Day 29
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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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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.
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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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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 14 - Pathways Ch. 3 Intro, and Vocabulary
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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.
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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.
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3) The class will cover vocabulary from the textbook chapter and TED talk, demonstrate voicing and syllable length pronunciation, and provide examples of past unreal conditional sentences.
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The document contains the agenda for an English lesson, which includes the following items:
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This document provides an agenda and overview for an introductory class on artificial intelligence. It outlines icebreaker activities, introductions, games, and a course introduction. It previews the topics and activities for the first week, including seated group work, a personality test assignment, and materials needed. The goals are to get to know each other, understand course expectations and policies, and learn the necessary technology for the class projects.
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 23
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.
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.
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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 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.
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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.
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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 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.
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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 28
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.
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.
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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.
Day 24
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.
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.
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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 9 - Observation Assignment, Pathways Ch. 2, Word Stress Intro
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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.
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Day 29
- 1. ACADEMIC INTERACTIONS 130 IECP Summer 2015 – Zachary Shellenberger
- 2. AGENDA • Conversation Starter • Freud and Dream Analysis • Vocab • Introverts and Extroverts • Grammar - Used to Be
- 3. CONVERSATION STARTER – AI130 A There are many students who get a low GPA in the first semester. Therefore, they will struggle during the following semesters to increase their GPA. Why does this happen? How could they avoid this situation? Do you think that they should have a chance to increase or satisfy their GPA? (Abdulmajeed, Petroleum Engineering)
- 4. CONVERSATION STARTER – AI130 B There is a study that was conducted. It found that doctors receive the highest salary, even higher than engineers. Why do you think doctors get the highest salary? What are the reasons that make them get into it? (Chemical Engineering, Hassan)
- 5. SIGMUND FREUD 1. What do you know about Freud? 2. Pg. 192 B 3. Pg. 193 B 4. Dream Analysis - DreamDictionary.org
- 6. NEW VOCABULARY • Pg. 194 – A
- 7. INTROVERTS AND EXTROVERTS 1. Pg. 194 B & C2 2. Pg. 195 A & C1 3. Power of Introverts – TED Talk - https://www.ted.com/talks/susan_cain_the_power_of_i ntroverts#t-163504
- 8. USED TO BE – PG. 198 & 199