Final presentations NEXT WEEK

We're going to do two presentations each day next week (week 11), beginning on Monday. I am looking for volunteers who can be ready for Monday, so please let me know. Otherwise, I will assign presenters arbitrarily. This presentation will comprise a significant portion of your final speaking grade.

Final Presentation Instructions

1. Address your topic in an interesting and informative manner in 7-10 minutes. You will then spend 2-3 minutes for questions from the audience and/or use your discussion questions to facilitate conversation. 

2.     Organize your talk into:

·      An introduction (including the background to the topic, if necessary, and the main points of your presentation).

·       A main body (including all the supporting points and any examples you think may make the meaning more clear).

·      A conclusion (in which you sum up the main ideas already presented). Include your own opinion about the topic if you wish.

3.     Be properly prepared:  Good presenters always rehearse what they are going to say.  Do this a couple of times every day starting a few days before you give the presentation.  I strongly advise that you do not memorize your research paper and stand in front of class and recite it.  That will be a very mundane presentation and your audience will be bored.  Be prepared to explain your points in more detail and show visual examples.

4.     Know your pronunciation problems: You are advised to ask your teacher how to say those words in advance.  Remember to stress key words.

5.  Use visual aids.  This is a requirement, not an option.  Select the information you choose to show wisely.  What you show us should either guide your audience and/or help illustrate your main point.  It should not be a distraction.

6.  Key/Vocabulary Words:  Be sure to prepare adequate explanations of any new, key words that you plan to use in your presentation. Choose only those vocabulary words that your classmates probably don't know, but that are essential to understand the topic and your discussion

7.  Use cues and transition words/phrases to help your audience understand the format of your presentation.

8.  Be sure to refer to your sources either during the presentation or after.  Your last slide should be your bibliography. 

9.  You may use a NOTECARD during your presentation that includes key words, but nothing else.  

10. You must prepare two discussion questions that you can ask your classmates after the presentation.  These should not be yes/no questions.  They should be thinking questions.

Audience's Instructions

1.   It is your responsibility to understand the presentation, so if you have a question, please ask.  However, it is polite to wait until the end. 
2. It is your responsibility to be a good audience which means being polite and attentive, maintaining good eye contact with the presenter, and responding to the presenter's questions.

First episode of "Lie to Me"

http://www.imdb.com/title/tt1319927/

Apparently, you need to watch it on Netflix. If anyone finds it for free, please post the link.

This is the tv show about lie detection, which we spoke about in D and F today, if you're interested in checking it out.

Powerpoint Presentation: Reducing Adjective Clauses to Adjective Phrases (updated)

Adjectivephrases from holly_cin

From Adjective Clause to Adjective Phrase Quiz

http://english-zone.com/grammar/adj-clz-34.html

6E: Grammar #17: Modifying Adjecitve Clauses with Quantity (due Friday)

Please write complex sentences with interesting details in your adjective clauses.

There are many expressions of quantity, so use a variety (some, all, none, one, two, a few, many, not many, a bunch, several, etc.).

Remember:
For people:  Whom or whose
For things:  Which or whose

Example 1:  
I have many students this semester, one of whom speaks Vietnamese, another of whom speaks Thai, two of whom come from Africa, a bunch of whom come from Venezuela, and the majority of whom come from the Middle East and speak Arabic.

Example 2:  
I have six kittens in my house, two of which are black and white, two of which are striped tabbies, one of which is all black, and one of which is grey and white.

Begin the sentences as follows:

1. I have had several teachers at the LCC,...

2. I know many interesting people,...

3. I love to do several different activities,...

4. I have had a few problems this semester,...

5.  I like many types of food,...

6. I have (#) siblings (or phones or cars or something else),...

7. My friends are the best in the entire world...

8. I have several ideas about how to improve Holly's class,...

9. There are many great places in my country to visit when you come,...

10. I have learned many new things this semester,...

Children and technology

http://www.huffingtonpost.com/cris-rowan/10-reasons-why-handheld-devices-should-be-banned_b_4899218.html

This is not assigned reading. Read it only if you are interested in the topic of how technology is affecting children. I think much of what is said applies not just to children but to all of you as well.

