90 Oral Communications Bridge
I. Course Objectives
This course’s main goal is to bring students to mastery of advanced, academic oral and aural communication skills. Students will engage in critical reflection and present expert academic presentations, lead mini-lessons and discussions on academic topics and engage in debates (based on style of the Doha Debates). Presentations and discussions include demonstration of undergraduate level expertise in academic settings and topics. Grammar and pronunciation will not impede understanding nor intrude upon message conveyed. Students must be able to successfully utilize PowerPoint or Prezi.
II. Resources
There is no required text. Instructor will provide numerous handouts and online resources.
III. Student Learning Outcomes
On successful completion of this course, a student will be able to:
Speaking:
· Accurately pronounce the sounds of Standard American English (SAE) including Consonants, vowels, dip-thongs, stress and intonation
· Deliver an academic presentation on a famous person in the student’s chosen research field
· Deliver an effective mini-lesson on a general knowledge topic
· Deliver an effective mini-lesson on a topic within the chosen research field of the student
· Participate in both prepared and impromptu debates and be able to defend both for and against viewpoints even if the task assigned is against the student’s personal beliefs
Listening:
· Take accurate notes on academic presentations
· Summarize presentation in no more than 250 words, identifying key points
· Evaluate and critique the quality of a presentation utilizing knowledge of effective presentations
General:
· Create effective (visually appealing, content-appropriate and properly cited) PowerPoint or Prezi slideshows to support presentations and mini-lessons
IV. Assessment
Item and Description and Percent of Final Grade
Pronunciation Quizzes (4 total)
1= Consonants
2= Vowels & Dipthongs
3= Stress & Intonation
4= 1 to 3 combined
Total = 10%
Presentations (3 total)
1= Individual summary/interpretation/reflection (15-20 minutes) on the life and work of a current or historical scientist/researcher/inventor in the student’s current or future field of study OR same task on an artist from a student’s home country or culture
2= Pair mini-lesson (30-40 minutes) on general US-based topic that all students studying in the US should have a working knowledge of. Examples: Statue of Liberty, Tuskegee Experiment, San Andreas Fault
3= Individual mini-lesson (30 minutes) on a field-specific general topic from the student’s current or future major. This will be a topic that an intro-level student in a general education/trad class in the field would be expected to understand and be able to teach to others outside the field
Total = 35%
Peer Presentation Evaluation and Feedback Forms (3 Total)
Each student will complete a total of three (3) evaluation and feedback forms during presentations 1, 2 and 3. Everyone will evaluate the same presenter, who will be chosen randomly, at the same time. Forms will include a written summary of the presentation.
Total = 10%
Debating Defined Terminology Quiz (http://www.actdu.org.au/archives/actein_site/basicskills.html)
Debates (3)
D1= Prepared topic: TBA (Team A = For; Team B = Against)
D2= Prepared topic: TBA (Team A = Against; Team B = For)
D3 = Prepared topic: TBA (Mixed Teams; A = For; B= Against)
Note: D3 could be assigned as an impromptu topic.
Total = 40%
Total: 5 Quizzes, 3 Presentations, 5 Feedback Forms and 3 Debates
100%
Special Note: If you are having problems outside of my class, this will affect your performance inside of my class. Please let me know if there is any situation you need help with. I am always available to talk to. If I cannot solve your problem, I will find someone who can. We can solve any issue together. THE HARDEST STEP IS ADMITTING YOU NEED HELP.
Arriving late to class:
Arriving late is disruptive to the class. You must be in your seat and ready to learn at the beginning of each class. If you are not ready when the class session begins, you will be marked ‘tardy’ (late) in the Jupiter Grades system. Every 3 tardies you accumulate will count as 1 (ONE) absence. Absences that result from multiple tardies will count toward your absence total for the session.
Absence Policies for this class:
Attendance is vital to your success in this class. It is your responsibility to attend class and to participate fully. You must be in your seats and ready to work when the clock hits the top of the hour. If I call your name for attendance and you are not in the room, you will be marked absent/late. The official policy for this class states that if you miss any 10 minutes of a 50-minute class (beginning, middle, or end), you will be marked absent for the day. Please note that final judgment and enforcement of these policies are the responsibility of Mr. Robert, and that all absence decisions are final. Remember all absences are counted regardless of the reason. When you are absent, please inform me by email ([email protected]) and arrange to do any missed work on your own time. Late homework will be accepted within two days from the due date. There will be no make-up quizzes. Contact your classmates for their notes from class.
