Welcome to Vance's Group 49 Section 4 class
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Assessment | Weight in % | Kind of assessment | Outcomes | Week (and after approximately which Lesson) |
INTERVIEW | 25% | Listening / speaking / record keeping | 1,3,4,5,6 | W7 (after lesson 44-47) |
FINAL ASSESSMENT (WRITTEN) | 30% | 1-6 | W8 (after lesson 54-57) | |
Assessments completed |
You have completed this much of your semester grade so far (below) |
|||
TED TALK LISTENING TEST | 20% |
Listening
Note taking
audio summary
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1,2 | W2 (after lesson 20-22) |
FORMAL GROUP PRESENTATION | 25% | Mimic / Live speech / Seminar / Show & Tell | 1,3,4,5 |
W4 Wed and Thu (after lesson 35-37) |
Thu (4 class hours, 2 periods for Interviews 25% of final mark, Final Exam 2 periods 30% of final mark)
JOHN MCWHORTER listen and answer.docx
Listen to first 1 min 40 seconds of
https://www.ted.com/talks/john_mcwhorter_4_reasons_to_learn_a_new_language/
and answer questions on first page
Then listen from 6 minutes onwards and answer the questions on the last page
The lesson goes like this
Go to http://edpuzzle.com and JOIN this class vuizope
Some students asked me to review the Katie Couric on How to conduct a good interview
interview in EdPuzzle, https://edpuzzle.com/media/59a5274bc401d5210074b81f
I also added two other videos where students could listen and answer M/C questions
Three documents given
Here are revised instructions
49 LSC 1503 interview instructions for students revised Sept 11.docx
Here is the marking rubric
SYSTEMWIDE_LSC 1503 FINAL Interview MarkingCriteria reformated yellow.docx
By the end of today give me these forms
49 LSC 1503 interview questions FINAL.docx
Sun - no class
Eid Al Adha vacation
Thu no classes
Listen to this interview, Katie Couric on how to conduct a good interview
In case you haven't already ...
Go to http://edpuzzle.com and JOIN this class vuizope
In your class play the file Katie Couric on How to conduct a good interview due date Aug 30
Answer the questions about this interview in EdPuzzle
https://edpuzzle.com/media/59a5274bc401d5210074b81f
Work with these guidelines, 49 LSC 1503 interview questions.docx
And practice with your partner using what you wrote on this worksheet
49 LSC 1503 interview questions with yes-no.docx
Turn your guidelines in to your teacher at the end of the period
Period 4 - STRUCTURE or organize your interview
Watch this video, Journalism: How to Lead an Interview
Get your questions in the right order
It's best to avoid YES or NO question unless you plan how to respond to them
Use this worksheet to do that ...
49 LSC 1503 interview questions with yes-no.docx
Here is the RUBRIC showing how your interviews will be marked
SYSTEMWIDE_LSC 1503 FINAL Interview MarkingCriteria reformated.docx
We watched this video to see How To Interview Someone - 14 best practices
(Some of) the students filled in their topics and questions using the 14 guidelines on the reverse side
49 LSC 1503 interview questions.docx
Periods 5 and 7 Give our grades to students and introduce Interview task
The students got this handout with instructions
49 LSC 1503 interview instructions for students.docx
Students away on exercises
https://docs.google.com/presentation/d/1dSJPwZoz_Pi_5Cfa4ILnTtR7sIbHp_Ib3ULmw1_Gtdo/edit?usp=sharing
Last chance for students to work on presentations before giving them in class Wednesday
These two documents have been revised for clarity and handed out to students
SYSTEMWIDE - Presentation Rubric-sule.docx
49 LSC 1503 presentation instructions for students.docx
Students airdropped their slide presentations to the teacher
Teacher corrected them and got students to revise their work, airdrop it again
Handout: LSC 1503presentation_airdrop.docx
The purpose of this is so I can help you get it exactly correct
You can get a good mark if you
Airdrop your draft keynote presentation to your teacher
Please include
Presentation assessments will be on
Wednesday, periods 4 and 5
There will be two teachers present, who will assign your mark, so please prepare carefully
Lesson 33 Period 4, Sule
Find 3 references and put them in your slide
We will use this rubric to evaluate your presentation:
Lesson 31 Period 5, Sule
49 LSC 1503 presentation instructions for students.docx
Show model from Google Docs
https://docs.google.com/presentation/d/1I3i31LKWdNo8ZRVMJvS9JkDzClT3gh2JyKtMMThsoG0/edit?usp=sharing
Tue, Aug 8
No English classes
Lesson 29 Period 4, Sule
Sule will bring you the paper version of the official presentation assignment
Teachers are about to agree on this, but
Click here for the working, not yet official, version of your presentation task
Your topic and focus (how you narrow down that topic) must be different from any other group in 49 cohort
Click here to see what topics others have chosen
https://docs.google.com/spreadsheets/d/1iq7w9DbXF5KCWJl1OaBPSqG-XSL96_2kPKGD_Zz3fhg/edit?usp=sharing
Keynote is free
Learn to use Keynote
When you have taken notes on your video, tell the class what it is about, speaking from your notes
Your teacher will give feedback on this Presentation Rubric.pdf (need to change to the correct one)
Your grade will be given on THUMBS UP and THUMBS DOWN from your classmates.