Talk of the Nations

Powerpoint Presentation: Essential and Non-Essential Adjective Clauses

Restrictiveclauses2 from holly_cin

Listening #8: Post-debate thoughts (due Wednesday)

Now that our debates about genetic engineering have concluded, I'd like to know where you stand on the issue. Did any of the debates either change or confirm your initial stand? If so, what evidence or arguments did you find persuasive? In addition to the debates, you can draw on the lecture we listened to in class, the video links posted on the blog, or your own research to support your position.

Debate videos

6F:

 

Belen/Ariane/Nahary/Haw 1:

http://youtu.be/MgOMFelYvvM

Belen/Ariane/Nahary/Haw 1:

http://youtu.be/31-c5njWv74

6D:

Doroty/Bandar/Tiehao/Yann 1:

http://youtu.be/63VoJ4PC4Rk

Doroty/Bandar/Tiehao/Yann 2:

http://youtu.be/GgN3mbw1xP4

Doroty/Bandar/Tiehao/Yann 3:

http://youtu.be/Dy12WEv2xJ0

Doroty/Bandar/Tiehao/Yann 4:

http://youtu.be/an02SvgYglE

6E:

Chi/Ozgur/Leni/Irem/Oussama/Johnny 1:

http://youtu.be/CZlh0grM2ik

Chi/Ozgur/Leni/Irem/Oussama/Johnny 2:

http://youtu.be/hjTGg37eILA

Chi/Ozgur/Leni/Irem/Oussama/Johnny 3:

http://youtu.be/EKPMAyFlVTs

Chi/Ozgur/Leni/Irem/Oussama/Johnny 4:

http://youtu.be/zIAYkmvZpys

Chi/Ozgur/Leni/Irem/Oussama/Johnny 5:

http://youtu.be/JyzTETQK-Kg

Answers to the listening test

https://drive.google.com/file/d/0B-rIza1967iVT2R4VUNKV05GQWc/edit?usp=sharing

I'm sharing this test with you because its a great model for you to learn from. All of the questions are answered fully and thoughtfully. It's an A+.

Musical Lesson: Object relative clause

"Somebody That I Used To Know," by Gotye

Noun clause

Antecedent (noun which gets modified)

Adjective clause

Now and then I think of when we were together
Like when you said you felt so happy you could die
Told myself that you were right for me
But felt so lonely in your company
But that was love and it's an ache I still remember

You can get addicted to a certain kind of sadness
Like resignation to the end, always the end
So when we found that we could not make sense
Well you said that we would still be friends
But I'll admit that I was glad it was over

But you didn't have to cut me off
Make out like it never happened and that we were nothing
And I don't even need your love
But you treat me like a stranger and that feels so rough
No you didn't have to stoop so low
Have your friends collect your records and then change your number
I guess that I don't need that though
Now you're just somebody that I used to know

Now you're just somebody that I used to know
Now you're just somebody that I used to know

[Kimbra:]
Now and then I think of all the times you screwed me over
But had me believing it was always something that I'd done
But I don't want to live that way
Reading into every word you say
You said that you could let it go
And I wouldn't catch you hung up on somebody that you used to know

[Gotye:]
But you didn't have to cut me off
Make out like it never happened and that we were nothing
And I don't even need your love
But you treat me like a stranger and that feels so rough
No you didn't have to stoop so low
Have your friends collect your records and then change your number
I guess that I don't need that though
Now you're just somebody that I used to know

Online help: Adjective clauses

http://highered.mcgraw-hill.com/sites/0073406414/student_view0/chapter9/parts_1_and_2.html

You should try the first four quizzes.

If these are helpful, please let me know.

Powerpoint Presentation: Subject vs. Object Clause

6E: Grammar #16: Adjective Clauses (due Tuesday)

Please write a paragraph (6-10 sentences) about your ideal husband, wife, or friend. Use as many adjective clauses as possible.