CESL’s Absence Policy:
Please note that excessive absences in CESL’s IEP can have serious consequences. Students who miss more than 18 total classes at CESL can be dismissed from CESL. Whenever you miss class, it is very important that you contact your instructor. If you have an excuse, you should bring documentation (a doctor’s note or any other relevant documentation) for your absence to the Intensive English Program Coordinator, Steven Randall, in office 208 as soon as possible. Please be aware that having such documentation does not excuse you, but will be considered in cases where a student has exceeded a total of 18 class absences. Also, having an excuse does not guarantee a student will not be dismissed. Dismiss4als that occur due to excessive absences are handled on a case-by-case basis.
Class Rules:
1. Arrive on time and prepared to work. You should be in your seat BEFORE Robert starts talking.
2. If you are absent, send me an email explaining why and when you will return.
3. Turn off cell phones and MP3 players before class begins. Anything that has an ON/OFF switch must be turned off including electronic dictionaries unless the instructor allows you to use one.
4. English is the only language we all have in common, so please use it.
5. Show respect for your classmates and take turns speaking.
6. Be kind, patient, open-minded and non-judgmental.
7. If you enter class and have not done your HW, you may be asked to leave and marked absent.
If you feel overwhelmed, PLEASE come see me.
Grading and Grade Reports: The University of Arizona values academic excellence and the work that you do at CESL. Performance in an academic program such as CESL contributes to providing documentation of a student’s interest in and willingness to study and work hard in academic pursuits. CESL course grades and attendance reports for all full-time CESL students transferring directly to the University of Arizona will be sent to the UA Admissions office. Grades and attendance will be sent both for students meeting the condition of English for admission with CESL Endorsement or those receiving appropriate TOEFL or IELTS scores for admission. Please note, CESL grades do not transfer to or contribute to UA grades or your overall UA GPA.
Note: No early final exams will be given to students!
Grading framework:
90-100% = A (Excellent)
80-89% = B (Good)
70-79% = C (Satisfactory)
60-69% = D (Poor)
0-59% = E (Failing)
Please note: The schedule below is tentative and can be subject to change by the instructor.
90 OC: Weekly Schedule
Lesson
Topics & Activities
Readings, Handouts & Website Resources
Assessments
Week 1
Pronunciation and Presentation 1 Prep
Pronunciation Quiz 1
Class 1
March 25
Introduction Activity
Class Overview
Language perception
The Translator (C. Tate)
Steve Martin English lesson
IPA – consonants
What is your name?
Syllabus
http://www.youtube.com/watch?v=Vc8tfioOKvU
http://www.youtube.com/watch?v=2NOow2ks5RE
Language Files page 35
Class 2
March 27
IPA – consonants
Student & Teacher Characteristics discussion
Leaf/leaves/life/lives
Leave/leaves/Live/lives
Wine/vine
The Last Leaf by O. Henry
Language Files page 35
Characteristics table
Easy Reading Selections in English (R.J. Dixson)
Class 3
March 29
Pronunciation
Listening
PPT vs Prezi
(demo & have ss join)
http://www.manythings.org/lar/
University of Iowa Phonetics
http://www.uiowa.edu/~acadtech/phonetics/
www.esl-lab.com
http://prezi.com/
Pronunciation Quiz 1
Ss individually pronounce 5 consonant sounds (25 words)
Week 2
Pronunciation
Presentation 1 Prep
Presentation 1
Pronunciation Quiz 2
Presentation 1
Evaluation & Feedback Forms
Class 4
April 1
Vowels & Dipthongs
Model Peer Evaluations and presentation rubric
Workshop – creating ppts – 1-on-1 guidance
Language Files page 36
Peer Presentation Evaluation & Feedback handout & rubric
Class 5
April 3
Vowels & Dipthongs
Presentation on the life and work of a current or historical scientist/researcher/inventor in the student’s current or future field of study
Presentation 1
Evaluation & Feedback Forms
Class 6
April 5
Presentation on the life and work of a current or historical scientist/researcher/inventor in the student’s current or future field of study
Presentation 1
Evaluation & Feedback Forms
Week 3
Presentation 1 and Presentation 2 Prep
Prezi Lesson
Pronunciation Quiz 2
Presentation 1
Evaluation & Feedback Forms
Class 7
April 8
Presentation on the life and work of a current or historical scientist/researcher/inventor in the student’s current or future field of study
Presentation 1
Pronunciation Quiz 2
Ss individually pronounce all vowel & dipthongs (50 words)
Class 8
April 10
Stress & Intonation
Presentation 1 Review
Correct ppt & prezi errors
Focus on Pronunciation 3
Pp 131, 132, 133, 137, 138, 140-143, 151
Class 9
April 12
Prezi Workshop*
Ali & Mohammed’s PPT
Email ss Pres 2 reqs over the weekend!
