Thanks for joining me today. The answers for Ex. 8 are:
1 will form; 2 will have expanded; 3 will have become; 4 will publish; 5 will revolutionise; 6 will give; 7 will include; 8 will permit; 9 will have made
Tuesday, November 24, 2009
Sunday, November 22, 2009
MODULE 3 ESP Reading (Mon 23/11/09 2.30pm)
Find an article that is of interest to you. You should prepare a brief oral summary of the article and be able explain it to other students:
• http://www.nature.com
• http://www.newscientist.com/
• http://www.economist.com/
• http://www.accountancymagazine.com
• http://www.architectmagazine.com/
• http://www.marketingmagazine.co.uk/
Students whose subjects aren’t covered by the above could look at www.guardian.co.uk and then at the relevant section (Health, Environment, Science, Music etc.
• http://www.nature.com
• http://www.newscientist.com/
• http://www.economist.com/
• http://www.accountancymagazine.com
• http://www.architectmagazine.com/
• http://www.marketingmagazine.co.uk/
Students whose subjects aren’t covered by the above could look at www.guardian.co.uk and then at the relevant section (Health, Environment, Science, Music etc.
Wednesday, November 18, 2009
Homework Answers (worksheet - unit 14)
This was Tuesday night's homework:
Reading
2 1) (social) expectations 2) significant phenomenon 3) voting patterns 4 consumer choice 5 (social) status
Vocabulary
3 1) unprecedented 2) overriding 3) penetrating 4) materialistic 5) radical 6) fundamental 7) autonomous 8) atypical
4 1) fundamental 2) penetrating 3) atypical 4) overriding 5) radical 6) autonomous
Grammar
5 1) When we exercise, we know that it is difficult to avoid such a situation.
2) There are a lot more questions that we require answers to before we can reach a verdict on such an important issue.
3 Finally, good relationships with the people around us is another factor in how far we achieve happiness
4) Rich countries should take more responsibility for helping the poorer ones.
5) Maybe for other people these things are not so important, but for me they are very important.
6) In my essay, I discuss the merits and demerits of the mobile phone.
7) Considering that Australia is a good place for jobs, this/it is quite an alarming trend.
6 1) All; which 2 each other 3 myself 4 ours 5 who 6 these; somewhere 7 it 8 those9 neither 10 someone; whom
Reading
2 1) (social) expectations 2) significant phenomenon 3) voting patterns 4 consumer choice 5 (social) status
Vocabulary
3 1) unprecedented 2) overriding 3) penetrating 4) materialistic 5) radical 6) fundamental 7) autonomous 8) atypical
4 1) fundamental 2) penetrating 3) atypical 4) overriding 5) radical 6) autonomous
Grammar
5 1) When we exercise, we know that it is difficult to avoid such a situation.
2) There are a lot more questions that we require answers to before we can reach a verdict on such an important issue.
3 Finally, good relationships with the people around us is another factor in how far we achieve happiness
4) Rich countries should take more responsibility for helping the poorer ones.
5) Maybe for other people these things are not so important, but for me they are very important.
6) In my essay, I discuss the merits and demerits of the mobile phone.
7) Considering that Australia is a good place for jobs, this/it is quite an alarming trend.
6 1) All; which 2 each other 3 myself 4 ours 5 who 6 these; somewhere 7 it 8 those9 neither 10 someone; whom
Intermediate: Reading & Grammar (18/11/09 2.30pm)
Thanks for joining me in today's reading workshop on peer pressure. Here are the answers to the grammar exercise on the worksheet I gave you.
1 f) We are seeking a counsellor to whom we can refer special cases.
2 e) Even the bullies were crying , which was unsurprising.
3 i) Kurt Lewis, who many see as the father of social psychology, fled to the USA from Germany.
4 h) Teenagers like to turn for advice to other young people who they sympathise with.
5 d) People who are easily influenced will follow someone else's lead first.
6 c) The type of peer pressure that leaves you feeling confused or hurt is never good.
7 g) Peers are the individuals with whom a child or an adolescent identifies most.
8 b) We took all the teenagers to the seaside, which made a good break for them.
9 a) The bullying problme(,) about which we had a lot of discussion (,) has now been resolved. (Note: #9 could be defining OR non-defining.)
For more practise on non-defining clauses, click here.
1 f) We are seeking a counsellor to whom we can refer special cases.
2 e) Even the bullies were crying , which was unsurprising.