Example: My ideal husband is someone whom I can confide in 
when I have troubles. He is the man who will stay with me forever,
even when I get old, fat, and sick.

6E: Grammar #15: Adjective clauses (due Tuesday)

Complete the following sentences with adjective clauses:

1. I like teachers ____________.
2. I don't like teachers _______________.
3. People  _________amaze me.
4. Do you know somebody  ________________?
5. A good friend is someone  _______________.
6. I'm looking for a job  _________________.

6E: Introduction to adjective clauses

Part I: FORM

Adjective clauses (a.k.a. relative clauses) are dependent clauses which follow closely the noun which they modify. They are dependent on the noun. They cannot exist alone.

Adjective clauses begin with a special word, called a relative pronoun (a.k.a. adjective clause pronoun). The relative pronouns introduce the relative clause.

The relative pronouns are:

who/whom/that (for people))
which/that (for things)
whose (for possessions of people or things)
where (for places)
when (for time)

To form a relative clause, the formula is:
relative pronoun + S + V

Part II: Function

 Adjective clause pronouns (a.k.a. relative pronouns) can either be used as the subject of the relative clause or the object of the verb of the clause, as demonstrated below:

1. Subject relative clause

Two simple sentences:
I thanked the woman.
She helped me.

One complex sentence: 
I thanked the woman WHO/THAT helped me.

She (the woman) is the subject of the adjective clause.
This is called a subject relative clause.

*In a subject relative clause, the relative pronoun functions as both the relative pronoun AND the subject.

Here is another example:

The book is mine.
It is on the table.

The book WHICH/THAT is on the table is mine.
It (the book) is the subject of the relative clause.

So this is also a subject relative clause.

 *Again: In a subject relative clause, the relative pronoun functions as both the relative pronoun AND the subject.

2. Object relative clause

Two simple sentences:
She is the woman.
I thanked her.

One complex sentence:
She is the woman WHO/WHOM/THAT/0 I thanked.

The woman (her) is the OBJECT of the second sentence.
This is called an object relative clause.

Another example:

Two simple sentences:
The movie wasn't very good.
We saw it last night.

One complex sentence:
The movie THAT/WHICH/0 we saw last night wasn't very good.

It (the movie) is the OBJECT of the second sentence, making this an object relative clause.

3. Relative pronoun as the object of the preposition (object clause)

Two simple sentences:
She is the woman.
I told you about her.

One complex sentence:
She is the woman ABOUT WHOM I told you. (Formal)
She is the woman WHO/WHOM/THAT/0  I told you ABOUT.

Two simple sentences:
The music was good.
We listened to it last night.

One complex sentence:
The music TO WHICH we listened last night was good. (Formal)
Th music WHICH/THAT/0 we listened TO last night was good. 

Debate scores

* = winner

6D:
*Doroty/Bandar:  87
Yann/Tiaho:  81
*Orlando/Xiaowu/Sofia:  90
Christian/Sarah/Doris: 80

6E:
Iran/Johnny/Oussama:  78
*Chi/Ozgur/Leni: 81
Melsy/Tarek: 87
*Kemal/Ray/Uyen: 90


6F:
*Saud/Rafael/Caglar:  75
Evangelos/Hatim/Arnold: 64
*Belen/Ariane: 88
Haw/Nahary: 81

Have a great weekend!

It was hard coming back after spring break, but we ended the week with a really great day of debates. I want to tell you how impressed I was with your preparation, execution, and rebuttal--especially 6D and E, which were especially impressive.

I think it is a very good indicator of your English skill if you can present, argue, and rebut an argument, which is not easy to do even in your native language.

So nice work and I look forward to our next round of debates on Monday.

6E: Please do the grammar work on the blog. That includes redoing Thursday's work in the Call Lab if necessary.

Debate format

Here are the arguments:
1. Genetic engineering in humans (babies) should be prohibited by law.
2. Genetic engineering in humans should not only be legal, but should be encouraged and pursued.