Week 4
Presentation 2 Prep and Presentation 2
Focus on Pronunciation 3
Pp. 133, 137, 138, 140-143, 151
Pronunciation Quiz 3
Presentation 2
Evaluation & Feedback Forms
Class 10
April 15
Model Pres 2 Intro/warmup
Activities & explain reqs
Work on Pres 2 in teams
Focus on Pronunciation 3
Pp. 133, 137, 138
Class 11
April 17
Work on Pres 2 in teams
SS must have all def/T/F/Q/A & 1-2 videos
Focus on Pronunciation 3
Pp. 140, 141, 142
Class 12
April 19
Presentation 2 teacher/student lab
Focus on Pronunciation 3
143, 151 & review
Pronunciation Quiz 3
p. 142 Exercise 2
Week 5
Presentation 2 and Presentation 3 Prep
Presentation 2
Evaluation & Feedback Forms
Pronunciation Quiz 4
April 22
Jung Eun & Ting
(Music Therapy)
Mhd. Hanif & Hamzah
(PWA 1933)
‘ough’ story
Presentation 2
(ALL prezis!)
Evaluation & Feedback Forms
No Summaries!
April 24
Saeed & Mustafa
(San Anderas Fault)
Majed & Gary
(Statue of Liberty)
‘ough’ story
Presentation 2
Evaluation & Feedback Forms
No Summaries!
April 26
Maria & Mmd. Makeen
(Tuskegee Experiment)
‘ough’ story
Presentation 2
Evaluation & Feedback Forms
No Summaries!
Week 6
Presentation 3
Presentation 3
Evaluation & Feedback Forms
April 29
‘ough’ review & quiz
Presentation 3 teacher/student lab
“ough” quiz
Presentation 3
May 1
Presentation 3/note-taking: Saeed:Active US Volcanoes
Ali: Southwest Airlines
Mustafa: Wireless Chargers
I removed the Evaluation & Feedback Forms as the topics were too long and complicated. Also, only I gave a grade for the presentations.
Students summarize 1 of the speakers’ presentations and submit that & the notes on Monday May 6
May 3
Presentation 3/note-taking:
Maria: Prosthesis
Ting: US Stock Market
Hamza: Malaria
Mhd Hanif: Sustainability
Gary: Online Shopping
Mhd Maheen: Hackers
Students summarize 1 of the speakers’ presentations and submit that & the notes on Monday May 6
Week 7
Intro to Debating
Terminology Quiz
May 6
Debate Definitions
Quiz next Monday, May 13
The Doha Debates defined
Doha Debates webpage
(resource)
Doha Debates Videos
(resource – watch @ home)
http://www.actdu.org.au/archives/actein_site/basicskills.html
(links to handout above and matching PPT below) http://www.slideshare.net/jtoma84/basic-debating-skills
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=4&ved=0CEcQFjAD&url=http%3A%2F%2Fwww.unc.edu%2Fworld%2F2010CCSymposium%2FLundberg_Debate101.pps&ei=nU6JUdPkLeaaiAL7ooDgBw&usg=AFQjCNFwFhm5m7BIsRiFc3T2rp4bKY3VQQ&bvm=bv.46226182,d.cGE
(alternate PowerPoint)
http://en.wikipedia.org/wiki/The_Doha_Debates
http://www.thedohadebates.com/
http://www.youtube.com/playlist?list=PL3C518C7E96EA7ED6
May 8
Debate Definitions review
Mock Debate – Teacher led
http://www.actdu.org.au/archives/actein_site/basicskills.html
May 10
Mock Debate
That adoption in the US should be free and universal
Week 8
Debate 1 Practice
Terminology Quiz
Debate 1
May 13
Terminology Quiz
Debate 1 Practice
That euthanasia should be legal and permitted in AZ
May 15
Debate 1 Practice
continued
That euthanasia should be legal and permitted in AZ
May 17
Debate 1 Graded (Final 1)
Week 9
Debate 2 Prep
Debate 2
May 20
Consonant & Vowel Pronunciation review
Short Story: Mr. Travers’ Frist Hunt (R.H. Davis)
Debate 2 Practice
Language Files page 35
Easy Reading Selections in English (R.J. Dixson)
May 22
Consonant & Vowel Pronunciation review
Short Story: The Hungry Man Was Fed (R.H. Davis)
