AI Day 11
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This document outlines an agenda for an academic meeting that includes reviewing grammar, vocabulary, and a test. It discusses adjective clauses and their function and form. Students are asked to practice writing descriptions using adjective clauses. Vocabulary from a chapter is reviewed along with pronunciation of words. Finally, the test is gone over and homework is assigned involving conversation starters using new vocabulary and submitting a classroom observation presentation recording.
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3) Key vocabulary is defined, like what a midsegment of a triangle is and the midsegment theorem. Sample problems are provided applying these concepts.
Categorical propositions
The document discusses the theory of deduction and categorical propositions. It explains that Aristotelian logic focuses on arguments with categorical propositions that relate classes or categories to each other. There are four standard forms of categorical propositions - universal affirmative (A), universal negative (E), particular affirmative (I), and particular negative (O). Each relates the subject and predicate classes in a different way. For example, an A proposition states that all members of the subject class are members of the predicate class, while an O proposition states that at least one member of the subject class is not a member of the predicate class.
Planning
The document outlines an English grammar course consisting of 8 units covering various grammatical topics to be taught between March and June 2013. Each unit is devoted to a different grammatical concept, such as sentences with one clause, subject-verb inversion, subject-verb agreement, and problems with pronouns, adjectives and adverbs. For each unit, the document lists the key grammatical points to be covered and the scheduled dates when the unit will be taught.
Patterns of Development
This document outlines 9 common patterns of development used in writing: 1) Narration tells a story, 2) Classification divides a subject into types or categories, 3) Comparison and contrast explains how subjects are similar or different, 4) Cause and effect explains reasons for events and describes results, 5) Description portrays people, things, places or situations, 6) Persuasion tries to convince the reader of a point of view, 7) Example supports a topic using illustrations, 8) Definition explains what something is compared to other members of its class, and 9) Problem-solution identifies an issue and proposes solutions. The document was prepared by Mary Jane Manuel Tanuan.
Grammar: Pronouns
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Personal pronouns refer to people and include words like I, we, you, they, and he/she. Reflexive pronouns end in -self or -selves and refer back to another pronoun like herself. Possessive pronouns indicate ownership and include words like mine, yours, his, and theirs. Relative pronouns provide additional information in a sentence and refer back to people or things mentioned earlier, like who or that.
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Recommended
Pytha drill into lines of concurrency
1) The document provides instructions for an honors geometry class, including having homework and a pen ready, an upcoming quiz on Friday, and drill problems to work on finding missing side lengths of triangles using properties like the Pythagorean theorem.
2) Students are asked to work with a partner using devices and packets to investigate triangle properties like perpendicular bisectors, angle bisectors, midsegments, and medians using geometry software.
3) Key vocabulary is defined, like what a midsegment of a triangle is and the midsegment theorem. Sample problems are provided applying these concepts.
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Planning
The document outlines an English grammar course consisting of 8 units covering various grammatical topics to be taught between March and June 2013. Each unit is devoted to a different grammatical concept, such as sentences with one clause, subject-verb inversion, subject-verb agreement, and problems with pronouns, adjectives and adverbs. For each unit, the document lists the key grammatical points to be covered and the scheduled dates when the unit will be taught.
Patterns of Development
This document outlines 9 common patterns of development used in writing: 1) Narration tells a story, 2) Classification divides a subject into types or categories, 3) Comparison and contrast explains how subjects are similar or different, 4) Cause and effect explains reasons for events and describes results, 5) Description portrays people, things, places or situations, 6) Persuasion tries to convince the reader of a point of view, 7) Example supports a topic using illustrations, 8) Definition explains what something is compared to other members of its class, and 9) Problem-solution identifies an issue and proposes solutions. The document was prepared by Mary Jane Manuel Tanuan.
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This document discusses the different types of pronouns in grammar:
Personal pronouns refer to people and include words like I, we, you, they, and he/she. Reflexive pronouns end in -self or -selves and refer back to another pronoun like herself. Possessive pronouns indicate ownership and include words like mine, yours, his, and theirs. Relative pronouns provide additional information in a sentence and refer back to people or things mentioned earlier, like who or that.
