlines how to ask questions to go deeper into topics, get the interviewee back on track, ask hypothetical questions, and embed questions for a more polite tone. The document concludes by assigning homework on observing interviews and reflecting on tutoring experiences.
Reading strategies
This document provides strategies for reading non-fiction texts. It outlines strategies that can be used before, during, and after reading. Before reading, strategies include scanning the text, considering the purpose, making predictions, and activating prior knowledge. During reading, self-monitoring comprehension, text rendering, answering questions, visualization, and rereading are suggested. After reading, strategies involve summarizing, outlining main ideas and details, reflecting on what was learned, generating questions, and sharing learning with others. The goal is to help readers understand and retain information from non-fiction texts.
Chapter 7
This document defines inferences and the process of making inferences when reading. It explains that inferences are educated guesses about information that is implied but not directly stated by an author. Making inferences involves using stated evidence from a text combined with a reader's prior knowledge to draw conclusions. A good method for making inferences is called the RAM method, where R stands for read, A stands for apply prior knowledge, and M stands for make a conclusion. The document also distinguishes between implying information, which is providing it, and inferring information, which is receiving or concluding it. Overall, the document teaches how to make logical inferences when reading by analyzing clues and evidence in light of one's own background knowledge.
Reading strategies
The document provides instructions for a lesson on reading strategies that will help students comprehend material effectively, including having students use Cornell notes to take notes on a reading passage as the teacher models reading strategies like preparing for and annotating a text.
Life Purpose Ingredients Webinar
Life purpose webinar was given by Mike Bundrant of inlpcenter.org on Feb. 21, 2019. Thanks to all who attended!
Persuasive writing part 1 core notes ppt
This document provides tips for persuasive writing. It explains that the goal of persuasive writing is to convince the audience to agree with the writer's position on an issue. It advises understanding the issue thoroughly and forming a clear opinion before writing. The introduction should state the thesis, and each paragraph should provide evidence to support one reason, addressing opposing views. The conclusion should restate the opinion and summarize the argument. Following these tips will help create a strong, convincing persuasive essay.
Unpacking The Question
Want to know how to 'unpack' your essay question, so that you know exactly what is included in the task (and what isn't)?
Article writing ppt
The document provides guidance on how to write an effective article in 3 sentences or less. It recommends including a catchy title related to the topic, using rhetorical questions to engage readers, and employing inclusive pronouns to draw readers in. The document also suggests "painting a picture" to illustrate a point and considering both arguments for and against the topic by listing at least 4 of each. It concludes by advising the use of connectives, leaving readers with an interesting conclusion, and using 200 words wisely.
What's hot (19)
To Understand: Teaching Comprehension in the Reading and Writing Workshop
To Understand: Teaching Comprehension in the Reading and Writing Workshop
Viewers also liked
27. conversation starters, interview analysis activity
The document discusses the agenda for an Academic Interactions class. It includes discussing the previous class, addressing any questions about an interview project, providing potential conversation starters on topics like abandoned babies and environmental protection, and assigning a video analysis activity and homework due in the next class. Students will complete the PSU Student Interview Project and Group Speaking Task 3, both due the following week. Conversation topics aim to spark discussion and the video activity involves analyzing two video clips in class.
7 b. idiom, vp groups, vp quiz, newspaper presentations
This document outlines the organization of students into vocabulary groups and schedules reading activities. It divides the class into 5 groups, each with 4 experts on different aspects of the vocabulary words. It then discusses an idiom, plans for the vocabulary groups to discuss words, and schedules practice and official presentations by two newspaper groups. Students are provided instructions for participating in and preparing for the various activities.
37. vp 13, 8 a
1) The document outlines the agenda for a class, including a discussion of idioms, activities from vocabulary practice 13, and a reading from 8A.
2) The vocabulary practice activities include pronouncing words, completing exercises to check comprehension and identify word families and collocations, and having students act out words for others to guess.
3) After explaining target vocabulary, students will practice the words with a partner. They will then watch a video and discuss theories about what killed Napoleon based on arsenic found in his hair and different opinions expressed in the video.
