November 2135. 1 a articles, demonstratives, and possessives
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IECPThis document outlines the schedule and content for a grammar class. It includes the schedule of topics to be covered each class such as articles, demonstratives, and possessives. It provides examples and practice exercises for students to complete regarding each topic. Homework assignments are also listed.
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This document provides an agenda and lesson plan for a grammar class. It includes:
- An overview of topics to be covered for units 1B and 1A, including a test on the past continuous tense and modals for advice, necessity, and conclusion.
- Exercises and activities practicing the past continuous tense, including forms, usage, and examples. Practice with when and while is also included.
- Examples and exercises for modals like must, have to, need to, and don't have to for obligations, necessity, and conclusions. Practice through surveys, sentences, and a film handout.
- Homework assigned on workbooks to practice the topics covered.
Story project
1) Students will work in groups of 3 or 4 on a storytelling project using past simple and present continuous tenses.
2) The story must be about past events, use 8 boxes, and include vocabulary from the student book pages listed.
3) Groups can use different materials and formats but the story must be in English and all members must participate to receive full points.
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This document outlines the rules and grading system for an English class. Students are instructed to use a notebook and folder solely for English work and bring their book to every lesson. They should complete homework daily and participate in class discussions. Grades are determined by classwork, homework, participation, tests, and skills in listening, speaking, writing, and reading. The document also mentions making posters for the classroom and includes common classroom phrases.
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November 12 -31. modals for necessity and conclusion
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This document appears to be notes from an English language class covering a range of grammar topics:
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- Modal verbs such as will, may, might are discussed for expressing future possibility and advice.
- Other topics covered include there is/there are, questions, prepositions, and a preposition scavenger hunt activity.
Homework assigned includes workbook pages for the two sections.
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This document outlines the agenda and content covered for a grammar class. It includes discussions of articles, demonstratives, and possessives. Examples are provided and exercises assigned for students to practice using these grammatical structures. The class involves group work, self-tests, and homework to reinforce understanding of optional grammar rules in English.
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This document provides an agenda for an English grammar lesson that focuses on the future tense. It includes activities to review and practice the past progressive tense, introduce and practice the future tense using "be going to" and "will", and engage students in pair and group work practicing forming and asking questions in the future tense. Homework includes working on exercises in the workbook and preparing for a test on future tense grammar on Friday.
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November 19 --33. articles, demonstratives, and possessives 1 b
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Campos video-practicum- planilla de observación 2 - passed
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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
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November 2135. 1 a articles, demonstratives, and possessives
- 1. Grammar 1 IECP Fall 2013 Nikki Mattson
- 3. Semester Schedule 11/21 – Units 18+4 12/5 – Units 6+7 11/22 – Unit 6 12/10 – 1st attempt at final exam (all chapters covered this semester, passing (83%) = 100% + no class on 12/13 12/3 – Program Evaluations and DISSA presentation 12/13 – 2nd attempt at final exam (redo mistakes on exam – score will be an average of the 1st and 2nd attempt)
- 4. Agenda • Optional Curriculum – Articles (continued) – Demonstratives – Possessives
- 5. Articles • Review – what did we discuss/practice during the last class?
- 6. Practice • Pg. 214, ex. 22 – listen + write • Pg. 215, ex. 2.3 A+B
- 7. Article vs. No Article • Review charts on pg. 217
- 8. Practice • Pg. 218, ex 3.1
- 9. Editing Race 1. The professor gave us an lecture on economics. 2. Eye contact between women and a men is impolite. 3. Eye contact is used by many people such as a teacher and policemen. 4. I’m making a progress with my English 5. I have too much homeworks tonight! 6. The life is often difficult for students. 7. Students get the homework every night. 8. The Japanese is a beautiful language. 9. I have to make an decision quickly. 10. Please give me some advices.
- 11. Demonstratives • Read pgs. 38-39 out loud + B + C
- 12. Demonstratives • Use this for a person or thing that is near you. – – • This book is very interesting. Try it out. Use that for a person or thing that is far away from you. – – That folder is red. Try it out. • Use these for people or things that are near you. – These books are very interesting. – Try it out. • Use those for people or things that are far away from you. – – Those folders are red. Try it out.
- 13. Practice • Pg. 42, ex. 2.1 • Pg. 43, ex. 2.4
- 14. Possessives • Review pg. 45 (3.1 – 3.4) • Pg. 47, ex. 3.1 • Pg. 48, ex. 3.3
- 15. Form and Function • Pgs. 135-137 (complete and check) • Re-take self-test
- 16. HW • WB 22-27