1. Genetic engineering of agriculture should be prohibited by law.
2. Genetic engineering of agriculture should not only be legal, but should be encouraged and pursued.

The procedure:

A coin will be flipped to see which side of the debate goes first.

Part I:
1. Introduction from Team A (2 minutes)
2. Introduction from Team B (2 minutes)

Part II:
1. First constructive argument from Team A. (2.5 minutes)
2. First constructive argument from Team B. (2.5 minutes)
3. Second constructive argument from Team A. (2.5 minutes)
4. Second constructive argument from Team B. (2.5 minutes)
5. Third constructive argument from Team A. (2.5 minutes)
6. Third constructive argument from Team B. (2.5 minutes)

(3 minutes) for both sides to discuss strategy for rebuttal.

Part III:
Crossfire/Rebuttal:
During this period, participants challenge and rebut the points made by the opposition. They may ask and answer questions during this time. This is an open format, but all debaters must be respectful to each other. (12-15 minutes)

(1 minute) to prepare the closing statement.

Part IV:
Closing statement: One person from each team summarizes their position on the debate (1.5 minute each side).

Total time: 40-43 minutes


A FEW POINTS:

1. The introduction and the conclusion should be done by different members of the team.

2. You may not read directly from your paper as if its a script. I know they do this in the debates I've posted for you to watch but this is not how we will do it in class. You may have notes to read from to keep you focused, but you must talk to your opposition and your audience, which means you shouldn't be looking down at your paper the whole time.

Gerunds and infinitives (in the Call Lab)

Write 2-3 sentences about each topic, based on your own experience. Use infinitive or gerunds structures.

1. something you stopped doing since you came to the US
2. an activity you stopped in order to do something else
3. something you remember doing when you were a child
4. something you didn't remember to do
5. something you are reluctant to do
6. something you have always been afraid to do
7. something you feel is wrong for people to do
8. something you expected to have happened before now
9. a quality that you feel is important to have
10. something that you are happy to have experienced (use the past passive)

11. Explain the difference between being excited to do something and being excited to have done something.

Gerunds and Infinitives Online Practice

http://www.englishpage.com/gerunds/index.htm

For those of you in 6E who missed class today (Kemal, Tarek, and Ozgur), we did the final test at the end to review what we learned about gerunds and infinitives.

For everybody in 6E, on Thursday I will give you in-class writing in the Call Lab to show me that you have learned how to use gerunds and infinitives properly. I suggest that you review the powerpoints.

Tomorrow we will spend some time on past gerunds and infinitives and on Thursday or Friday we will begin adjective clauses.

Articles and videos about genetic engineering

http://blogs.reuters.com/great-debate/2013/09/08/the-endless-debate-over-genetic-engineering/

http://debatewise.org/debates/31054-genetic-engineering-in-humans-is-bad/

https://www.youtube.com/watch?v=fEn7XOr34Zo
(this is 100 minutes long but if you can watch some of it, you should--it's great listening practice and it will help you enormously for the debate)

About Genetic Engineering

Powerpoint presentation: "Exceptional Verbs"

Causativeverbs from holly_cin

Upcoming Debates

We will have our next debates this week on Thursday and Friday. If you know that you will be absent on one of those days, please tell me immediately.

Here are the debate teams. Get together with your teams to prepare your arguments.

6D:
Genetic Engineering of Agriculture (plants and animals) (FRIDAY)
In favor: Bandar and Doroty
Against: Yann and Tiehao

Genetic Engineering of Humans (MONDAY)
In favor: Sofia, Xiaowu, and Orlando
Against: Doris, Sarah, and Christian

6E:
Genetic Engineering of Agriculture (plants and animals) (MONDAY)
In favor:Tarek and Melsy
Against: Ray, Kemal, Uyen

Genetic Engineering of Humans (FRIDAY)
In favor: Irem, Oussama, Johnny
Against: Ozgur, Leni, Chi

6F:
Genetic Engineering of Agriculture (plants and animals) (MONDAY)
In favor: Belen and Ariane
Against: Haw and Nahary

Genetic Engineering of Humans (FRIDAY)
In favor: Rafael, Caglar, Saud
Against: Evangelos, Hatim, and Arnold

Who's ready to come back tomorrow?