27. newspaper, 4 b, vp 9 groups
This document contains the agenda and assignments for an IECP reading class. The agenda includes discussions on idioms, a newspaper presentation, and Reading Explorer 4B. It outlines group work for VP 9 and assignments due on Friday like a newspaper quiz, VP 9 vocabulary quiz, and a reading summary. The document provides discussion questions for students to answer and instructions for a group work assignment on VP 10. It concludes with noting a unit test will be on Monday or Tuesday.
21. mountain of rice, discussion, persuasion, and consensus review
This document outlines an academic interactions class agenda. It includes:
1. A listening activity and discussion questions about the story "Mountain of Rice".
2. Examples of persuasive language for agreeing, disagreeing, and asking opinions in discussions.
3. Steps for consensus building in group discussions, including exploratory talk to share ideas and decision making to find agreement reflecting group goals.
4. A consensus practice activity where student groups discuss TOEFL questions and write one sentence describing their consensus position.
33. vocabulary quiz, newspaper, 5 b
This document outlines the agenda for a class. It includes collecting assignments, discussing idioms and vocabulary, quizzes on recent lessons, and group presentations. For the presentations, students in group 3A will present on questions about HIV/AIDS diagnosis and treatment. Students in group 3B will discuss questions around corporal punishment of children from an article. The reading assignment involves exploring Pacific islands via text and discussion questions with a partner. Students are reminded of upcoming deadlines to turn in assignments.
20. pathways 3
This document contains an agenda for an academic class discussing various topics related to human origins and migration. The agenda includes:
1. Completing vocabulary exercises and note-taking tasks from the Pathways textbook on chapters about emigrating, immigrating, and a chart about foreign workers in Germany.
2. Watching a video called "Turkish Germany" and answering questions about it.
3. Watching a video called "The Greatest Journey" and having a discussion with a partner about what was understood from the video and questions it raises.
4. Watching a TED talk and taking notes to discuss in a group, then presenting the group's discussion results.
5. Review
42. conversation starters, paraphrasing
1. This document outlines the schedule and agenda for an academic interactions class on Fall 2104.
2. It divides the students into groups and assigns individual presentation topics and dates.
3. The agenda includes collecting homework, discussing conversation starters, completing a reading assignment, and practicing summarizing and paraphrasing skills in groups.
3. syllabus, syllabus quiz, novel selection
This document provides an agenda and information about a Reading 3 class. It introduces short novel preferences including Oliver Twist and Great Expectations. It also includes a syllabus quiz covering topics like attendance policy, homework deadlines, and appropriate cell phone use. Students are instructed to complete vocabulary exercises before the next class.
8_25_2014_Introductions and Course Goals Videos
This document provides an agenda for an Academic Interactions 130B course. It introduces the teacher, Nikki Mattson, and outlines the course goals of preparing students for academic listening, speaking, and discussions. It also includes an introduction activity where student pairs share their goals for the class. Homework is to purchase the course textbook.
8. past continuous
This document contains an agenda for a grammar class on verb tenses and reporting verbs. It discusses the simple past vs past continuous tenses and provides examples of their usage. It also covers the use of "when" and "while" to describe actions that interrupt or occur during other actions. Students are provided examples of how to use these tenses and words in sentences describing a class observation and presentation. The document concludes by listing "reporting verbs" as the homework assignment with no other details provided.
46. chapter 7 test
The document provides an agenda for an academic interactions class on Fall 2014, including a chapter 7 test, a class survey about feedback that is due before Thanksgiving, and presentation dates in December. It also outlines instructions for a listening comprehension test, telling students to read the questions, listen to the recording, complete the test, and have a great break once finished.
16. unit 2 test
This document provides the weekly schedule and agenda for an academic interactions class. It includes a unit 2 test on Monday, no class on Wednesday and Thursday so students can observe PSU classes, and the agenda focuses on the unit 2 test. Homework includes a group speaking task due by midnight on 9/24 and a PSU observation presentation due by midnight on 9/29.
28. interview analysis activity
This document outlines the agenda and activities for an academic interactions class. It includes instructions for analyzing interview videos in groups and answering questions about the purpose, register, body language, questions asked, and reflections. Students are to complete analysis of 4 videos either in class or as homework by answering questions about the interview content, style, and effectiveness. The goal is to better understand interviews and work collaboratively to examine different examples.
