Day 7 - Pronunciation, Inclusive Language, Test Preview
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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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Scripting Dialogues TablePart 1 Scripting Dialogues Tab.docx
Scripting Dialogues Table
Part 1: Scripting Dialogues Table
Single-Letter and Consonant Digraphs
Example:
Teacher: “Today we listened to “Birthday Soup” from the book Little Bear. He is making soup for his friends in a pot with some peas. Pot and peas begin with the same sound: the /p/ sound. Watch my mouth /p/. You say /p/.”
Students: “/p/”
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Students: “/p/”
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Student:
Short Vowel
Teacher:
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Long Vowel
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Student:
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Graves, M. F., Juel, C. F., Graves, B. B., & Dewitz, P. F. (2010). Teaching reading in the 21st century: Motivating all learners. Boston, MA: Pearson.
Part 2: Rationale
© 2019. Grand Canyon University. All Rights Reserved.
RESEARCHED ARGUMENT ESSAY GUIDELINES
(Based on Tom Regan’s “The Case for Animal Rights” in the course text,
“The Norton Reader”. Argue for or against the essay and/or the issue
presented in the essay using the essay/text as the main source.
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-Explore a question. (Many arguments develop from problems that puzzle.)
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“Any claim should be followed by its proof.” –Aristotle
Presenting Evidence:
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*use .gov (government sites) .org (non-profit sites) and/or .edu
(educational sites) for reliable sources. (.com could be anyone) NO WIKIPEDIA!
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1. Intro: Statement of Claim
Reason #1 and supporting evidence
Reason #2 and supporting evidence…
Conclusion
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2. Intro: Statement of Claim
Reason #1 and supporting evidence
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Conclusion
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-previous attempts to solve it
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Solution
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Scripting Dialogues TablePart 1 Scripting Dialogues Tab.docx
Scripting Dialogues Table
Part 1: Scripting Dialogues Table
Single-Letter and Consonant Digraphs
Example:
Teacher: “Today we listened to “Birthday Soup” from the book Little Bear. He is making soup for his friends in a pot with some peas. Pot and peas begin with the same sound: the /p/ sound. Watch my mouth /p/. You say /p/.”
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Teacher:
Student:
Short Vowel
Teacher:
Student:
Long Vowel
Teacher:
Student:
Word Building
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Graves, M. F., Juel, C. F., Graves, B. B., & Dewitz, P. F. (2010). Teaching reading in the 21st century: Motivating all learners. Boston, MA: Pearson.
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© 2019. Grand Canyon University. All Rights Reserved.
RESEARCHED ARGUMENT ESSAY GUIDELINES
(Based on Tom Regan’s “The Case for Animal Rights” in the course text,
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“Any claim should be followed by its proof.” –Aristotle
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*use .gov (government sites) .org (non-profit sites) and/or .edu
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This document provides information about an upcoming group presentation assignment for Nikki Mattson's Academic Interactions 130 class. It includes details about the assignment such as having groups of 3-5 students research challenges IECP students face transitioning to an American university using information from PSU class observations and interviews. Students are asked to propose solutions and address counterarguments. Guidelines are provided on creating a 7-12 minute video presentation with slides. The document also includes class discussion questions to help students prepare and instructions for choosing groups and writing a contract to guide their collaboration.
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Day 29
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.
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 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 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 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.
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.
dDay 20
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 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 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.
AI Day 11
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 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.
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Day 7 - Pronunciation, Inclusive Language, Test Preview
- 1. Academic Interactions 130 IECP Summer 2015 Zachary Shellenberger adapted from Nikki Mattson
- 2. Agenda Conversation Starters Pronunciation /p/ and /b/, /r/ Grammar – indefinite pronouns Grammar – inclusive language Grammar – talking about rules and expectations in the past Content of Pathways Ch. 1 Unit Test on Monday
- 3. Conversation Starters AI130 A The field of biomedical engineering is trying to close the gap between engineering and medicine. It combines the design and problem solving skills of engineering with medical and biological sciences for healthcare, including diagnosis, observation, and treatment. However, in the near future, the need for biomedical engineers between female and male will increase. Do you think males and females will have the same opportunities surrounding their work? Why? (Biomedical Engineering, Sarah Alkhald)
- 4. Conversation Starters AI130 B The biggest problem that faces users on the internet is what we call hackers, people who use the internet to enter your computer to steal something or just sabotage your computer. Do you think we should punish those who do it, or we should take advantage of them? (Computer Engineering, Elyas Sofi)
- 5. Practice /p/ and /b/ Try these words with the vocal-cord method. Then try them with the paper method. /p/ /b/ pack back pig big pears bears rip rib pup pub cap cab
- 6. Practice She pulled a pencil from her backpack. The person was banned from the picnic. Could you please put the bag on the bench?
- 7. Try out this rhyme! BILLY BUTTON PICKED A PECK OF PICKLED PEPPERS. PETER PIPER BOUGHT A BUTTERED BISCUIT. DID BILLY BUTTON PICK A PECK OF PICKLED PEPPERS? DID PETER PIPER BUY A BUTTERED BISCUIT? IF BILLY BUTTON PICKED A PECK OF PICKLED PEPPERS, IF PETER PIPER BOUGHT A BUTTERED BISCUIT, WHERE'S THE PECK OF PICKLED PEPPERS BILLY BUTTON PICKED? WHERE'S THE BUTTERED BISCUIT PETER PIPER BOUGHT?
- 8. Practice /r/ with a partner... pair resident engineer research comparison require consumer responsible repeat fraction
- 9. Grammar – Indefinite Pronouns What are these? A pronoun that refers to a non-specific being, object or place.
- 10. Pg. 9
- 11. Practice Complete pg. 10, A and B
- 12. PSU Classroom Observation Steps: find a course you would like to observe at schedule.psu.edu e-mail the professor to ask if you can observe the class observe the class and take notes about interaction record yourself giving a presentation about the classroom observation submit video recording to BOX.NET by NEXT SUNDAY
- 13. Listening and Vocabulary Listening- words in context, pg. 14 Complete pg. 15, B+C
- 14. Focus on Critical Thinking: Evaluating Reasons Pg. 15 – “When you read or hear reasons for something, it’s important to ask yourself whether the reasons make sense and are believable based on what you know.” Is evaluating an author’s ideas a key focus in your native country as well?
- 15. Stating and Evaluating Reasons Resource on pg. 219 Complete D+E on page 15
- 16. Using Inclusive Language – pg. 19 What does inclusive mean? What is “inclusive language?”
- 17. What is inclusive language? …
- 18. Inclusive language in legal writing What is the key part of legal writing courses mentioned? What does it entail? Why do you think it is important?
- 19. Examples – pg. 18
- 20. Practice Complete A,B, and C on pgs. 18-19
- 21. Grammar – rules and expectations in the past Complete A, B, and C on pg. 19.
- 22. Pathways Ch. 1 Unit Test Beginning of class on Monday Will include: 20 vocab words Listening for main ideas (new listening) Reducing notes to key words (like pg. 7) Rules and expectations (present and past tense) Indefinite pronouns Inclusive language (pg. 18)
- 23. Homework E-MAIL PROFESSOR FOR OBSERVATION PROJECT! Post conversation starter by Saturday at Midnight Edit your current conversation starter (make sure there is a question!) Study for Pathways Unit 1 Test on Monday Have a good weekend!