Reading comprehension test multi word items in english
The document discusses multi-word items in English vocabulary. It includes a reading comprehension test with questions about key concepts.
Some of the concepts discussed include open choice principle and idiom principle created by Sinclair to describe lexical behavior. Semantics-based models attempt to differentiate categories of multi-word items. Problems observed by Malcolm Coulthard include how the language is processed and acquired.
Common Nouns & Proper Nouns
The distinction between common and proper nouns is usually quite easy to make, but it can occasionally be more difficult to intuit.
Categorical Proposition.pdf
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1 marty howard_asq_qm_qe_resume
Marty Howard is a quality professional with years of experience in quality assurance and quality control roles. He has worked in manufacturing industries including automotive, driveline components, pumps, valves, and power generation. Marty has experience leading quality management systems to achieve accreditations such as ISO 9001 and TS 16949. He has expertise in quality auditing, inspection, metrology, calibration, statistical process control, lean six sigma, and continuous improvement. Marty is looking for a new role where he can leverage his skills and certifications to help companies achieve world-class quality standards.
1 marty howard_asq_qm_qe_resume
Marty Howard is an experienced Quality Professional seeking a new career opportunity. He has over 20 years of experience in quality management roles for automotive and manufacturing companies. His experience includes managing quality systems, inspection processes, calibration labs, auditing programs, and achieving ISO and other certifications. He is a certified ASQ Lead Auditor seeking to leverage his skills and experience to contribute to a quality team.
Day 7 - Pronunciation, Inclusive Language, Test Preview
This document contains an agenda for an Academic Interactions class. It includes topics like pronunciation of certain consonant sounds, grammar concepts like indefinite pronouns and inclusive language, and a unit test on chapter 1 of the Pathways textbook. It provides exercises and discussion prompts for each topic. It also lists the components of the upcoming unit test, which will cover vocabulary, listening comprehension, note-taking skills, rules/expectations, and the grammar points covered in class. Students are assigned homework which includes emailing a professor to set up a classroom observation, posting a conversation starter on the discussion board, and studying for the test.
1 marty howard_asq_qm_qe_resume
Marty Howard is a quality professional with years of experience in quality assurance and quality control roles. He has worked in manufacturing organizations producing automotive, industrial, and power generation components. Marty has experience leading quality management systems to achieve ISO and other certifications. He has expertise in quality auditing, inspection, metrology, calibration, statistical process control, lean manufacturing, and problem solving. Marty is looking for a new opportunity to apply his skills and passion for quality.
Day 12
This document contains an agenda for an academic class. It includes topics like conversation starters, a classroom observation project, listening exercises, and a chapter review. It provides examples and instructions for different activities, such as writing a conversation starter on a topic in their major. It also previews an upcoming test on chapter 2, informing students what it will cover and providing a study guide with vocabulary and grammar to review.
Day 26
The document contains the agenda for an English lesson, which includes the following items:
- An announcement about signups for the TOEFL exam
- A conversation starter asking about students' parents' attitudes towards studying abroad
- A pronunciation exercise focusing on the /r/ sound
- A review of the past unreal conditional tense through a dice game
- A discussion of personality types from pages in the textbook
- A lesson on the past perfect tense
- A preview of chapter tests from the textbook
- Homework assignments involving a conversation starter, group project, and a holiday.
افضل طرق الربح من اليوتيوب مع بعض الطرق للحصول على فيديوهات لنشرها و استثماره
لربح من يوتيوب للمبتدئين - هنا ستتعرف على كافة الخطوات اللازمة لامتلاك قناة جديدة على يوتيوب ، تابعونا
www.intrprof.com
للمزيد من الشوروحات الخصرية و الادوات المدفوعة مجانا
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Patterns of Definition
Here is a 7 sentence paragraph defining friendship:
A friend is someone you can trust and rely on. They are there for you during both good and bad times. My best friend Sarah and I have been friends since elementary school. I remember we used to play together every day after class and tell each other everything. She was always so supportive and caring. Even now as adults, though we don't see each other as much, I know she will always be there if I need her. True friendship is built on loyalty, trust and unconditional support, and that is what Sarah has shown me all these years.