24. idiom, vocabulary groups, novel groups
This document outlines the groups and agenda for a class on vocabulary and novel discussion. It lists the names of students assigned to different expert groups for discussing new vocabulary words. It also lists the novel discussion groups and the novels being discussed. The agenda includes working on idioms, discussing vocabulary words in expert groups, doing a newspaper presentation, and having a quiz on vocabulary from VP 8.
17. coversation starters, chapter 3, note taking 5 rs
This document appears to be a short note containing the semester, a name, and an acronym. It provides very little contextual information to summarize in 3 sentences or less. The document mentions Fall 2014, the name Nikki Mattson, and the acronym IECP, but does not include additional details that could be summarized at a high level.
27. newspaper, 4 b, vp 9 groups
This document provides an agenda and assignments for an IECP reading class. The agenda includes discussions on idioms, a newspaper presentation, and Reading Explorer 4B. It outlines group work assignments on vocabulary practice exercises 9 and 10, which involve reading a text and answering discussion questions in pairs or groups. Students are responsible for quizzes on the newspaper discussion questions and meanings from the vocabulary exercises on Friday.
2. diagnostic
This document provides an agenda for a diagnostic exam and scoring session. It outlines that students will take a diagnostic from 9:10-10:30 and can leave early or sit quietly until scoring starts at 10:30. It describes how to score the exam by marking incorrect answers with an x and the correct answer, and noting the point value taken off next to the error. Students are also assigned homework to get textbooks for an assignment from their VP textbook due Monday or Tuesday.
Viewers also liked (19)
27. conversation starters, interview analysis activity
27. conversation starters, interview analysis activity
7 b. idiom, vp groups, vp quiz, newspaper presentations
7 b. idiom, vp groups, vp quiz, newspaper presentations
21. mountain of rice, discussion, persuasion, and consensus review
21. mountain of rice, discussion, persuasion, and consensus review
17. coversation starters, chapter 3, note taking 5 rs
17. coversation starters, chapter 3, note taking 5 rs
Similar to 6. conversation starters, tai chi, and reasons for listening
Class 6 Wed Sept 3
The document outlines Jackie Gianico's fall 2014 class agenda. It includes reviewing homework, trying tai chi exercises, and a listening exercise. Students will watch a video about tai chi and take notes using questions about the speaker's purpose, main ideas, and reactions. They are assigned to leave a comment on the video and complete listening exercises in their LEAP textbook.
Listening skills
"Presentation on Listening Skills. Lear ways to
Become a good listener. See to learn basic listening skills.
These PDF's are available for all VEDA students for free
On www.veda-edu.com"
Listening skills
The document discusses listening skills and effective note-taking. It covers the following key points:
1) Listening is the first communication skill learned but is often one of the least used and taught. It involves actively processing information, ideas, attitudes and emotions from an oral exchange.
2) There are various types of listening including informative, relationship, appreciative, and critical listening. Barriers to active listening include environmental, physiological and psychological factors.
3) Effective note-taking involves preparing in advance, focusing on key ideas and details during listening, and reviewing and expanding on notes after to improve comprehension and memory. Taking clear, organized notes in a reduced format aids the listening and learning process.
Listenin Skills and Barriers
Listening Skills
Flow of Presentation-
Introduction
Classification
Barriers
Effective Listening
Benefits Of Effective Listening in Organization
Conclusion
Q2 mODULE 1 CORDILLERA.pptx
This document discusses listening strategies for effective communication. It defines the three main strategies as getting the main idea, noting specific details, and inferring. Getting the main idea involves understanding the overall topic or point. Noting specific details refers to key facts like numbers, names, dates that support the main idea. Inferring means understanding what is implied through the context, situation, and speaker's delivery. The document provides tips for applying each strategy when listening.
Q2 mODULE 1 CORDILLERA.pptx
This document discusses listening strategies for understanding information presented orally. It defines the three main strategies as getting the main idea, noting specific details, and making inferences. Getting the main idea involves understanding the overall topic or point. Specific details refer to key facts like numbers, names, dates that support the main idea. Inference requires understanding implicit meanings by considering situational context and a speaker's tone and body language. The document provides tips for applying each strategy when listening.
group discussion.pptx
Group discussion is used to evaluate candidates for admissions and jobs by having them participate in a group discussion. It allows evaluators to assess candidates' linguistic abilities, ideas, and how they work in a group. Group discussions involve 6-12 participants and are moderated and controlled by panelists. Candidates are evaluated on various communication and soft skills like subject knowledge, originality, presentation, and leadership. The document provides guidance on how to effectively participate in a group discussion by preparing answers to common questions, remembering tips, and avoiding common mistakes.
