Class on 12/16/13

Final Oral Presentations:

Students gave their final presentations on current news stories.


Final Exam:

Students took the final exam.


Homework:

None! Just enjoy how much you have learned.

Class on 12/11/13

Warm Up:

Students got back their latest paragraph with corrections. They logged into their ePortfolios and typed int the paragraph.

Tutor Discussion: 

The instructor talked about the importance of using the Learning Center and the available tutors. Student were warned about the deadline for their tutor assignment.

Presentations:

Students made a final presentation on the news story that they practiced on Monday.

Practice Test:

Students took a practice test. Then the instructor worked through all the answer to create a study tool. the Final Exam will be very similar to the study guide.

Homework:

Study your study tool for the Final on Monday, 12/16/13.

Class on 12/9/13

Warm up

Students were asked to respond to the following question and write 3 sentences. "When do you feel most uncomfortable using your English?"

Students were asked to then share with a partner and then the whole class. Some responses included:

• Hospital
• With a boss or manager
• Finding an item in a store
• when there is a a likely comparison to another bilingual Spanish speaker
• School meetings
• When you are completely lost but have to respond
• When you know the question and the answer but just can't make yourself understood

The whole class reviewed the rules for writing a paragraph and the instructor wrote them on the board:

• Indent
• Write 6 sentences (use punctuation and capitals)
• Stay focused/on topic/on theme
• Definite ending with some sense of closure
• Clear Introduction (repeat key words from the original theme or question)
• Use specific details (this makes your writing interesting)

Paragraph Writing: Later they were asked to turn their 3 sentences into a paragraph. Some volunteers read their completed paragraphs out loud. The instructor tried to demonstrate where each paragraph met the bullet points above (or fell short).

Current News Story research. The instructor reviewed the rules for "presenting" a news story. Students gave a 1.5 minute presentation infront of the whole class.

Homework: Practice your presentation with someone and be ready to give an improved presentation on Wednesday. 

Class on 12/4/13

Warm Up:

Students were asked to prepare there thought on the following topic:

What is one of your favorite childhool memories of Christmas, December or las Posadas?
Think back to when you were 5, 6 or 7 years old. Try to remember the colors, the smells and the tastes.
They then wrote a draft/sketch of their memories.

Students read their work to the whole class

Students signed on to their ePortfolios and typed up a paragraph about their Holiday memory. The instructor reviewed ePortfolio sites (both remotely and face to face).

Homework: Read pages 80 to 82. Answer questions on page 83. Type your answers under Course Work in you ePortfolio.

Example:

12/8/14
What new job is Sonia learning? She is learning how to cut metal sheets.

Class on 12/2/13

Warm up:

Students finished sentences (and turned present into past tense), then practiced reading each one out loud to a partner and then infront of the whole class.


News Story Research
Students were asked to go online, find a current news story of interest and then prepare the following report:

• What was the title of your news story?
• 
  
• __________________________ (copy the full title)
• 
  
• Where did it take place?
• 
  
• It took place in _____________________________.
• 
  
• Who was involved?
• 
  
• This story was about _________________________.
• 
  
• What happened?
• 
  
• _____________________________________________________________.
• 
  
• _____________________________________________________________.

Presentation by Kathy Haven on ePortfolios (more information to follow)

  

Homework: login to your new ePortfolio and try to post the paragraph you wrote about your family. 

Thanksgiving Break -Class stats back on December 2nd

Class on 11/20/13

Warm Up: students went to:

 http://www.grammar-quizzes.com/fewerless.html

and practiced the lesson and quiz on when to use Fewer or when to use Less.


Student's got back their last Paragraphs with corrections. They re-wrote their paragraphs and tried to have an error free example of their writing.

Students read their "perfect" paragraphs in pairs and then in the whole class.

Students worked individually to write a new paragraph. Topic: Describe your family. Describe them both physically and a favorite activity of each.
Examples: "My daughter is five years old. She loves anything that is pink."
                 "My mother is full of energy and she likes to walk in the park."