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This document provides information about different reading and writing strategies including paragraph development, narration, description, definition, and classification. It begins with an introduction to comparing and contrasting patterns of written texts across disciplines. It then discusses each strategy in more detail providing examples and activities for students to identify topics, supporting details, and other elements of each type of paragraph development. The document aims to help students learn and practice essential reading and writing skills.
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This document discusses five patterns of development used in writing: narration, description, definition, classification and exemplification, and comparison and contrast. Each pattern is defined and examples are provided. Characteristics, varieties, and signal words are also outlined for each pattern to help writers effectively employ the different patterns in their writing.
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This document provides an overview of eight patterns of text development: narration, description, definition, classification and exemplification, comparison and contrast, cause and effect, problem-solution, and persuasion. For each pattern, the document defines what the pattern is, provides examples and signal words, and includes a writing activity prompt related to using that pattern. The patterns progress from more basic to more complex forms of organization and are intended to teach readers how to structure texts for different purposes.
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Definition is an explanation of the meaning of a word or phrase. There are three main parts to a definition: the term, which is what is being defined; the class or group which the term belongs to; and the function or characteristic that makes the term unique. There are three types of definitions: formal definitions explain the essential features or nature of the term; nominal definitions simply explain the meaning; and informal definitions use familiar words to briefly explain the term. Definitions are important for communication and avoiding ambiguity, especially in technical fields.
q3-week-1-English.pptx
This document provides instructions and examples for identifying different types of texts. It discusses descriptive and classification texts, noting they both use descriptive language and simple present tense but differ in purpose. Descriptive texts describe objects or events while classification texts categorize topics. Examples are given of descriptive and classification texts, and students are tasked with identifying text types and purposes from paragraphs. The document also introduces narrative, expository, and argumentative text types and provides exercises to distinguish between them.
LESSON 3.pptx
This document provides an overview of different patterns of development that can be used to organize information in written texts. It discusses narration, description, definition, classification and exemplification, comparison and contrast. For each pattern, it provides characteristics and examples. It emphasizes that choosing an appropriate organizational pattern aligned with the writing purpose is important. It also encourages using techniques like specific terminology, sensory details, and logical sequencing within each pattern. The document is intended to help writers effectively structure information for different disciplines and purposes.
LESSON-3.pptx
The document provides an overview of different patterns of development used in writing across disciplines. It discusses 7 main patterns: narration, description, definition, classification and exemplification, comparison and contrast, cause and effect, and problem-solution. For each pattern, it provides characteristics, examples, signal words, and a writing activity. It is intended to help readers understand different organizational structures for developing ideas in written text.
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Reading Skills 2
The document provides strategies and information about effective reading skills. It discusses that successful academic readers are active and strategic. Active readers ask questions, take notes, and try to connect new information to what they already know. Strategic readers use pre-reading, during-reading, and after-reading strategies. It then describes the SQ4R (Survey, Question, Read, Recite, Reflect, Review) study method as an effective strategy for academic reading. The method engages the reader at each stage of the reading process. Finally, it discusses additional reading strategies like understanding text types and structure, using linking words to understand relationships between ideas, and dealing with unfamiliar vocabulary through context clues.
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1 marty howard_asq_qm_qe_resume
Marty Howard is a quality professional with years of experience in quality assurance and quality control roles. He has worked in manufacturing industries including automotive, driveline components, pumps, valves, and power generation. Marty has experience leading quality management systems to achieve accreditations such as ISO 9001 and TS 16949. He has expertise in quality auditing, inspection, metrology, calibration, statistical process control, lean six sigma, and continuous improvement. Marty is looking for a new role where he can leverage his skills and certifications to help companies achieve world-class quality standards.
1 marty howard_asq_qm_qe_resume
Marty Howard is an experienced Quality Professional seeking a new career opportunity. He has over 20 years of experience in quality management roles for automotive and manufacturing companies. His experience includes managing quality systems, inspection processes, calibration labs, auditing programs, and achieving ISO and other certifications. He is a certified ASQ Lead Auditor seeking to leverage his skills and experience to contribute to a quality team.