Group discussion
Group discussion is used to evaluate candidates for admissions and jobs by having them participate in a group discussion. It allows evaluators to assess candidates' linguistic abilities, ideas, and how they work in a group. Group discussions involve 6-12 participants discussing a topic for 15-30 minutes while being monitored by panelists and moderators. Candidates are evaluated on various communication and soft skills like subject knowledge, originality, presentation, analytical ability, and leadership. The document provides guidance on how to effectively participate in a group discussion by remembering to think before speaking, backing up points, and avoiding common mistakes.
ORALCOM Week 3 4 Public Speaking Apprehension
This document provides information and guidelines about public speaking. It discusses the importance of public speaking, how it differs from ordinary conversation, its four main functions in a community, and ethical principles. It also covers how to plan an effective speech through selecting a goal, understanding the audience, gathering information, organizing ideas, choosing presentation aids, and practicing. Additionally, it discusses overcoming public speaking apprehension, the physical and emotional symptoms of stage fright, and specific techniques to reduce anxiety, such as preparation, visualization, cognitive restructuring, and relaxation exercises.
Bmc o&n english_language_composition(situational writing)(speeches)(slideshare)
This document provides guidance on crafting effective speeches. It discusses the purpose and formats of different types of speeches, including informal speeches for everyday occasions and formal speeches intended to motivate or inspire audiences. The document outlines the typical parts of a speech, including greetings, an introduction establishing the speaker and purpose, the main content and message, and a conclusion emphasizing the speaker's desired takeaway. It also includes examples of speeches in different contexts and prompts for analyzing speech elements like tone, word choice, and literary devices.
21st century skills. Some ideas about teaching english today and tomorrow.
21st century skills. Some ideas about teaching english today and tomorrow.The BKC-IH Teacher Training Centre
The presentation will introduce you to the different ways teachers can help learners to be better prepared for life in the 21st century. There are many ideas which teachers are already using every day such as Global Awareness and Cross Curricular Skills, Critical Thinking and Problem Solving, Communication and Collaboration. The author of the presentation reflects on how we can develop such skills while teaching English to our students.
Public speaking
Here are 3 types of speeches with brief descriptions:
1. Informative speech: The purpose is to educate or inform the audience on a particular topic. Facts and explanations are provided objectively without taking a position.
2. Persuasive speech: The goal is to convince the audience to accept a particular position or viewpoint on a debatable topic. Logical arguments and evidence are used to persuade the listeners.
3. Demonstrative speech: The objective is to demonstrate how to do something through clear step-by-step explanations and visual aids if needed. The focus is on showing the audience how rather than just telling them.
The main modes of speech delivery are:
1. Extemporaneous: The
Public speaking
Here are 3 types of speeches with brief descriptions:
1. Informative speech: The purpose is to educate or inform the audience on a particular topic. Facts and explanations are provided objectively without taking a position.
2. Persuasive speech: The goal is to persuade the audience to adopt a particular viewpoint or take a specific action. Logical arguments and evidence are used to convince the listeners.
3. Demonstrative speech: The objective is to demonstrate how to do something through clear step-by-step explanations and visual aids if needed. The focus is on showing the audience how rather than just telling them.
The main modes of speech delivery are:
1. Extemporaneous: The speech is
Critical reading, claims
Whenever you read something and you evaluate claims, seek definitions, judge information, demand proof, and question assumptions, you are thinking critically.
LEAD and team development
The document discusses team building and dynamics. It explores personality types using Myers-Briggs categories like extraversion/introversion and sensing/intuition. It provides tips for different types to give feedback, reduce stress, and support each other. Key aspects of high performing teams like orientation, trust building, goal setting, commitment and implementation are reviewed. The overall message is that understanding personality types can help improve teamwork, but teams must also clarify goals and roles to achieve their potential.
How To Interview
The document provides guidance on analyzing interviews and preparing for conducting an interview. It instructs students to read sample interviews in groups and discuss the context, purposes of the publisher and interviewer, and style of questions. Students then reflect on the story they want to tell in an interview and consider the environment and types of questions. They develop draft questions and get feedback. Finally, the class discusses what they've learned about analyzing interviews and any remaining questions.