3 i) Kurt Lewis, who many see as the father of social psychology, fled to the USA from Germany.
4 h) Teenagers like to turn for advice to other young people who they sympathise with.
5 d) People who are easily influenced will follow someone else's lead first.
6 c) The type of peer pressure that leaves you feeling confused or hurt is never good.
7 g) Peers are the individuals with whom a child or an adolescent identifies most.
8 b) We took all the teenagers to the seaside, which made a good break for them.
9 a) The bullying problme(,) about which we had a lot of discussion (,) has now been resolved. (Note: #9 could be defining OR non-defining.)
For more practise on non-defining clauses, click here.
Monday, November 16, 2009
Intermediate: Speaking (Tues 17/11/09 2.30pm)
For more practice on the 'th' sounds, please follow thislink. Focus on unit one & two.
One student asked about spelling and how different spelling determines pronunciation. Please go to the ELAB and take out the book called "Test your spelling/pronunciation" If you turn to chapter 26 & 27, you can check different spelling patterns and matching pronunciation.
Here are some more rules on spelling.
Rule One: Bossy e
You write Bossy e everywhere. You spell a word like mate by adding Bossy e to the end of mat. The e is bossy because it bosses the other vowel in the word to make a long sound or to shout out its name. Here are a few words that show Bossy e doing its thing: plate, mate, lake, Pete, scene, ride, hide, mine, rode, bone, hope, cute, mule and tune.
Listen to the difference between these words: plat/plate; mat/mate; pet/Pete; rid/ride.
When a vowel makes a long sound, it's the same sound as its name. Bossy e makes the vowel (in the word it tags onto) have a long sound or shout out its name.
Rule Two: When two vowels go walking, the first one does the talking
When spelling words like neat and boat, remember: when-two-vowels-go-walking-the-first-one-does-the-talking. Most long-e sounds fit the two vowels rule. Long e is spelled either with ee, like in meet, seed, and weed, or ea, like in team, seat, and bead. The two vowels come side by side, but the first is the one that makes its long sound. A long-o sound is also often spelled with two vowels. The long o is spelled with oa like in boat, coat, and loan. A long-a sound can be spelled with side-by-side vowels, too. In words like pain and rain, think about the long-a sound with ai. See how the two vowels come together? Start them with the long vowel that he hears and then remember the partnership.
Rule Three: y behaves like a vowel
Without a doubt, vowel sounds are tricky to spell. That's why these four spelling rules are about them. Every time you hear a long-vowel sound, you must run through the options. The third option mostly has to do with long-e or long-i sounds that you hear on the ends of words. The y-behaving-as-a-vowel rule applies to vowel sounds on the end of words that are spelled with a y. In words like happy and sunny, use y to sound like long e. In little words like by and shy, use it to sound like long i.
What about words like system, cyst, and gypsy? In those words, you spell the short-i sound with a y. The words cyst and gypsy are soft-c and soft-g spellings (as well as spellings that use y to make the short-i sound) so.
You use y to make e or i sounds. Put y on the ends of longer words (like happy), it makes a long-e sound, and when she puts y on the end of short words (like by), it makes a long-i sound. Use y in the middle of some words (like gypsy) to make the short-i sound.
Rule Four: i before e except after c (when you hear ee)
All sorts of words have the long-e sound in them, and the i-before-e-except-after-c rule gives you a fourth spelling option. The question becomes: Should you write Bossy e like in Pete, or two vowels walking like in meat and meet, y as in happy, or ie as in niece? Whew. With ie spellings, be sure to help you learn the first part of the rule — i before e except after c — before helping her discover the except-when-you-hear-"ay"-like-in-neighbor part. Practice on words like niece, piece, and receive, and after you're at ease with those, tackle the tough words like neighbor and weight. (You hear ay, so you don't put i before e.)
One student asked about spelling and how different spelling determines pronunciation. Please go to the ELAB and take out the book called "Test your spelling/pronunciation" If you turn to chapter 26 & 27, you can check different spelling patterns and matching pronunciation.
Here are some more rules on spelling.
Rule One: Bossy e
You write Bossy e everywhere. You spell a word like mate by adding Bossy e to the end of mat. The e is bossy because it bosses the other vowel in the word to make a long sound or to shout out its name. Here are a few words that show Bossy e doing its thing: plate, mate, lake, Pete, scene, ride, hide, mine, rode, bone, hope, cute, mule and tune.