That prostitution should be legal in the USA
Video: Nevada Brothels
Language Files page 35
Easy Reading Selections in English (R.J. Dixson)
http://www.youtube.com/watch?v=7KA_d2R6wAY
Debate 2 Graded
May 24
Consonant & Vowel Pronunciation review
Short Story: The Christmas Present. (O .Henry)
Video: The Lottery
Debate 3 Prep:
That the death penalty should be legal in all of the United States
Language Files page 35
Easy Reading Selections in English (R.J. Dixson)
http://www.youtube.com/watch?v=pIm93Xuij7k
http://www.youtube.com/watch?v=PMhV3fwx5Sg
Week 10
Debate 3
Debate 3 (Final 2)
May 27
Memorial Day
No Classes!
May 29
Debate 3 Prep
That the death penalty should be legal in all of the USA
Students have 10 minutes to discuss team position. Then we do a practice run with feedback, note taking and clarification. Then they do the debate for a grade.
Debate 3 Graded
*Note: See Ali & Mohammad’s PPT for prezi workshop (Presentation 2)
Presentation 2 groups & topics (can be in prezi or PPT):
Prezi: Ali (cuz Mohammed got held up @ TOEFL in Casa Grande)
Statue of Liberty: Gary & Majed
Music Therapy: Ting & Jung Eun
Public Works Administration (USA 1933): Hanif & Hamza
San Andreas Fault: Saeed & Mustafa
Tuskegee Experiment: Maria & Mohammed Makeen
Introduction
Warm-up Quiz
Definition (1), True/False (3), Facts & Figures or Q&A (3)
(7 items max) – see my demo/sample handout. Students must be able to answer all the questions based on the presentation.
Lesson: Definition, Details, History, Major Persons, Events (timeline),
Impacts then/now, Resolution, etc (must have 1 or 2 videos)
References
Contact Info
Presentation 3: Field-specific topics.
Saeed: Active US Volcanoes
Ali: Southwest Airlines
Mustafa: Wireless Chargers
Maria: Prosthesis
Ting: US Stock Market
Hamza: Malaria (PPT)
Mhd Hanif: Sustainability
Gary: Online Shopping
Mhd Maheen: Hackers
DEBATES – possible topics
Age of Consent
That there should be age of consent laws in the world.
https://en.wikipedia.org/wiki/Age_of_consent
http://www.avert.org/age-of-consent.htm
http://www.youtube.com/watch?v=qfG88gNrTow
Euthanasia
That euthanasia should be legal and permitted in AZ.
http://en.wikipedia.org/wiki/Euthanasia
http://www.youtube.com/watch?v=nuna6So2DKM
http://www.youtube.com/watch?v=PhoIU6HGLRw
Death Penalty
That there should be the death penalty in all of the USA.
https://en.wikipedia.org/wiki/Capital_punishment
http://www.youtube.com/watch?v=1htDY230jx4
Adoption should be free and open to anyone
That adoption in the USA should be free and universal.
http://en.wikipedia.org/wiki/Adoption
http://www.youtube.com/watch?v=c581SoT_oW4
Prostitution
That prostitution should be legal in the USA.
https://en.wikipedia.org/wiki/Prostitution
http://www.youtube.com/watch?v=7KA_d2R6wAY
This course’s main goal is to bring students to mastery of advanced, academic oral and aural communication skills. Students will engage in critical reflection and present expert academic presentations, lead mini-lessons and discussions on academic topics and engage in debates (based on style of the Doha Debates). Presentations and discussions include demonstration of undergraduate level expertise in academic settings and topics. Grammar and pronunciation will not impede understanding nor intrude upon message conveyed. Students must be able to successfully utilize PowerPoint or Prezi.