Students practiced reading to classmates and to individually to the instructor.

Homework: email your two "perfect" paragraphs to the instructor: "Last Weekend" and "My Family"

Class on 11/18/13

Warm Up:
Fluent in Five Years?
Students finished sentences about longer term planning and learning English. Students discussed in pairs:

Students reported on one more recent news story. Students practiced in pairs.

Presentations to the whole group.

Students worked with Jenny Castello and Nadya Segova (Academic Councilor) to enroll in classes for next semester.

Students wrote a paragraph about what they did last weekend. They were told to treat it as a practice quiz.


Homework: Read pages 71 to 74. Write answers from page 75 in full sentences on separate paper. 

Class on 11/13/13

Warm Up: Interview a student. Record 4 things they did this last weekend.

Students worked in pairs and then reported individually to the whole class.

Students worked in the same pairs to recount the news story the read about for homework

Practice Quiz

Tutor Sign up and Tutor Assignment. Students went to Websmart and used the Student Services and the Schedule Appointment links to choose a Tutor and time and date to meet with them on the Canada Campus's Learning Center.

Assignment:

• Read pages 103 to 106 out loud with your tutor. 
• Act out and fill out the pages 107 to 110

The instructor discussed how there are only 8 more classes to go before the end of the semester. 

Whole class read from the reader pages 69 and 70.

Homework: Pick a different News Story and Do the same exercise as for 11/4/13

Class on 11/6/13

Warm up exercise:

Write a dialogue for one of the following:
You are late for work. What do you say to your boss?
You need a day off. How do you ask your boss?
Someone you work with is doing something suspicious. How do you approach your boss?

Example:

Some typical "clean" answers: 
Dave: Good Morning.
Jose: Do you know what time it is?
D: Yes. I'm sorry. I'm late.
J: Why were you late?
D: I was stuck in traffic.
J: I need you to be on time everyday.
D: Ok. I will try to leave earlier everyday.

Some not so good answers:
Dave: Oh I'm so sorry. You would not believe what happened to me?
Jose: Do you know what time it is?
D: It is 9:05. Oh my sister's car broke down and I had to pick her up and drive her to work and take her kid to school and he was crying the whole time. It was a mess.
J: You should have called.
D: Oh and then my battery died on my cellphone
J: I need you to be on time everyday.
D: Oh dude. I am so gonna try harder tomorrow. Plus my sister, she can just walk to work!

Students practiced writing and the reading out loud their dialogues. The instructor took the class through some general patterns or trends in Good or "Clean" answers to use with the boss.

Students read out loud their homework (on a recent news story) to a partner. Then they switched partners and tried to tell what they had read about without looking at the paper. Then each student did a presentation infront of the class without written materials.

Students re-wrote a corrected paragraph that had been recently returned.

Students took "Spelling" Quiz #5

Reading from the reader pages 65 and 66.

Homework: Do the same exercise as for 11/4/13 but pick a different News Story
Also practice logging on to https://websmart.smccd.edu/ 
Don't know your password? Contact the school. 

Class on 11/4/13

Warm Up: 

Students wrote a list of four things they did this weekend. Then they put them in chronological order. Students then read their list (or proto paragraph) to the whole class. 

1. across
2. believe
3. conscious
4. definitely
5. embarrass
6. friend
7. necessary
8. remember
9. tomorrow
10. tongue

Students "corrected" each other's practice quizzes. And were advised to study for a real quiz on Wednesday.

Students typed their Thank You letters in MS Word, saved the document and emailed it to themselves. 

The instructor shared how the students will work toward the following goals:

1. Save digital copies of Resume, Cover Letter and Thank You Letter

2. Create an on-line Portfolio to store these and more examples of writing.

Students in pairs researched a current news story. They reported back the Who, What, Where, When and Why of the story to the whole class. 