Listen to the difference between these words: plat/plate; mat/mate; pet/Pete; rid/ride.
When a vowel makes a long sound, it's the same sound as its name. Bossy e makes the vowel (in the word it tags onto) have a long sound or shout out its name.
Rule Two: When two vowels go walking, the first one does the talking
When spelling words like neat and boat, remember: when-two-vowels-go-walking-the-first-one-does-the-talking. Most long-e sounds fit the two vowels rule. Long e is spelled either with ee, like in meet, seed, and weed, or ea, like in team, seat, and bead. The two vowels come side by side, but the first is the one that makes its long sound. A long-o sound is also often spelled with two vowels. The long o is spelled with oa like in boat, coat, and loan. A long-a sound can be spelled with side-by-side vowels, too. In words like pain and rain, think about the long-a sound with ai. See how the two vowels come together? Start them with the long vowel that he hears and then remember the partnership.
Rule Three: y behaves like a vowel
Without a doubt, vowel sounds are tricky to spell. That's why these four spelling rules are about them. Every time you hear a long-vowel sound, you must run through the options. The third option mostly has to do with long-e or long-i sounds that you hear on the ends of words. The y-behaving-as-a-vowel rule applies to vowel sounds on the end of words that are spelled with a y. In words like happy and sunny, use y to sound like long e. In little words like by and shy, use it to sound like long i.
What about words like system, cyst, and gypsy? In those words, you spell the short-i sound with a y. The words cyst and gypsy are soft-c and soft-g spellings (as well as spellings that use y to make the short-i sound) so.
You use y to make e or i sounds. Put y on the ends of longer words (like happy), it makes a long-e sound, and when she puts y on the end of short words (like by), it makes a long-i sound. Use y in the middle of some words (like gypsy) to make the short-i sound.
Rule Four: i before e except after c (when you hear ee)
All sorts of words have the long-e sound in them, and the i-before-e-except-after-c rule gives you a fourth spelling option. The question becomes: Should you write Bossy e like in Pete, or two vowels walking like in meat and meet, y as in happy, or ie as in niece? Whew. With ie spellings, be sure to help you learn the first part of the rule — i before e except after c — before helping her discover the except-when-you-hear-"ay"-like-in-neighbor part. Practice on words like niece, piece, and receive, and after you're at ease with those, tackle the tough words like neighbor and weight. (You hear ay, so you don't put i before e.)
Monday, November 9, 2009
Intermediate: Reading & Vocab. (Tues 10/11/09 2.30pm)
Thanks for joining me today. We worked on opposites; the answers are as follow:
strict - liberal; progressive-traditional; formal-informal; disciplined-free; bully-victim; shy-outgoing; insecure-confident; unpopular-popular; confirmist-rebel
strict - liberal; progressive-traditional; formal-informal; disciplined-free; bully-victim; shy-outgoing; insecure-confident; unpopular-popular; confirmist-rebel
Wednesday, November 4, 2009
MODULE 4: ESP Reading: Understanding Communication & Change.
Thanks for joining me today in our reading on Understanding Communication & Change. If you're interested in speed reading exercises, please go to the bottom of the page.
COMPREHENSION QUESTIONS:
These questions relate to the entire document (p28-39):
True or False:
1) People generally think of communication as being a complicated thing. (p29)
2) Heath and Bryant believe that communication is a process. (p29)
3) Current theory on communication supports the idea that we are always checking the other person during an interaction. (p30)
4)Modern communication models place greater importance on reception rather than interaction. (p31)
5) Active listening is the singular task of hearing what the other person is saying. (p32)
6) Language is used to evaluate experiences and helps people to survive. (p33)
7) Bluebond-Langner's (1978) research on sick children showed that children didn't completely understand their illness and the fact that they were dying. (p33)
8) Some of the differences in verbal styles can be accounted for by the variations that different people have in expressing their emotions. (p34)
9) A number of individuals experience difficulty in talking about grief or trauma, according to Reiter (2000). (p34)
10)Some researchers state that it is impossible to be competent in cross-cultural communication. (p35)
11)Silence is regarded as a non-verbal skill. (p36)
12)Non verbal process are connected to both actions that we intend to make and actions that we don't intend to make. (p37)
13) Morris (2006) argues that there isn't a great deal of difference between male and female, or between cultures in regards to communication cues. (p38)
14) The "o" in SOLER stands for "Open posture". (p39)
ANSWERS:
1) People generally think of communication as being a complicated thing. (p29) =F ["Communication is so fundamental to our survival and our well-being that we tend not to think about it as a complex skill..." - top of page]
2) Heath and Bryant believe that communication is a process. (p29) =T ["More recent understandings of the anatomy of communication highlight that communication is a process..." see last paragraph on page]
3) Current theory on communication supports the idea that we are always checking the other person during an interaction. (p30) = T [" ...it is now acknowledged that we constantly monitor the other person and adapt verbal and non-verbal responses...in that exchange" - 2nd paragraph]
4)Modern communication models place greater importance on reception rather than interaction. (p31) =F ["Current communication models are emphasising interction rather than transmission & reception" - see last paragraph on page]
5) Active listening is the singular task of hearing what the other person is saying. (p32) = F ["When we listen actively, we are both hearing what is being said, and communicating back to the other person that they are being heard." - the last paragraph before verbal communication processes]
6) Language is used to evaluate experiences and helps people to survive. (p33) = T [see the first paragraph under "social variations.]