Listening test, part 2 (due Monday when you return to class)

Orlando, Melsy, Bandar, Belen, Nahary, Doris, Chi, Arnold, Saud, Ariane, and Doroty completed part one of the listening test, which was to turn in questions based on the lecture. They will receive 10 points on the test for having done this.

Here is the link for the test:
https://drive.google.com/file/d/0B-rIza1967iVa1lxVUhqeWY4eHM/edit?usp=sharing

Please type your answers in a different color or different font. As you will see when you get to the end of the test, you are required to sign that you did this test by yourself, using only your notes.

This test is due before 8:30 Monday morning. You can print it out and bring it to class or send me the file.

To those of you who missed this test (Yann, Sofia, Caglar, and I don't remember who else at the moment), there will not be a make-up test, so I will count your next test as double.

Listening test, part 1 (due Sunday, March 9)

Please email me five good questions for the genetic engineering lecture we heard in class today.
holly_cin@yahoo.com

Kemal: Where are you?

Could the rumors possibly be true that you were skipping my grammar class IN ORDER TO PRACTICE your grammar for the TOEFL? If so, it's quite the paradox! Most students skip grammar class IN ORDER TO MISS grammar, not IN ORDER TO STUDY grammar.

Kemal, if I have offended you with my powerpoints, I apologize. Please come back to class! Everybody else has begun to ask questions because you're not here, and now, instead of HAVING TO ANSWER only you, I have TO ANSWER 10 people. Even Chi is asking questions to make up for the gap made by your absence! You can only imagine how exhausted I am by the time my first class ends.

In the words of your classmate Leni, come back PLEASE. PLEASE come back. Come PLEASE back. I feel so bad that you are learning grammar all by yourself when you paid to be taught by a professional teacher.

6E: Grammar #13: Gerunds and Infinitives (due Sunday before you return to class)

Imagine that you want to meet someone online to date. Write a profile of yourself that will be both honest (or not!) and make you attractive to the one you're trying to meet (or not!). I recommend going to the following website to get some information on how to write a profile.

http://www.ivillage.com/how-write-effective-online-profile-examples/4-a-284134

Please include some or all of the following expressions. Please feel free to modify your gerunds and infinitives with negatives, possessives, and passive voice.

satisfied with
can't stand
involved in
interested in
excited about
good at...
turned off by
It's enjoyable/fun/wonderful/amazing... for me...
For me, it's boring/difficult/easy/challenging...
I like/dislike
I enjoy
I hate

6E: Grammar #12: Gerunds, Infinitives, and Noun Clauses (due Sunday before you return to class)

1. It is important for you to review what we study in class each night (infinitive phrase).

or, with a noun clause:
It is important THAT you review each night.

2. It is critical for you to learn the grammar structures and then to use them every day (infinitive phrase).

or, with a noun clause:
 It is critical THAT you learn the structures and use them every day.

3. It is not too hard to learn a little bit each day, but it is too hard to learn a lot each day (infinitive phrase).

or with gerunds:
In other words, learning a little bit each day is easy enough, but learning a lot each day is more difficult.

Please add your own pieces of advice for me or for your classmates in multiple forms. Show us that you can say the same idea in more than one (correct) way! Write three groups of sentences.

Holly's Lecture on Infinitives

http://www.youtube.com/watch?v=xJGzxA51QOY

Raise the Issues chapter 4 commentary on genetic engineering (which we did in class)

Listening Practice for tomorrow's lecture (optional)

http://ngl.cengage.com/cgi-telt/course_products_wp.pl?fid=M20b&discipline_number=301&subject_code=&product_isbn_issn=1413003966&chapter_number=10&resource_id=3&altname=Quiz&from_series_id=1000000361

Go to the above website and click on "start assignment." There is a listening piece and a quiz. This is fantastic TOEFL practice. The speaker speaks very slowly but I think it's still quite good.