Reader Pages 61 and 62. Students read silently and identified new/difficult words. The instructor built a list of all students contributions

Homework: 

• Read a current news story (use NPR.com CNN.com or other) 
• Write the title and the source (did you use "sfgate.com" for example)
• Answer the following questions: What happened? Where did it take place. Who was involved? Why is it important?

Class on 10/30/13

Warm up: Students went online to read about the shooting of Andy Lopez in Santa Rosa. Individual students were asked to write about the following questions:

1. What happened in Santa Rosa last week?
2. Would the police have acted differently if Andy had looked like he was White or Asian?
3. Could the same thing happen in your town?
4. Did Andy do anything wrong? Could his parents have done anything to protect him?


Students then wrote a paragraph on the following question:

Do you trust the police where you live? Describe a specific story or encounter with the police. (Try to write about what has happend to you, your friends or your family.)

The instructor reminded students about the rules of the introductory sentence and offered several sentences as examples:

• "I trust the police in the town where I live."
• "I don't trust the police and try to avoid them."

Students then read out loud their paragraphs to a partner. The instructor collected the paragraphs.

Students took out their homework (20 sentences on words given on 10/28/13) and read out loud to a  partner.

Students then presented 3 of their best sentences to the whole class.

Students reviewed Cañada's Spring Catalogue and discussed briefly the class options.



Homework: Read pages 56 and 57. Complete 2 prep questions from page 58 and complete page 60 including the Thank you letter.

Class on 10/28/13

Warm Up: Students thought about three important or interesting events in their lives. They then wrote Three titles made to sound like movie titles to represent each. Students presented one or more for the whole class.

The instructor met individually with students and showed them a corrected homework paragraph from last week.

Students then were asked to write a paragraph about one event (or to describe the broadly the whole weekend).

Students turned the paragraph into the teacher. Students were then asked to prepare a short presentation for the whole class on the same topic that they chose to write about. The instructor gave feedback and recorded the one area that each student should focus on. Common strengths: students are more confident. They are standing still and talking clearly and loudly. Common areas that students should work on: focus on individuals in the audience (not just the instructor). Don't look to the ceiling when thinking. No hands in pockets. Important: the presenter should never apologize about their presentation. 


Pairs read from the reader pages 50 through 56

1. achieve
2. across
3. argument
4. believe
5. business
6. calendar
7. cemetery
8. conscious
9. definitely
10. disappear
11. embarrass
12. finally
13. friend
14. happened
15. immediately
16. interrupt
17. necessary
18. remember
19. successful
20. tomorrow
21. tongue
22. wherever

The list is pulled from http://www.oxforddictionaries.com/us/words/common-misspellings

Homework: Choose 20 words from above and write a sentence for each one. 

Class on 10/23/13

The whole class went to Cañada's main campus and attended a Reading by Lac Su. Students then met in the Learning Center for a quick tour and a debriefing regarding the speaker's presentation.

Homework: see homework presented on 10/21/13

Class on 10/21/13

Students wrote three sentences about their weekend. Then they surveyed other students until they had recorded four different actions (and the student's name). Students then reported out to the whole class.

Students then reviewed paragraph rules, and offered good examples of an intro sentence on the topic of "last weekend."Students then wrote individually a paragraph about their weekend activities.

Students read two paragraphs about Lac Su and then a page and a half from his memoir (See Below). Students defined new words and asked questions as the teacher read aloud.

The instructor built a Pro vs Con table and students offered their ideas regarding skipping our regular class and attending Lac Su's presentation on 10/23 at 6:00 PM. Students offered many pros and cons. In the end a final vote was 8 to go and no votes to stay and have regular class.

Students worked in the reader (alone and whole class) in the pages 46 and 47.


Homework: email the teacher two items: first draft of a resume, your corrected (2nd draft) of your Letter of Application

Dear colleagues,

Please join us and bring your classes for   in the Main Theater: Wednesday, October 23rd, 2013 at 6:00-7:30pm and  Thursday, October 24th, 2013 at 9:30-11:00 am.

