Study schedule

How can we better know ourselves and our learning styles?

• Introductions: Interviews to get to know your classmates

• Read article, 'What is your learning style?' (click here)

• Learning styles web site (read about creating a PC-diary (how to make a personal electronic, language-learning diary and why)

• Take a "Learning Style quiz" to gain a better sense of your learning style

• What is a "real New Yorker?"  Read New York Times article, "How Do You Know When You Belong Here? --You know you're a real New Yorker when..."
• Homework: Add two or three additions to the list, "You know you're a real New Yorker when..."

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How can we take better charge of our own  learning?  

• Headway, pages 44-48

• Do exercises, page 44, 45 (Vocabulary 1 and Prepositions)

• Write three paragraphs explaining your reaction to the point-of-view expressed in "Bringing Up a Better Baby", page 47

• reading comprehension questions, p. 46

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  • Special class to check out language learning sites (meet in computer lab DC-I-246)
  • Check out other links to language-learning sites:       

  http://users.erols.com/patduffy/ (popular sites: Dave Sperling's ESL Cafe and Randall's Cyber Listening Lab)

  http://www.eslnotes.com/synopses.html

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How do systems of education vary?

• Review Headway, pages p.44-45, exercises page s 20-21
• Read "The Idea of Summerhill"
• Do exercise page 19
• Write a two or three-paragraph response to the style of education described in the article, "The Idea of  Summerhill", page 18
• Listening exercise:  watch video, Wild about Learning
• (video also available in the Self-Study Centre)
• answer and discuss comprehension questions
• Review new vocabulary from video
• Headway p.20-21, read explanation, do exercises

Describing and Avoiding Repetition

• Review selected parts of video, Wild about Learning
• note-taking exercise (hand-out), continue discussion
• Review exercises p. 20-21 Noun phrases, Avoiding repetition
• review Headway, pages  23-25, 
• Read hand-out about DNA and genetic engineering
• Write two-three paragraph composition comparing your school to Summerhill

• Scientists think outside the box 
  • Read articles on cloning and genetic engineering (to be distributed)
  • Read introductory material to the film, Gattaca
  • In-class: watch the first segment of the film, Gattaca, do accompanying exercises
  • Read reviews, learn about cast, film story-line
  • Is knowledge sometimes a double-edged sword?  Consider this question and write your response in light of our class discussion on the film, Gattaca

   

In-class review of 'Headway' pages 40-41

Review segment 1, begin segment 2 of Gattaca

do accompanying exercises in groups/review vocabulary

write two paragraphs explaining why you agree or disagree with statement 4 or 12 in Gattaca exercise sheet

The Tortoise and the Hare  http://www.ipl.org/div/kidspace/storyhour/torthare/

Talking about 'characters'

Read 'The Tarzan of Central Park'

Grammar review  (for final exam--get handout)

Review Grammar exercise page 50 --Modal past

Time magazine article on genetic enginnering (get hand-out)

How do some people "think outside the box?"

• Headway, pages 35-36 Read "A Happy Landing for the Tarzan of Central Park", pages 35-36
• Homework: Do Comprehension Check, page 37
• In-class: Do Role-play, p. 37: work with the members of your group to prepare "journalist's questions" to ask Mr. Redman
• Vocabulary guessing, page 37
• Homework : Write your response to the article, "The Tarzan of Central Park", pages 35-37

Watch segment 4 of film, 'Gattaca'--do accompanying vocabulary and discussion exercises in class--(get hand-out)

composition--write two to three paragraphs explaining who you think killed the mission director--and why

OR

write one or two paragraphs explaining how the characters Vincentand jerome are like the characters in 'The Tortoise and the Hare'

Add the new words to your PC vocabulary file--also add pictures or colors as visual cues

How do the great writers use language to impart knowledge?

• Listening exercise: Interview with the writer, Graham Greene, page 30
• Homework: Language Study, page 31
• 1 T3 Narrative tenses
• In-class: Listen and correct tape also available in the Self-Study Centre
• Reflexive pronouns
• In-class:  Practice 1 & 2, p.31-32 
• Write three paragraphs describing a writer whose writing influenced your thinking or way of seeing the world

How to prepare for an Exam

Review of practice exam with grammar points covered in class 

Reading exercises with review of techniques to find support for your answers to comprehension questions

Attend special class in computer lab (DC I-244) in exploring the class web site and Internet sites for studying English on your own:  Go to  http://www.unepd.org, then click 'English 7 study schedule', then click 'Links to Language learning and other Useful sites'

Choices in Life

• In-class: listening exercise, "How to Live to Be 100 or more", Headway, page 48
• Read article on Madrid Conference on ageing
• Homework: verb patters, Headway, page 41
• Practice proficiency exercises
• In-class: watch segment of Gattaca, do accompanying exercises

• Listening exercise: Interview with the writer, Graham Greene, page 30
• Homework: Language Study, page 31
• 1 T3 Narrative tenses
• In-class: Listen and correct tape also available in the Self-Study Centre
• Reflexive pronouns
• In-class:  Practice 1 & 2, p.31-32 
• Watch fourth segment of 'Gattaca':review vocabulary from scene/discuss 'agree/disagree' statements with members of your group
• Write two-three paragraphs describing the most memorable character in 'Gattaca'--and explain why this character is the most memorable for you
• OR
• Write three paragraphs describing a writer whose writing influenced your thinking or way of seeing the world
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Ways of Seeing

• In-class: Read  and discuss Alligator-River Story in groups
• Discuss your view and ranking of the five characters in the story and explain your response
• Discuss culture shock
• Homework, writing exercise, page 39, Headway In-class: watch second segment of film, Gattaca, review vocabulary from film dialogue, discuss true/false statements with members of your group Choose one of the 'Agree/disagree statements and expand upon and explain your answer in one or two paragraphs