Day 7 - Pronunciation, Inclusive Language, Test Preview
This document contains an agenda for an Academic Interactions class. It includes topics like pronunciation of certain consonant sounds, grammar concepts like indefinite pronouns and inclusive language, and a unit test on chapter 1 of the Pathways textbook. It provides exercises and discussion prompts for each topic. It also lists the components of the upcoming unit test, which will cover vocabulary, listening comprehension, note-taking skills, rules/expectations, and the grammar points covered in class. Students are assigned homework which includes emailing a professor to set up a classroom observation, posting a conversation starter on the discussion board, and studying for the test.
1 marty howard_asq_qm_qe_resume
Marty Howard is a quality professional with years of experience in quality assurance and quality control roles. He has worked in manufacturing organizations producing automotive, industrial, and power generation components. Marty has experience leading quality management systems to achieve ISO and other certifications. He has expertise in quality auditing, inspection, metrology, calibration, statistical process control, lean manufacturing, and problem solving. Marty is looking for a new opportunity to apply his skills and passion for quality.
Day 12
This document contains an agenda for an academic class. It includes topics like conversation starters, a classroom observation project, listening exercises, and a chapter review. It provides examples and instructions for different activities, such as writing a conversation starter on a topic in their major. It also previews an upcoming test on chapter 2, informing students what it will cover and providing a study guide with vocabulary and grammar to review.
Day 26
The document contains the agenda for an English lesson, which includes the following items:
- An announcement about signups for the TOEFL exam
- A conversation starter asking about students' parents' attitudes towards studying abroad
- A pronunciation exercise focusing on the /r/ sound
- A review of the past unreal conditional tense through a dice game
- A discussion of personality types from pages in the textbook
- A lesson on the past perfect tense
- A preview of chapter tests from the textbook
- Homework assignments involving a conversation starter, group project, and a holiday.
افضل طرق الربح من اليوتيوب مع بعض الطرق للحصول على فيديوهات لنشرها و استثماره
لربح من يوتيوب للمبتدئين - هنا ستتعرف على كافة الخطوات اللازمة لامتلاك قناة جديدة على يوتيوب ، تابعونا
www.intrprof.com
للمزيد من الشوروحات الخصرية و الادوات المدفوعة مجانا
Viewers also liked (8)
Day 7 - Pronunciation, Inclusive Language, Test Preview
Day 7 - Pronunciation, Inclusive Language, Test Preview
افضل طرق الربح من اليوتيوب مع بعض الطرق للحصول على فيديوهات لنشرها و استثماره
افضل طرق الربح من اليوتيوب مع بعض الطرق للحصول على فيديوهات لنشرها و استثماره
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This document outlines various ways to elucidate or clarify concepts, including definition, explication, and clarification. It provides examples of each technique. Definition can be informal, formal, or extended. Explication involves further explaining a text to expand its meaning. Clarification organizes ideas from abstract to concrete to arrive at a working definition. The document also includes sample activities and assignments for students to practice elucidating concepts.
EAPP first observation.pptx
The document provides guidance on elucidating concepts through definition, explication, and clarification. It discusses definition techniques like formal definition using genus and differentia, extended definition using synonyms, etymology, examples, and negation. Explication is explained as a deductive process of refining a general concept and testing it through close reading to uncover deeper meaning. Clarification strategies include explaining cause and effect relationships and using theories to make ideas clearer and avoid misconceptions. The overall aim is to define key terms, explain complex ideas, and clarify points to enhance understanding.
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The document outlines the skills assessed on the FCAT reading test. It is divided into 4 clusters: 1) Words and Phrases, 2) Main Idea, Plot, and Purpose, 3) Comparisons & Cause/Effect, and 4) Reference and Research. Cluster 1 focuses on determining word meaning from context clues, including strategies using comma clues, context clues, and word charge. It also covers interpreting graphical information like charts and diagrams. Cluster 1 teaches making inferences from textual evidence and background knowledge.
Patterns of Definition
Here is a 7 sentence paragraph defining friendship:
A friend is someone you can trust and rely on. They are there for you during both good and bad times. My best friend Sarah and I have been friends since elementary school. I remember we used to play together every day after class and tell each other everything. She was always so supportive and caring. Even now as adults, though we don't see each other as much, I know she will always be there if I need her. True friendship is built on loyalty, trust and unconditional support, and that is what Sarah has shown me all these years.