NCV 2 Language Hands-On Support Slide Show - Module 2
This slide show complements the learner guide NCV 2 Language Hands-On Training by Frieda Wade, published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net
Listening
This document discusses effective listening skills. It defines listening as an active mental process that requires focus and effort, unlike passive hearing. Good listening skills are important for communication, relationships, conflict resolution and career success. The document outlines barriers to listening like distractions. It recommends active listening techniques like reflecting and paraphrasing to ensure understanding. Effective listening takes practice to overcome natural tendencies to plan responses rather than focus on the speaker.
listening skills
Listening is an active mental process that requires effort and focus, unlike hearing which is passive. Effective listening skills include maintaining a constructive attitude, paying attention, cultivating adjustment to others, and reflecting on content and feelings at a deeper level. Poor communication often stems from messages being misunderstood, misinterpreted, rejected, or distorted rather than being fully heard. Active listening improves understanding between people, builds trust and respect, and leads to better outcomes compared to passive hearing. However, active listening can be difficult due to distractions like preoccupation or emotions like anger.
Communicationskills listeningandspeakingskills-151022053302-lva1-app6892
This document discusses listening and speaking skills. It defines listening as a conscious effort that requires concentration, unlike hearing which is passive. Various barriers to effective listening are described, including environmental, linguistic, psychological, physiological, perceptual, content, and personal barriers. Speaking is defined as conveying thoughts and feelings through spoken language. The importance of speaking skills for informing, persuading and directing others is covered. Techniques for effective speaking include preparing, maintaining eye contact, avoiding interruptions and focusing on content rather than delivery. Factors like voice, clarity, audience focus, examples and time management contribute to effective speaking.
Similar to 6. conversation starters, tai chi, and reasons for listening (20)
Bmc o&n english_language_composition(situational writing)(speeches)(slideshare)
Bmc o&n english_language_composition(situational writing)(speeches)(slideshare)
21st century skills. Some ideas about teaching english today and tomorrow.
21st century skills. Some ideas about teaching english today and tomorrow.
NCV 2 Language Hands-On Support Slide Show - Module 2
NCV 2 Language Hands-On Support Slide Show - Module 2
Communicationskills listeningandspeakingskills-151022053302-lva1-app6892
Communicationskills listeningandspeakingskills-151022053302-lva1-app6892
More from IECP
PPT FINAL_WISE 2024 PSU: Intercultural Connections
The document summarizes a workshop on promoting intercultural connections and learning through virtual exchange. It discusses the COIL/EDGE model of collaborative online international learning and experiential digital global engagement. It provides examples of icebreaker activities used in COIL projects and outlines challenges and strategies for communication in virtual exchange, emphasizing the role of global English as a tool for intercultural communication.
23. introduction to pathways 6
This document summarizes an academic interaction between Nikki and Yingxue. It was divided into groups for discussion. The agenda included catching up from spring break, discussing a chapter on literature and humanities, poetry analysis, and comparing different versions of fairy tales like Cinderella from various cultures. Students analyzed poems, created their own haikus, discussed vocabulary, and compared similarities and differences in fairy tales from around the world.
23. introduction to pathways 6
This document outlines an academic meeting agenda between Nikki and Yingxue that includes catching up on spring break, discussing literature and poetry, and comparing different versions of fairy tales like Cinderella from various cultures. It provides context and vocabulary for analyzing different written genres like poetry, fiction, and non-fiction. Students are guided through activities like creating Haiku poems, analyzing poems, and comparing features of fairy tales from Korea, Egypt, China, and other regions to find similarities and differences in the stories. Biographies of poets like Basho, Li Bai, and Al-Mutanabbi are also presented.
21. interview preparation
This document provides an agenda for an academic class. It includes conversation starters for students, returning tests, discussing interview examples, and pathways. It discusses watching interview examples and taking notes to prepare for student interviews. Students analyze 3 example interviews that vary in formality. They discuss body language, questions, and differences. The goal is to help international students prepare for interviews with their assigned PSU student. Students will set up and conduct their interview for a class project.