In his powerful memoir of growing up as a Vietnamese immigrant in LA in the 80’s,  Lac Su shares his personal struggles with assimilation, gangs, poverty, and an abusive parent with humor and honesty. His struggles and experiences are ones that many of our students deeply identify with. Selections from his book can be read alone, and raise issues related to history, immigration, political science, sociology and psychology, and parenting. We hope that you will consider using some of the resources below in your classes, and encourage your students to attend this exciting event.

Description from the back of the book:

As a young child, Lac Su made a harrowing escape from the Communists in Vietnam. With a price on his father's head, Lac, with his family, was forced to immigrate in 1979 to seedy West Los Angeles where squalid living conditions and a cultural fabric that refused to thread them in effectively squashed their American Dream. Lac's search for love and acceptance amid poverty—not to mention the psychological turmoil created by a harsh and unrelenting father—turned his young life into a comedy of errors and led him to a dangerous gang experience that threatened to tear his life apart.

Heart-wrenching, irreverent, and ultimately uplifting, I Love Yous Are for White People is memoir at its most affecting, depicting the struggles that countless individuals have faced in their quest to belong and that even more have endured in pursuit of a father's fleeting affection. Learn more about the book on Amazon, by clicking here: Link to the book on Amazon

To learn more about his personal story and the book, you can watch this short video (16 min)  by clicking this link: "Making Of A Memoir" This video is a short documentary about Lac and his family, and gives a great introduction and teaser for the book.

Class on 10/16/13

Warm Up:

Students found one News story on line. They read three paragraphs of it and then finished the following sentence: "I chose a story about..."Then each student copied one good quote to capture the essence of the story.

Students took Quiz #4 on past tense verbs

Dessert Descriptions and Presentations

• Students practiced the presentations skills that have been discussed in class
• Students practiced listening for a recording a good quote from each presentation

Today's Homework collection- discussion

Reader pages 36 to 40. The instructor read some to the whole class. Then students worked in pairs and read to each other. The whole class discussed the resumé on page 41.


Homework: Students must write a draft of a resume. They will use the resume on page 41 as a template. This homework must be emailed to the instructor.

General Information Regarding Flu Shots:

The Health Center (bldg. 5 Rm. 303 next to The Grove) has flu shots available FREE for students and $10 for faculty/staff.

Please announce to your classes, thank you kindly! J

Regards,

Krystal (Johnson) Martinez

Office Assistant

Disability Resource Center,

Psychological Services,

650.306.3259 

&Health Center

650.306.3309

Fax to all Depts.: 650.306.3185

johnsonkr@smccd.edu

Cañada College

4200 Farm Hill Blvd.

Redwood City, CA 94061

www.canadacollege.edu/student/disabledservices.html

Class on 10-14-13

Warm Up: Students discussed Halloween and its connection to the Day of the Dead. The instructor took an informal poll of students to see who celebrates Halloween and who does not.

Students discussed in pairs the News story that they chose for the homework. The instructor circled to work with pairs and individuals. Students made sure to write one summary sentence in their own words and two quotes.

Students then wrote a paragraph about the news story using a set scaffold presented by the instructor.

The whole class read the letter below about the College Savings Program. Students discussed the merits and their interest.

Whole class reviewed the reader pages 31 and 32. Students read out load from pages 33 and 34.

Homework: write your own letter based on the letter on page 35. Your letter should include two sentences talking about your qualities. 

Study for the Quiz (verbs form 10/7/13

********************************************

Dear Instructors,

Canada College has partnered with Opportunity Fund to raise awareness about the College Savings Program.

Opportunity Fund is a non-profit organization offering to enroll students who fit certain low-income guidelines in a program called College Savings.  Through this program, a student opens a savings account, and the savings are then matched by the organization.  For every $1 the student saves, he/she earns $2, up to a total of $4,000.  This money can be used to pay for school, including paying school fees, buying books, or even purchasing a laptop.

What the program promotes: Personal financial management and creating a habit of saving in our community.