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This document provides information about different reading and writing strategies including paragraph development, narration, description, definition, and classification. It begins with an introduction to comparing and contrasting patterns of written texts across disciplines. It then discusses each strategy in more detail providing examples and activities for students to identify topics, supporting details, and other elements of each type of paragraph development. The document aims to help students learn and practice essential reading and writing skills.
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This document provides an overview of eight patterns of text development: narration, description, definition, classification and exemplification, comparison and contrast, cause and effect, problem-solution, and persuasion. For each pattern, the document defines what the pattern is, provides examples and signal words, and includes a writing activity prompt related to using that pattern. The patterns progress from more basic to more complex forms of organization and are intended to teach readers how to structure texts for different purposes.
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This document provides instructions and examples for identifying different types of texts. It discusses descriptive and classification texts, noting they both use descriptive language and simple present tense but differ in purpose. Descriptive texts describe objects or events while classification texts categorize topics. Examples are given of descriptive and classification texts, and students are tasked with identifying text types and purposes from paragraphs. The document also introduces narrative, expository, and argumentative text types and provides exercises to distinguish between them.
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This document provides an overview of different patterns of development that can be used to organize information in written texts. It discusses narration, description, definition, classification and exemplification, comparison and contrast. For each pattern, it provides characteristics and examples. It emphasizes that choosing an appropriate organizational pattern aligned with the writing purpose is important. It also encourages using techniques like specific terminology, sensory details, and logical sequencing within each pattern. The document is intended to help writers effectively structure information for different disciplines and purposes.
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The document provides strategies and information about effective reading skills. It discusses that successful academic readers are active and strategic. Active readers ask questions, take notes, and try to connect new information to what they already know. Strategic readers use pre-reading, during-reading, and after-reading strategies. It then describes the SQ4R (Survey, Question, Read, Recite, Reflect, Review) study method as an effective strategy for academic reading. The method engages the reader at each stage of the reading process. Finally, it discusses additional reading strategies like understanding text types and structure, using linking words to understand relationships between ideas, and dealing with unfamiliar vocabulary through context clues.
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The document provides strategies and information about effective reading skills. It discusses that successful academic readers are active and strategic. Active readers ask questions, take notes, and try to connect new information to what they already know. Strategic readers use pre-reading, during-reading, and after-reading strategies. It then describes the SQ4R (Survey, Question, Read, Recite, Reflect, Review) study method as an effective strategy for academic reading. The method engages the reader at each stage of the reading process. Finally, it discusses additional reading strategies like understanding text types and structure, using linking words to understand relationships between ideas, and dealing with unfamiliar vocabulary through context clues.
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Community Connections
The document discusses effective instructional objectives and provides examples of objectives from different subject areas. An effective objective is measurable, aligned with curriculum, rigorous, and appropriate for the cognitive level. It should be used to open and close lessons and to assess if objectives were met. Examples given include English objectives about analyzing literary works and characters, a social studies objective about analyzing the 1860 election as a cause of the Civil War, and a science objective comparing wave types and characteristics. The document stresses that objectives should guide lessons and not just be an agenda.
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Ej present
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This document contains an agenda for an academic interactions class. The agenda includes topics such as a conversation starter about GPAs, Sigmund Freud and dream analysis, new vocabulary, introverts vs extroverts, and a grammar lesson on "used to be". Students are asked questions about these topics and provided sources to review including pages from a book and links to online content. The class will conclude with individual student presentations.
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This document contains an agenda for a meeting that will discuss various topics including a conversation starter about cronyism, personalities, the past perfect tense, Sigmund Freud and dream analysis, new vocabulary words, and introverts and extroverts. The agenda lists the page numbers and sections that will be referenced for each topic.
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Day 23
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Day 22
1) The document outlines the agenda for an academic interactions class, including discussing personality and emotions from a textbook chapter, watching a TED talk video on personality detection apps, and learning about past unreal conditional grammar.
2) It provides conversation starters about whether emigrants should be allowed to vote in their home country's elections and ideas for unique new apps.
