Day 24
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This document outlines the agenda for an academic class. It includes: - A conversation starter asking about the appropriate age for children to watch TV. - Examples of voicing exercises distinguishing voiced and unvoiced consonants. - A discussion of language journals and sample entries. - Notes from a TED talk. - Examples of effective group presentation videos. - An assignment to continue working on group presentations and present them in the next class. - An overview of the past unreal conditional grammar topic and a dice game practice activity.
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The document outlines the agenda for an academic class discussing various topics:
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- A lesson on pronunciation of syllable length and past unreal conditional grammar.
- An update on language journals and notes from a TED talk.
- A discussion of example presentation videos and tips for effective group presentations.
- An assignment to continue working on group presentations and submit a conversation starter response.
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The document outlines the agenda for an academic class discussing various topics:
- A conversation starter about the benefits of internships outside the university.
- A lesson on pronunciation of syllable length and past unreal conditional grammar.
- An update on language journals and notes from a TED talk.
- A discussion of example presentation videos and tips for effective group presentations.
- An assignment to continue working on group presentations and submit a conversation starter response.
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Today's class covered reviewing vocabulary, language structures, ethics/leadership concepts, and presentations. Students worked on exercises to practice vocabulary like innovation terms and adjective combinations. They reviewed passive voice and tense usage. The listening exercise provided tips for giving presentations, such as thinking about the audience and using techniques like quotations, images, and questions. Students then prepared short, silly presentations to present to the class.
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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.
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 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 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.
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.Day 2 - Personalities and Academic Majors
The document outlines the agenda for Day 2 of an academic interactions course. It includes introductions, an activity where students discuss how they eat pizza and their personality, reviewing personality test results, an activity where students discuss their academic majors and goals in small groups, an exchange of contact information, and an assignment to buy a course book and start a language journal for homework.
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Day 24
- 1. Academic Interactions 130 IECP Summer 2015 Zachary Shellenberger, adapted from Nikki Mattson
- 2. Agenda Conversation Starter Quick Review Language Journals Notes Group Presentation – Example Videos and Discussion Time to work on presentations Homework
- 3. Conversation Starter – AI130 A Drama is leaving a negative impact on children's behavior. Children watch TV shows at night; in the morning they try to copy the scenes. The American Academy of Pediatrics (AAP) recommends that kids under 2 years old should not watch any TV and that those older than 2 should not watch TV more than 1 to 2 hours a day of quality programs. At what age do you think children should watch TV? And why? (Fatima, English Literature)
- 4. Conversation Starter – AI130 B Everyone has a different personality from other people. Should everyone choose what the person want to be in the future or should this depend on the personality of the person than choosing the major? (Chemical Engineering, Hassan)
- 5. Voicing Activity Unvoiced bet advice back leaf tap bus nap Voiced bed advise bag leave tab buzz nab
- 6. Language Journals Worth 100 total points Everyone will receive 50pts. from this first check Next 50pts. will vary based upon overall, thoughtful, completion of the project Do not worry about the reflection part (originally 50%)
- 7. Sample Entries: alright entry: lustrous - xxxxxx better entry: lustrous – xxxxxx def. “Shining, gleaming, brilliant” syn. – glowing, dazzling amazing! entry: lustrous (adj.) – xxxxxx def. - Shining, gleaming, brilliant (=/smart) syn. – glowing, dazzling use – can describe stones, lights, surfaces, eyes/ characteristics oth. – illustrous, hyperlustrously (adv.)
- 8. Notes from TED Talk
- 9. Group Presentation Example Videos What to look for: Organization Transitions Formality = professional Body Language Academic Speech Objections & Counter-objections Video 1 Video 2
- 10. Homework Continue to work on Group Presentation Projects We will have the group presentations in-class on Monday, July 6th
- 11. Grammar – Past Unreal Conditional – Pg. 168
- 12. Grammar – Past Unreal Conditional
- 13. Practice – Dice Game 1st Die 1 – speak 2 – win 3 – study 4 – hear 5 – see 6 – RANDOM! 2nd Die 1 – fight 2 – know 3 – be 4 – buy 5 - become 6 – RANDOM!