II. Resources
There is no required text. Instructor will provide numerous handouts and online resources.
III. Student Learning Outcomes
On successful completion of this course, a student will be able to:
Speaking:
· Accurately pronounce the sounds of Standard American English (SAE) including Consonants, vowels, dip-thongs, stress and intonation
· Deliver an academic presentation on a famous person in the student’s chosen research field
· Deliver an effective mini-lesson on a general knowledge topic
· Deliver an effective mini-lesson on a topic within the chosen research field of the student
· Participate in both prepared and impromptu debates and be able to defend both for and against viewpoints even if the task assigned is against the student’s personal beliefs
Listening:
· Take accurate notes on academic presentations
· Summarize presentation in no more than 250 words, identifying key points
· Evaluate and critique the quality of a presentation utilizing knowledge of effective presentations
General:
· Create effective (visually appealing, content-appropriate and properly cited) PowerPoint or Prezi slideshows to support presentations and mini-lessons
IV. Assessment
Item and Description and Percent of Final Grade
Pronunciation Quizzes (4 total)
1= Consonants
2= Vowels & Dipthongs
3= Stress & Intonation
4= 1 to 3 combined
Total = 10%
Presentations (3 total)
1= Individual summary/interpretation/reflection (15-20 minutes) on the life and work of a current or historical scientist/researcher/inventor in the student’s current or future field of study OR same task on an artist from a student’s home country or culture
2= Pair mini-lesson (30-40 minutes) on general US-based topic that all students studying in the US should have a working knowledge of. Examples: Statue of Liberty, Tuskegee Experiment, San Andreas Fault
3= Individual mini-lesson (30 minutes) on a field-specific general topic from the student’s current or future major. This will be a topic that an intro-level student in a general education/trad class in the field would be expected to understand and be able to teach to others outside the field
Total = 35%
Peer Presentation Evaluation and Feedback Forms (3 Total)
Each student will complete a total of three (3) evaluation and feedback forms during presentations 1, 2 and 3. Everyone will evaluate the same presenter, who will be chosen randomly, at the same time. Forms will include a written summary of the presentation.
Total = 10%
Debating Defined Terminology Quiz (http://www.actdu.org.au/archives/actein_site/basicskills.html)
- What is a debate?
- What is a topic?
- The Definition
- The Team Line
- The Roles of the Speakers
- What is Matter?
- What is Manner?
- What is Method?
- Rebuttal
- The Marking Scheme
Debates (3)
D1= Prepared topic: TBA (Team A = For; Team B = Against)
D2= Prepared topic: TBA (Team A = Against; Team B = For)
D3 = Prepared topic: TBA (Mixed Teams; A = For; B= Against)
Note: D3 could be assigned as an impromptu topic.
Total = 40%
Total: 5 Quizzes, 3 Presentations, 5 Feedback Forms and 3 Debates
100%
Special Note: If you are having problems outside of my class, this will affect your performance inside of my class. Please let me know if there is any situation you need help with. I am always available to talk to. If I cannot solve your problem, I will find someone who can. We can solve any issue together. THE HARDEST STEP IS ADMITTING YOU NEED HELP.
Arriving late to class:
Arriving late is disruptive to the class. You must be in your seat and ready to learn at the beginning of each class. If you are not ready when the class session begins, you will be marked ‘tardy’ (late) in the Jupiter Grades system. Every 3 tardies you accumulate will count as 1 (ONE) absence. Absences that result from multiple tardies will count toward your absence total for the session.
Absence Policies for this class:
Attendance is vital to your success in this class. It is your responsibility to attend class and to participate fully. You must be in your seats and ready to work when the clock hits the top of the hour. If I call your name for attendance and you are not in the room, you will be marked absent/late. The official policy for this class states that if you miss any 10 minutes of a 50-minute class (beginning, middle, or end), you will be marked absent for the day. Please note that final judgment and enforcement of these policies are the responsibility of Mr. Robert, and that all absence decisions are final. Remember all absences are counted regardless of the reason. When you are absent, please inform me by email ([email protected]) and arrange to do any missed work on your own time. Late homework will be accepted within two days from the due date. There will be no make-up quizzes. Contact your classmates for their notes from class.