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This document provides an agenda for an AI130 class. It includes a conversation starter, a review for an upcoming test, and an introduction to an upcoming group project. The test review covers listening comprehension, vocabulary, follow-up questions, and describing charts. Students are given examples of questions that will be on the test. The instructor also provides feedback on classroom observations students completed at Penn State and introduces homework which includes another conversation starter, VoiceThread comments, and ensuring language journals are up to date.
Day 19
This document contains an agenda for an academic interactions class. It includes items like a conversation starter about computers and discovery, a review of grammar concepts like too much/many and enough, a discussion of the past continuous tense, and a review of vocabulary for describing charts. It provides examples and exercises for students to practice these grammar and vocabulary concepts.
Day 18
This document provides an agenda and content for an academic interactions class. The agenda includes topics like grammar, describing data using charts, and a video on Turkish immigration to Germany. Students are given practice exercises on using grammar terms like "enough" and "too". They also learn how to describe trends in data visualizations using phrases like "climbed steadily" or "fell dramatically". The document provides charts for students to practice describing. It also includes a video and discussion questions about the percentage of immigrants in various countries like Germany. For homework, students choose presentations to watch and provide audio or video comments on VoiceThread comparing their observations.
Day 17
This document contains an agenda for an Academic Interactions class. It includes topics like conversation starters on paying college athletes, interview project questions and examples, a grammar point on using "too much/enough", and assigning VoiceThread comments and homework. Students are instructed to brainstorm interview questions, watch interview example videos, discuss body language, and add comments to VoiceThread presentations for extra credit by Wednesday midnight.
Day 16
This document provides guidance on conducting student interviews. It discusses different types of question that can be used, including conversation starters, initial/introducing questions, nudging probes, clarification questions, clearinghouse questions, questions to go deeper into a topic, and questions to get the interviewee back on track if they veer off topic. Examples are provided for each question type. The purpose is to help students prepare for interviews by understanding effective questioning techniques.
Day 15
This document provides an agenda for an academic interactions class. It includes topics like conversation starters on plagiarism, word stress and pronunciation tips, compound nouns, and an introduction to a student interview project. Students will prepare interview questions for a current Penn State student, conduct a 7-10 minute interview on video, and transcribe one minute of the interview. They will also comment on classmates' observations of Penn State classes to discuss similarities and differences between the observed classes.
Day 14 - Pathways Ch. 3 Intro, and Vocabulary
This document contains an agenda for a class that includes:
1) Returning a test from the previous chapter and discussing chapter 2
2) Covering chapter 3 which is about human migration and doing vocabulary activities for that chapter
3) Working on pronunciation exercises focusing on word stress
4) Having conversation starters on topics related to public health, psychology, chemical engineering, and taking classes outside one's major.
Day 10
This document contains the agenda and notes from an academic interactions class. The topics discussed include conversation starters about industrial engineering jobs, word stress and pronunciation patterns in English, cloning, and a TED talk about cloning. Students participated in a group quiz about the cloning TED talk. They also discussed their thoughts on cloning and its potential use for saving endangered species. Homework assigned includes a conversation starter using new vocabulary and submitting a classroom observation presentation recording.
Day 9 - Observation Assignment, Pathways Ch. 2, Word Stress Intro
This document contains an agenda for an AI130 Summer 2015 class. The agenda includes items like conversation starters on Shakespeare and graphic design, an assignment to observe a Portland State University class and present on the observation, and an introduction to word stress in English. Students will discuss choosing a class to observe, analyze previous observation presentations, and work on vocabulary from Pathways Unit 2, including animal names and exploring the theme of reproducing life. Homework includes completing a conversation starter and submitting the PSU classroom observation project to Box by the deadline.
Day 8 - Pathways Unit 1 Test
This agenda covers conversation starters, a classroom observation assignment, and an overview of an upcoming Pathways Chapter 1 test. The classroom observation is worth 85 points of a final grade worth around 645 total points. Students are instructed to email the professor for the observation and ask any questions about the test, which covers vocabulary, note-taking exercises, and rules. Completing the observation assignment is important to earning the highest possible course grade.