How College Savings helps your students: They can open an Education Savings account to give them money for tuition, textbooks, or even a laptop

How it works:

•         Opportunity Fund opens a savings account for the students and then matches their savings.

•         For every $1 the student saves, they can earn $2.  They can save up to $2,000 of their own money, and earn up to $4,000 in matched funds.

How students qualify:

*   We have income guidelines that determine whether or not a student can qualify to open up an IDA.  For a family of four, the household income must be $47,100 or less (adding $8,040 for each additional person).

How you can help: Make a short announcement to your classes about one of the upcoming on-campus orientation:

Wednesday, October 16, 2013

1p.m. – 2p.m.

CIETL Bldg 9, room 154

Where to sign up: Signing-up for this orientation is required.   Students need to contact the EOPS/CARE/CalWORKs Office (9-133) at (650) 306-3300 prior to the orientation date.

Thank you for your support, and for helping us to make college more affordable for your students.

Sincerely,

The Savings Team

Opportunity Fund

Angelita Hernandez | Savings Operations Administrator

Opportunity Fund | 111 W St. John St, Suite 800 | San Jose, CA 95113

angelita@opportunityfund.org<mailto:caitlin@opportunityfund.org>| Tel. 408.516.4699 | Fax 408.583.4233

Class on 10/9/13

Class looked for news stories on line. they copied the Title and practiced reading it aloud in pairs and then in the whole class. Next students chose one title and tried to re-write it in their own words while retaining the original meaning.

Students went to the following NPR news story:

Lincoln Memorial
http://www.npr.org/blogs/thetwo-way/2013/10/09/231073855/to-help-during-shutdown-man-mows-lawn-around-lincoln-memorial

• Students wrote one sentence to summarize the story.
• Students chose two quotes to best capture the essence of the story.

Students took a practice quiz on past tense verbs from 10/7/13.

Students were asked to reflect on their own families. They were asked to decribe in 3-5 sentences something unique about their family. Students practiced in pairs and then presented quickly in front of the whole class.

Homework: answer questions on page 32
                    Choose another news story

Class on 10/7/13

Students interviewed their classmates to find out what their favorite movies are: The students reported to the whole class and compiled a list

Class's favorite movies:

• Scarface
• Twilight
• Titanic
• The Mask
• Enter the Dragon
• The Game of the Dead
• Secretariat
• Billy Elliot
• The Wedding Planner
• Enough

Study these Irregular Past Tense Verbs:

1. bleed     bled
2. sting     stung
3. grow    grew
4. freeze   froze
5. shake    shook
6. bite       bit
7. tear      tore
8. sell      sold
9. think    thought
10. wear    wore

Students worked in pairs to read aloud and answer questions from pages 26 and 27 in the reader.
The whole class reviewed answers with the instructor and worked on pages 29 and 30

Homework:
Write 10 sentences using the new past tense verbs above.
Read page 31 in the Reader

Class on 10/2/13

Warm up:
Students used the class blog to link to CBET Blog and English resource pages. Whole class practiced general vocabulary and use of gerunds as compared to infinitives.

Quiz #3

Students quizzed three other students about what they ate for breakfast. Then individuals reported back to the whole class.

Whole class: Instructor drew a comparison between quoting and paraphrasing or summarizing.Students practiced finding the best quote from the EnglishLearners paragraphs about the British Astronaut and the Kangaroo who attacked an Australian politician.


Homework:
Students chose one story from sfgate.com or other newspaper or news source. Then they tried to write 2 sentences to summarize and chose three quotes to support it.

Class on 9/30/13

Warm Up:
How did you feel yesterday?
Students built a list of nouns and verbs for both emotions and physical well being
Students wrote 3 sentences about themselves and practiced one in front of the whole class.

Practice Quiz (10 past tense verbs)

Returned Paragraphs
Students corrected their previous work. The instructor reinforced the rules of good paragraphs and placed emphasis on using specifics
Students practiced writing using specifics but using the following opening phrases:
Once I ...
I used to ...