20. interview introduction, genome synthesis, vt commenting
This document contains the agenda and notes from an Academic Interactions class. The agenda includes discussing genome groups, presenting on an interview project, and completing genome paragraphs. Students are asked to comment on peer presentations using Voicethread. Notes provide discussion topics on 3D printing, Barbie dolls, immigrant parenting, studying abroad, using electronics, and preparing for a student interview project.
13. hedging and test 2 prep
This document contains the agenda and notes for a class on hedging in academic language. It discusses what hedging is, provides examples of hedging words and phrases, and has exercises for students to practice modifying claims and arguments using hedging. The instructor reviews how hedging makes arguments stronger or weaker and emphasizes its importance in academic writing. Students are given examples like "word of mouth advertising influences purchases" versus "word of mouth advertising could influence purchases" and asked to hedge additional sentences about topics like studying habits.
18. oral citation and genomic sequencing presentations
This document provides guidance on oral citations and examples. It discusses why oral citations are important, when to use them, and what they should look like. Examples are given for direct quotes and paraphrasing from periodicals, websites, and during group presentations. Students are assigned activities to practice paraphrasing sources using opening phrases and preparing a written statement after group presentations.
17. genomic sequencing
This document outlines an academic interaction session. It divides students into groups and assigns each group an article on genomic sequencing to read, discuss, and present on. The agenda includes conversation starters on various topics, watching an Amy McGuire TED talk on genomic sequencing, and preparing for a group presentation on their assigned article. Students are asked to volunteer for practice presentations and complete homework including meeting with a learning community partner and posting a conversation starter response.
10. noun clauses
This document contains an agenda for a grammar class covering noun clauses, listening exercises, and collocations. The class includes activities where students individually complete sentences and then work together to combine their sentences on a whiteboard, listening to and revising a debate recording in pairs, and a discussion on whether vs if clauses. There is no homework assigned.
14. deextinction debate
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
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
6. conversation starters, tai chi, and reasons for listening
- 1. Fall 2014 Nikki Mattson IECP
- 2. Group 1 Group 2 Group 3 Group 4 Group 5 Hadel Mansour Ali Mohammed Jehad Nauf Abdulraheem Hailey Rita Ryan Rika Soo Jin Sukyeong Abdulmalik Sung Jun Zhicheng Brenda Johar Francisco Hassan
- 3. How did the VT commenting go? Conversation starters (vocabulary practice) Reasons for listening (leap) Listening, tai chi (leap) Reflections on tai chi listening
- 4. How did it go? blog
- 5. For HW you… prepared some conversation starters Now, let’s get into groups and have conversations centered around topics/questions that we think are relevant to our majors/academic disciplines. Who wants to volunteer to try it out?
- 6. Form groups of 3-4 people Choose several interesting conversation starters, and have an academic conversation. (We will talk more about what academic conversation is and how we can do it as the semester continues.)
- 7. What are some reasons that we listen?
- 8. Basic comprehension (main ideas, key details, and words) Purpose (What does the speaker’s goal seem to be?) Form your own reaction to what you hear
- 9. Take notes as you listen…
- 10. Purpose Basic Comprehension Reactions 1. Who do you think the intended audience is? Why do you think that? 1. What were the main ideas that the speaker communicated? 1. What did you think about the listening? Why? 2. What do you think the speaker’s goals were? 2. Did you notice any key words for content or organization? 2. Did you find the information provided to be credible (believeable)? Why/why not? 3. How did you know the speaker’s goals? 3. What did the speaker do to try to convince you to follow her ideas? 3. Do you think you will take the speaker’s advice? Why/why not?
- 11. Keep the reflection questions in mind
- 12. Purpose Basic Comprehension Reactions 1. Who do you think the intended audience is? Why do you think that? 1. What were the main ideas that the speaker communicated? 1. What did you think about the listening? Why? 2. What do you think the speaker’s goals were? 2. Did you notice any key words for content or organization? 2. Did you find the information provided to be credible? Why/why not? 3. How did you know the speaker’s goals? 3. What did the speaker do to try to convince you to follow her ideas? 3. Do you think you will take the speaker’s advice? Why/why not?
- 13. Required: Complete leap pg. 9,10A,11B, and 12D Required: Create 1 “conversation starter” in the Vocabulary Practice section on the blog (for pgs. 10). Imagine that you are participating in conversation in your major/academic discipline. Optional: complete VP Review Chapter 1 (Textbook Companion Website)