CESL’s Absence Policy:
Please note that excessive absences in CESL’s IEP can have serious consequences. Students who miss more than 18 total classes at CESL can be dismissed from CESL. Whenever you miss class, it is very important that you contact your instructor. If you have an excuse, you should bring documentation (a doctor’s note or any other relevant documentation) for your absence to the Intensive English Program Coordinator, Steven Randall, in office 208 as soon as possible. Please be aware that having such documentation does not excuse you, but will be considered in cases where a student has exceeded a total of 18 class absences. Also, having an excuse does not guarantee a student will not be dismissed. Dismiss4als that occur due to excessive absences are handled on a case-by-case basis.
Class Rules:
1. Arrive on time and prepared to work. You should be in your seat BEFORE Robert starts talking.
2. If you are absent, send me an email explaining why and when you will return.
3. Turn off cell phones and MP3 players before class begins. Anything that has an ON/OFF switch must be turned off including electronic dictionaries unless the instructor allows you to use one.
4. English is the only language we all have in common, so please use it.
5. Show respect for your classmates and take turns speaking.
6. Be kind, patient, open-minded and non-judgmental.
7. If you enter class and have not done your HW, you may be asked to leave and marked absent.
If you feel overwhelmed, PLEASE come see me.
Grading and Grade Reports: The University of Arizona values academic excellence and the work that you do at CESL. Performance in an academic program such as CESL contributes to providing documentation of a student’s interest in and willingness to study and work hard in academic pursuits. CESL course grades and attendance reports for all full-time CESL students transferring directly to the University of Arizona will be sent to the UA Admissions office. Grades and attendance will be sent both for students meeting the condition of English for admission with CESL Endorsement or those receiving appropriate TOEFL or IELTS scores for admission. Please note, CESL grades do not transfer to or contribute to UA grades or your overall UA GPA.
Note: No early final exams will be given to students!
Grading framework:
90-100% = A (Excellent)
80-89% = B (Good)
70-79% = C (Satisfactory)
60-69% = D (Poor)
0-59% = E (Failing)
Please note: The schedule below is tentative and can be subject to change by the instructor.
90 OC: Weekly Schedule
Lesson
Topics & Activities
Readings, Handouts & Website Resources
Assessments
Week 1
Pronunciation and Presentation 1 Prep
Pronunciation Quiz 1
Class 1
March 25
Introduction Activity
Class Overview
Language perception
The Translator (C. Tate)
Steve Martin English lesson
IPA – consonants
What is your name?
Syllabus
http://www.youtube.com/watch?v=Vc8tfioOKvU
http://www.youtube.com/watch?v=2NOow2ks5RE
Language Files page 35
Class 2
March 27
IPA – consonants
Student & Teacher Characteristics discussion
Leaf/leaves/life/lives
Leave/leaves/Live/lives
Wine/vine
The Last Leaf by O. Henry
Language Files page 35
Characteristics table
Easy Reading Selections in English (R.J. Dixson)
Class 3
March 29
Pronunciation
Listening
PPT vs Prezi
(demo & have ss join)
http://www.manythings.org/lar/
University of Iowa Phonetics
http://www.uiowa.edu/~acadtech/phonetics/
www.esl-lab.com
http://prezi.com/
Pronunciation Quiz 1
Ss individually pronounce 5 consonant sounds (25 words)
Week 2
Pronunciation
Presentation 1 Prep
Presentation 1
Pronunciation Quiz 2
Presentation 1
Evaluation & Feedback Forms
Class 4
April 1
Vowels & Dipthongs
Model Peer Evaluations and presentation rubric
Workshop – creating ppts – 1-on-1 guidance
Language Files page 36
Peer Presentation Evaluation & Feedback handout & rubric
Class 5
April 3
Vowels & Dipthongs
Presentation on the life and work of a current or historical scientist/researcher/inventor in the student’s current or future field of study
Presentation 1
Evaluation & Feedback Forms
Class 6
April 5
Presentation on the life and work of a current or historical scientist/researcher/inventor in the student’s current or future field of study
Presentation 1
Evaluation & Feedback Forms
Week 3
Presentation 1 and Presentation 2 Prep
Prezi Lesson
Pronunciation Quiz 2
Presentation 1
Evaluation & Feedback Forms
Class 7
April 8
Presentation on the life and work of a current or historical scientist/researcher/inventor in the student’s current or future field of study
Presentation 1
Pronunciation Quiz 2
Ss individually pronounce all vowel & dipthongs (50 words)
Class 8
April 10
Stress & Intonation
Presentation 1 Review
Correct ppt & prezi errors
Focus on Pronunciation 3
Pp 131, 132, 133, 137, 138, 140-143, 151
Class 9
April 12
Prezi Workshop*
Ali & Mohammed’s PPT
Email ss Pres 2 reqs over the weekend!