So pay attention and prepare to vote at the end of each presentation.
Do the note taking exercise here
Now that you have watched video examples of TED talks, it's your turn to find a talk from the TED site that interests you. Here is the link: http://www.ted.com/talks
Lesson 20-21 Periods 6 and 7 - Notetaking test preparation with video on How to take great notes
Watch this video on How to Take Great Notes
The video is here in Bb Learn
and here on YouTube
and HERE on EdPuzzle:
https://edpuzzle.com/media/59814a6e08c84a3df7efe4b0
First listen, take notes on a blank sheet of paper
Second listen, improve your notes on the blank sheet of paper
or take notes on a sheet of paper with question listed
Here is a sample of teacher written notes:
From your notes, or your teacher's, complete the worksheet your teacher gives you
and answer the questions similar to those you will have on the test
Tried playing the TED Talk again but students not listening
https://www.ted.com/talks/dianna_cohen_tough_truths_about_plastic_pollution
I had prepared a notes guideline for them, only a couple filled in anything
Tough Truths about Plastic cornell chart.docx
Finally gave them the questions (I had given them out the day before as well)
https://academic-englishuk.com/wp-content/uploads/2017/04/AE-plastic-pollution-TFNG.pdf
and had them get the answers from the transcript of the lecture
https://docs.google.com/document/d/1vea-VF5__SgnBy_DlzCf46SSLy6Nyt77uHviqgM671w/edit?usp=sharing
a few students engaged with the text, others copied answers
https://www.ted.com/talks/dianna_cohen_tough_truths_about_plastic_pollution
Look at the vocabulary on the handout your teacher gives you and find the words in the transcript at the link above or here
https://docs.google.com/document/d/1vea-VF5__SgnBy_DlzCf46SSLy6Nyt77uHviqgM671w/edit?usp=sharing
At any time students can find a lecture that interests them at https://www.ted.com/
Under DISCOVER you can explore this list by topic; https://www.ted.com/topics
for example FLIGHT
https://www.ted.com/topics/flight
There are three ways we encourage students to take notes
Outline | OutlineMethod.pdf |
The Cornell Method | CornellMethod.pdf |
Word Map (also called Mind Map) | WordMaps.pdf |
Today the teacher demonstrates one technique using the lecture on prosthetics we looked at yesterday
What will humans look like in 100 years
https://www.ted.com/talks/juan_enriquez_what_will_humans_look_like_in_100_years
Outlined in Google Docs
https://docs.google.com/document/d/1TgMGr955uJ6GmCQkjNsBCRQRLTBB_poSY_MzVmfTkUY/edit?usp=sharing
The EdPuzzle video ends at 04:14 with
"Yogi Berra used to say, of course, that it's very tough to make predictions, especially about the future."
Here are some more quotes from American baseball great, Yogi Berra
Complete EdPuzzle assignment
Return interview assignment from yesterday
Complete anything Sule assigned to you
Go to http://edpuzzle.com and JOIN this class vuizope
We watched the video in class at 3rd period yesterday
You have no idea where camels really come from
friend_interview_worksheet.pdf
Each student tells the class one by one
Now work with a partner.
Your partner is the interviewer. You are being interviewed.
Tell your partner the same thing.
The partner writes your information on a sheet of paper.
Instructions:
In a later class the teacher tries to return each paper to the student who was interviewed
We reviewed the Common Course Outline for LSC 1503
Academic Spoken Communication
You have no idea where camels really come from
We stopped at 6 min into 12:30 of the video