7) Bluebond-Langner's (1978) research on sick children showed that children didn't completely understand their illness and the fact that they were dying. (p33) = F [...chilcren did not lack an understanding and a language about their illness and their dying... - last paragraph.]
8) Some of the differences in verbal styles can be accounted for by the variations that different people have in expressing their emotions. (p34) = T [ Other variations in verbal styles....experiences... - see the first sentence under "emotional variation"]
9) A number of individuals experience difficulty in talking about grief or trauma, according to Reiter (2000). (p34) - T [see the paragraph at the bottom of the page starting with "Many people..."]
10)Some researchers state that it is impossible to be competent in cross-cultural communication. (p35) = T [...some authors suggesting it is actually impossible to be a culturally competent practitioner... - last paragraph on page]
11)Silence is regarded as a non-verbal skill. (p36) - F [ Silence can be regarded as a verbal skill... - see the second-to-last paragraph at the bottom of the page]
12)Non verbal process are connected to both actions that we intend to make and actions that we don't intend to make. (p37) = T ["...non-verbal cues relate to both the voluntary and involuntary physical reactions and responses... - see the 2nd to last paragraph on page]
13) Morris (2006) argues that there isn't a great deal of difference between male and female, or between cultures in regards to communication cues. (p38) = F [ ...these cues are recognised as being highly culturally and gender specific... - see the last paragraph on the page]
14) The "o" in SOLER stands for "Open posture". (p39) = T [See the paragrph under the text box]
Please ask me if you have any questions regarding this text. You can find me in the teacher's room most afternoons until 2.30pm. My workshops are generally on Mon 2.30pm, Tues 2:30pm & Thurs 2.30pm, so I'm often available in the teacher's room after them.
SPEED READING
As mentioned in class today, it's important to improve your reading speed in order to be able to handle longer texts like those you get at university.
There are some basic principles of speed reading technique when reading test papers and text books.
Here are some speed reading tests. Module 4 students should be aiming to read at the speed of 300 words/minute at a minimum level of 8. If you find you're not comprehending texts adequately (you should be getting close to 100%), choose a lower level but keep your speed up. Regarding the answers, please note that correct answers are marked with green crosses "x" and that incorrect answers are given as a red "x" - just in case this causes confusion.
Youtube also has some valid information and tips on speed reading, if you prefer visual media.