Week 4
Presentation 2 Prep and Presentation 2
Focus on Pronunciation 3
Pp. 133, 137, 138, 140-143, 151
Pronunciation Quiz 3
Presentation 2
Evaluation & Feedback Forms
Class 10
April 15
Model Pres 2 Intro/warmup
Activities & explain reqs
Work on Pres 2 in teams
Focus on Pronunciation 3
Pp. 133, 137, 138
Class 11
April 17
Work on Pres 2 in teams
SS must have all def/T/F/Q/A & 1-2 videos
Focus on Pronunciation 3
Pp. 140, 141, 142
Class 12
April 19
Presentation 2 teacher/student lab
Focus on Pronunciation 3
143, 151 & review
Pronunciation Quiz 3
p. 142 Exercise 2
Week 5
Presentation 2 and Presentation 3 Prep
Presentation 2
Evaluation & Feedback Forms
Pronunciation Quiz 4
April 22
Jung Eun & Ting
(Music Therapy)
Mhd. Hanif & Hamzah
(PWA 1933)
‘ough’ story
Presentation 2
(ALL prezis!)
Evaluation & Feedback Forms
No Summaries!
April 24
Saeed & Mustafa
(San Anderas Fault)
Majed & Gary
(Statue of Liberty)
‘ough’ story
Presentation 2
Evaluation & Feedback Forms
No Summaries!
April 26
Maria & Mmd. Makeen
(Tuskegee Experiment)
‘ough’ story
Presentation 2
Evaluation & Feedback Forms
No Summaries!
Week 6
Presentation 3
Presentation 3
Evaluation & Feedback Forms
April 29
‘ough’ review & quiz
Presentation 3 teacher/student lab
“ough” quiz
Presentation 3
May 1
Presentation 3/note-taking: Saeed:Active US Volcanoes
Ali: Southwest Airlines
Mustafa: Wireless Chargers
I removed the Evaluation & Feedback Forms as the topics were too long and complicated. Also, only I gave a grade for the presentations.
Students summarize 1 of the speakers’ presentations and submit that & the notes on Monday May 6
May 3
Presentation 3/note-taking:
Maria: Prosthesis
Ting: US Stock Market
Hamza: Malaria
Mhd Hanif: Sustainability
Gary: Online Shopping
Mhd Maheen: Hackers
Students summarize 1 of the speakers’ presentations and submit that & the notes on Monday May 6
Week 7
Intro to Debating
Terminology Quiz
May 6
Debate Definitions
Quiz next Monday, May 13
The Doha Debates defined
Doha Debates webpage
(resource)
Doha Debates Videos
(resource – watch @ home)
http://www.actdu.org.au/archives/actein_site/basicskills.html
(links to handout above and matching PPT below) http://www.slideshare.net/jtoma84/basic-debating-skills
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=4&ved=0CEcQFjAD&url=http%3A%2F%2Fwww.unc.edu%2Fworld%2F2010CCSymposium%2FLundberg_Debate101.pps&ei=nU6JUdPkLeaaiAL7ooDgBw&usg=AFQjCNFwFhm5m7BIsRiFc3T2rp4bKY3VQQ&bvm=bv.46226182,d.cGE
(alternate PowerPoint)
http://en.wikipedia.org/wiki/The_Doha_Debates
http://www.thedohadebates.com/
http://www.youtube.com/playlist?list=PL3C518C7E96EA7ED6
May 8
Debate Definitions review
Mock Debate – Teacher led
http://www.actdu.org.au/archives/actein_site/basicskills.html
May 10
Mock Debate
That adoption in the US should be free and universal
Week 8
Debate 1 Practice
Terminology Quiz
Debate 1
May 13
Terminology Quiz
Debate 1 Practice
That euthanasia should be legal and permitted in AZ
May 15
Debate 1 Practice
continued
That euthanasia should be legal and permitted in AZ
May 17
Debate 1 Graded (Final 1)
Week 9