Please comment if you do this.

6E: Blog work in class

1. I'm upset that most of the students did not complete the last blog assignment.
upset with

2. I couldn't have entered the room had you not opened the door for me.
without

3. She's afraid that her son will wake up late and miss the bus to school.
afraid of

4. You didn't perform well the first half of the semester. I want to talk to you about that.

5. I came late to class yesterday and you had to wait for me. I apologize for that.

6. I missed your class yesterday. I'm sorry about that.

7. Holly enjoys when the students ask questions.

8. Irem and Tarek didn't like it when the teacher asked them to put away their phones yesterday.
upset about

9. Irem and Tarek are still upset today that the teacher asked them to put away their phones yesterday.
upset about
 

How Do YOU Define Yourself

http://www.youtube.com/watch?v=c62Aqdlzvqk

Powerpoint presentation: Infinitives

Infinitives from holly_cin

Holly's Lecture on Gerunds

And here is a link for the complete lecture:

http://youtu.be/s_StvB3sGfw

Online Help: Gerunds and Infinitives

1. http://www.englishpage.com/gerunds/index.htm

This website is an EXCELLENT resource for you to review what you need to know about gerunds and infinitives. The tutorial lesson is in 3 parts. I recommend that you read (or, to use the gerund in place of the noun clause, "I recommend your reading") all of the parts. At the end of each part there are several quizzes for you to practice.


2. This one is short and sweet!

http://a4esl.org/q/f/z/zz97mkm.htm

And another:

http://a4esl.org/q/h/9801/el-to-ing.html

6E: Grammar #11: Gerunds (due Friday)

Complete the following sentences with gerunds or gerund phrases. Feel free to make your gerunds possessive or negative. Please write the entire sentence in your reply.

1. Since coming to the U.S. I've especially enjoyed__________________________.
2. Since coming to the U.S., I have stopped __________________________.
3. Since coming to the U.S., I have avoided ______________________.
4. Since coming to the U.S., I've had trouble _______________________.
5. Since coming to the U.S., I've spent a lot of time ______________________.
6. I'm looking forward to_____________________________.
7. I'm still not used to___________________________.
8. I strongly dislike_______________________________.
9. On weekends, I don't feel like ____________________________.
10. If you visit my country I recommend ___________________________.
11. I don't mind ____________________________.
12. I'm afraid of___________________________.
13. Let's talk about __________________________.

Powerpoint Presentation: Gerunds

Gerunds5 cde from holly_cin

This presentation has some more information than the one I presented in class, specifically about subject complements and some other preposition combinations.

Past Gerunds and Infinitives

We use a present gerund or infinitive to show that the action of the infinitive takes place IN THE SAME TIME FRAME as the action of the verb.

We use a past gerund or infinitive to show that the action of the infinitive took place BEFORE the action of the verb.
 
1. I’m happy about being your teacher.

When am I happy? Now
When am I your teacher? Now

2. I’m happy about having been your teacher.

When am I happy? Now.
When was I your teacher? Last semester.

3. I was happy about being your teacher last semester.

When was I happy? Last semester.
When was I your teacher? Last semester.

4. I was happy last semester about having been your teacher.

When was I happy? Last semester.
When I was your teacher? Before last semester.

Present and past infinitives:

1. I'm happy to be your teacher.
When am I happy? Now.
When am I your teacher? Now.

2. I'm happy to have been your teacher.
When am I happy? Now.
When was I your teacher? Last semester.

3. I was happy to be your teacher last semester.
When was I happy? Last semester.
When was I your teacher? Last semester.

4. I was happy last semester to have been your teacher.
When was I happy? Last semester.
When was I your teacher? Before last semester.

Listening homework

Many of you were absent today, so you missed our introduction to the topic of genetic engineering.

To be ready for tomorrow, you should read p. 65 and then do the vocabulary and summarizing the issue on p. 66

For Thursday, you should read and do the follow-up exercises on pp. 70-74.

On Friday, we might watch a professional debate of the issues. Or we might watch something else. I'm not sure yet.