COMPREHENSION QUESTIONS:
These questions relate to the entire document (p28-39):
True or False:
1) People generally think of communication as being a complicated thing. (p29)
2) Heath and Bryant believe that communication is a process. (p29)
3) Current theory on communication supports the idea that we are always checking the other person during an interaction. (p30)
4)Modern communication models place greater importance on reception rather than interaction. (p31)
5) Active listening is the singular task of hearing what the other person is saying. (p32)
6) Language is used to evaluate experiences and helps people to survive. (p33)
7) Bluebond-Langner's (1978) research on sick children showed that children didn't completely understand their illness and the fact that they were dying. (p33)
8) Some of the differences in verbal styles can be accounted for by the variations that different people have in expressing their emotions. (p34)
9) A number of individuals experience difficulty in talking about grief or trauma, according to Reiter (2000). (p34)
10)Some researchers state that it is impossible to be competent in cross-cultural communication. (p35)
11)Silence is regarded as a non-verbal skill. (p36)
12)Non verbal process are connected to both actions that we intend to make and actions that we don't intend to make. (p37)
13) Morris (2006) argues that there isn't a great deal of difference between male and female, or between cultures in regards to communication cues. (p38)
14) The "o" in SOLER stands for "Open posture". (p39)
ANSWERS:
1) People generally think of communication as being a complicated thing. (p29) =F ["Communication is so fundamental to our survival and our well-being that we tend not to think about it as a complex skill..." - top of page]
2) Heath and Bryant believe that communication is a process. (p29) =T ["More recent understandings of the anatomy of communication highlight that communication is a process..." see last paragraph on page]
3) Current theory on communication supports the idea that we are always checking the other person during an interaction. (p30) = T [" ...it is now acknowledged that we constantly monitor the other person and adapt verbal and non-verbal responses...in that exchange" - 2nd paragraph]
4)Modern communication models place greater importance on reception rather than interaction. (p31) =F ["Current communication models are emphasising interction rather than transmission & reception" - see last paragraph on page]
5) Active listening is the singular task of hearing what the other person is saying. (p32) = F ["When we listen actively, we are both hearing what is being said, and communicating back to the other person that they are being heard." - the last paragraph before verbal communication processes]
6) Language is used to evaluate experiences and helps people to survive. (p33) = T [see the first paragraph under "social variations.]
7) Bluebond-Langner's (1978) research on sick children showed that children didn't completely understand their illness and the fact that they were dying. (p33) = F [...chilcren did not lack an understanding and a language about their illness and their dying... - last paragraph.]
8) Some of the differences in verbal styles can be accounted for by the variations that different people have in expressing their emotions. (p34) = T [ Other variations in verbal styles....experiences... - see the first sentence under "emotional variation"]
9) A number of individuals experience difficulty in talking about grief or trauma, according to Reiter (2000). (p34) - T [see the paragraph at the bottom of the page starting with "Many people..."]
10)Some researchers state that it is impossible to be competent in cross-cultural communication. (p35) = T [...some authors suggesting it is actually impossible to be a culturally competent practitioner... - last paragraph on page]
11)Silence is regarded as a non-verbal skill. (p36) - F [ Silence can be regarded as a verbal skill... - see the second-to-last paragraph at the bottom of the page]
12)Non verbal process are connected to both actions that we intend to make and actions that we don't intend to make. (p37) = T ["...non-verbal cues relate to both the voluntary and involuntary physical reactions and responses... - see the 2nd to last paragraph on page]
13) Morris (2006) argues that there isn't a great deal of difference between male and female, or between cultures in regards to communication cues. (p38) = F [ ...these cues are recognised as being highly culturally and gender specific... - see the last paragraph on the page]
14) The "o" in SOLER stands for "Open posture". (p39) = T [See the paragrph under the text box]
Please ask me if you have any questions regarding this text. You can find me in the teacher's room most afternoons until 2.30pm. My workshops are generally on Mon 2.30pm, Tues 2:30pm & Thurs 2.30pm, so I'm often available in the teacher's room after them.
SPEED READING
As mentioned in class today, it's important to improve your reading speed in order to be able to handle longer texts like those you get at university.
There are some basic principles of speed reading technique when reading test papers and text books.
Here are some speed reading tests. Module 4 students should be aiming to read at the speed of 300 words/minute at a minimum level of 8. If you find you're not comprehending texts adequately (you should be getting close to 100%), choose a lower level but keep your speed up. Regarding the answers, please note that correct answers are marked with green crosses "x" and that incorrect answers are given as a red "x" - just in case this causes confusion.
Youtube also has some valid information and tips on speed reading, if you prefer visual media.
Monday, November 2, 2009
INTERMEDIATE Speaking & Vocab. (3/11/09 2.30pm)
Thanks for coming to the Intermediate Speaking & Vocabulary. A question came up in class today about "can't stand". Here's a list to help you.
This list includes can't stand, and says it must be followed by the gerund (i.e. I can't stand cooking). If you'd like to practise, here's a quiz.
If you're interested in practising the "th" "r" or "l" sound, check out this site. I recommend it for improving your pronunciation on words like "three months" and "really"!
This list includes can't stand, and says it must be followed by the gerund (i.e. I can't stand cooking). If you'd like to practise, here's a quiz.
If you're interested in practising the "th" "r" or "l" sound, check out this site. I recommend it for improving your pronunciation on words like "three months" and "really"!
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