Debate 2 Prep
Debate 2
May 20
Consonant & Vowel Pronunciation review
Short Story: Mr. Travers’ Frist Hunt (R.H. Davis)
Debate 2 Practice
Language Files page 35
Easy Reading Selections in English (R.J. Dixson)
May 22
Consonant & Vowel Pronunciation review
Short Story: The Hungry Man Was Fed (R.H. Davis)
That prostitution should be legal in the USA
Video: Nevada Brothels
Language Files page 35
Easy Reading Selections in English (R.J. Dixson)
http://www.youtube.com/watch?v=7KA_d2R6wAY
Debate 2 Graded
May 24
Consonant & Vowel Pronunciation review
Short Story: The Christmas Present. (O .Henry)
Video: The Lottery
Debate 3 Prep:
That the death penalty should be legal in all of the United States
Language Files page 35
Easy Reading Selections in English (R.J. Dixson)
http://www.youtube.com/watch?v=pIm93Xuij7k
http://www.youtube.com/watch?v=PMhV3fwx5Sg
Week 10
Debate 3
Debate 3 (Final 2)
May 27
Memorial Day
No Classes!
May 29
Debate 3 Prep
That the death penalty should be legal in all of the USA
Students have 10 minutes to discuss team position. Then we do a practice run with feedback, note taking and clarification. Then they do the debate for a grade.
Debate 3 Graded
*Note: See Ali & Mohammad’s PPT for prezi workshop (Presentation 2)
Presentation 2 groups & topics (can be in prezi or PPT):
Prezi: Ali (cuz Mohammed got held up @ TOEFL in Casa Grande)
Statue of Liberty: Gary & Majed
Music Therapy: Ting & Jung Eun
Public Works Administration (USA 1933): Hanif & Hamza
San Andreas Fault: Saeed & Mustafa
Tuskegee Experiment: Maria & Mohammed Makeen
Introduction
Warm-up Quiz
Definition (1), True/False (3), Facts & Figures or Q&A (3)
(7 items max) – see my demo/sample handout. Students must be able to answer all the questions based on the presentation.
Lesson: Definition, Details, History, Major Persons, Events (timeline),
Impacts then/now, Resolution, etc (must have 1 or 2 videos)
References
Contact Info
Presentation 3: Field-specific topics.
Saeed: Active US Volcanoes
Ali: Southwest Airlines
Mustafa: Wireless Chargers
Maria: Prosthesis
Ting: US Stock Market
Hamza: Malaria (PPT)
Mhd Hanif: Sustainability
Gary: Online Shopping
Mhd Maheen: Hackers
DEBATES – possible topics
Age of Consent
That there should be age of consent laws in the world.
https://en.wikipedia.org/wiki/Age_of_consent
http://www.avert.org/age-of-consent.htm
http://www.youtube.com/watch?v=qfG88gNrTow
Euthanasia
That euthanasia should be legal and permitted in AZ.
http://en.wikipedia.org/wiki/Euthanasia
http://www.youtube.com/watch?v=nuna6So2DKM
http://www.youtube.com/watch?v=PhoIU6HGLRw
Death Penalty
That there should be the death penalty in all of the USA.
https://en.wikipedia.org/wiki/Capital_punishment
http://www.youtube.com/watch?v=1htDY230jx4
Adoption should be free and open to anyone
That adoption in the USA should be free and universal.
http://en.wikipedia.org/wiki/Adoption
http://www.youtube.com/watch?v=c581SoT_oW4
Prostitution
That prostitution should be legal in the USA.
https://en.wikipedia.org/wiki/Prostitution
http://www.youtube.com/watch?v=7KA_d2R6wAY