Day 6 - Note-Taking and Pronunciation of /p/ vs. /b/ and /r/
This document contains an agenda for an English language learning session. The agenda includes the following topics:
1. Conversation starters to practice speaking about various topics.
2. Strategies for using language journals and taking effective notes.
3. A grammar lesson on using modals and expressions to talk about rules and expectations.
4. A pronunciation lesson focusing on the sounds /p/ vs /b/ and /r/, including placement of the tongue and exercises to practice.
5. Homework assigned including practicing /r/ sounds, contrasting /b/ and /p/, writing in a language journal, and selecting a Penn State class to observe.
Day 5 - Pathways Ch. 1, Vocab and Note-taking
This document contains discussion prompts and lecture materials about gender and society from a 2015 IECP summer program. It includes prompts on the following topics:
- Definitions of gender and sex
- Masculine and feminine stereotypes and their cultural influences
- Notes on cross-cultural research findings about gender stereotypes
- Reactions to a video about female fighters in Bolivia
- Practice listening to lecture recordings and taking notes on the main ideas
- Questions about note-taking strategies and their effectiveness
The document provides content for students to discuss and learn about concepts of gender in society from an academic perspective. It also gives opportunities to practice listening comprehension and note-taking skills.
Day 4 - Intro to Course Technology
This document provides announcements and instructions for an AI class. It discusses upcoming events like an arboretum tour and pizza party. It instructs students on using tools like Google Docs, VoiceThread and Box.net. It provides details on uploading video presentations to Box.net and using VoiceThread to comment on classmates' presentations. It also lists vocabulary terms from Chapter 1 and reminds students of upcoming deadlines like submitting their first conversation starter and making initial entries in their language journal.
Day 3 - Intro to Conversation Starters, Syllabus, and Show What You Know
The document outlines the agenda for Day 3 of an academic interactions class. It includes introducing conversation starters where students write a question related to their major using new vocabulary, working with the syllabus by reading sections in pairs and presenting to the class, a syllabus quiz, and previewing the next class. It provides an example conversation starter and requirements for submitting them. It also assigns homework of buying course materials and starting a language journal in preparation for introducing course technology in the next class session.
Presentation1Day 3 - Intro to Conversation Starters, Syllabus, and Show What ...
Presentation1Day 3 - Intro to Conversation Starters, Syllabus, and Show What ...Zachary Shellenberger
The document outlines the agenda for Day 3 of an academic interactions class. It includes introducing conversation starters that students will write on problems in their major, working with the syllabus by reading sections in pairs and presenting to the class, a syllabus quiz, and previewing the next class. It provides an example conversation starter and requirements for submitting them. It also assigns reading the first chapter in the required textbook and starting a language journal for homework. The final activity is a "Show What You Know" activity involving watching a lecture, discussion, and vocabulary matching to assess students' language abilities.More from Zachary Shellenberger (20)
Day 9 - Observation Assignment, Pathways Ch. 2, Word Stress Intro
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Day 6 - Note-Taking and Pronunciation of /p/ vs. /b/ and /r/
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Day 3 - Intro to Conversation Starters, Syllabus, and Show What You Know
Day 3 - Intro to Conversation Starters, Syllabus, and Show What You Know
Presentation1Day 3 - Intro to Conversation Starters, Syllabus, and Show What ...
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- 1. Academic Interactions IECP Summer 2015 – Zak Shellenberger Adapted from Nikki Mattson
- 2. Agenda Grammar – Adjective Clauses Vocabulary – Chapter 2, Lesson B Go over test
- 3. Adjective Clauses What do you already know? What is their function? What is their form?
- 4. Adjective Clauses Pg. 30
- 5. Pg. 36 chart
- 7. Practice Write descriptions of 3 people, places, or things using adjective clauses. Underline the adjective clause. Your partner will then guess what/who you are describing. Examples Definition: This is a slow-moving, four-legged animal that goes inside its shell when there is danger. Who/What is it? A turtle Definition: This is a person who has blond hair, is very tall, and teaches at the IECP. Who/What is it? Stacy 1.Definition:_____________________________________________________________ Who/What is it?__________________________
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- 9. Vocabulary and listening Pg. 34, A+B
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