Using Students Last Homework to talk about their employable qualities:
Students read their homework with a partner. Partners pretended they were an employer and asked, "Tell me about yourself."
Whole class shared their sentences and placed in a simple table: Did the sentence represent a
skill or a personality trait?

Students in whole class previewed the reading on pages 21 to 23.

Homework:
1. Write a paragraph for a potential employer. Use the following sentence to start your paragraph:
         "I have strong qualities that make me a great employee."
2. Define 5 to 10 words from the reader pages 21 through 23

Class on 9/25/13

Class cancelled. Instructor is sick. 

Class on 9/23/13

Warm up: Students practiced writing past tense sentences about their activities on Sunday. They reported to the whole class two examples. The instructor quizzed the audience about each students sentences and forced the answers: "He didn't" or "She did."

Students build a list of the next Common Past Tense Verbs to study:

1. forget     forgot
2. keep       kept
3. leave      left
4. make      made
5. choose    chose
6. feed        fed
7. visit       visited
8. put         put
9. burn       burned
10. find        found

Practice Quiz: The instructor asked the class 4 questions about the Homework reading: examples: what skill did the woman use in her native country? and Define Assertive:

Students got their Quiz # 1 returned and corrected previous work about family or goals.

Students worked on Page 16 of the reader. The instructor asked for volunteers to report out answers to the whole class.

Homework: Read D on page 16. Choose 10 qualities that best describe you. Write 10 sentences that would be good to say about yourself in an interview. Remember be specific whenever possible. 

Class on 9/18/13

Warm Up:

Students wrote two sentences and then shared with the whole class:

For breakfast I ate....
For breakfast I didn't eat...

Whole class discussion; countable and non-countable with topic of food items.

Whole class discussion: Do you eat an American breakfast or is your typical breakfast from your own background or country?

I hate...
I love...
Students wrote 5 sentences for each and shared two with the whole class.

Whole class discussion of the English flexibility of using "hate" and "love" for a wide spectrum or important and unimportant themes and from the formal to the informal

Students reviewed the paragraph rules and were told to be very specific and to use their own life experiences.

Homework:
 Read pages 13, 14 and 15
Write a final paragraph about living in the US and use one of the following intro sentences:

     Living in America has changed the way I think about time.
     Living in America has not changed the way I think about time.

Class on 9/16/13

Warm up: Students wrote two sentences: 1 to describe what they did this weekend. And one to describe what they didn’t do. Students shared answers with the whole class.

Students took Quiz # 1

Students wrote about a multiple step activity that they did during the weekend. Sentences started with First, Second, Third and Last,. They then shared with a partner and had to report back to the whole class the activity and the steps taken.

Students signed up for Student ID events at Cañada College.

Students read the Article about “Being on Time.” Students practiced prereading skills and had short discussion regarding some vocabulary. The instructor modeled how to build a personal “dictionary.”

Homework:

Re-read the article on page 8 and 9 of our reader. Identify 6 words that you do not fully understand. Write a definition for each. Keep it short and in your own words. Use a dictionary for help but do not copy the dictionary definition.

2. write a draft paragraph on how your sense of time and tardiness has been effected by living in the United States. Write as much as you can. Remember mistakes are ok.

Class on 9/11/13

Warm up exercise: Students wrote 5 sentences about what they didn't do earlier in the day. Example: I didn't eat sushi. Students shared one sentence infront of the whole class.

Students wrote negative statements with "don't." They shared them with a partner. Then they reported back one sentence with " I don't eat pizza" and one on their partner: "She doesn't like to swim."

Students turned in Homework and corrected their previous homework.

Practice Quiz (10 irregular past tense verbs).

Reviewed reading about setting goals, defined 4 words


Homework: Study for real quiz: all 20 verbs
Write a paragraph about your family or about a goal you want to achieve.

Class on 9/9/13

Warm up activity: Students interviewed 5 other students. They then reported back to the whole class one of the answers to "Where did you go this weekend?"

Students took a practice quiz on the 10 irregular verbs.

Student re- wrote the paragraph rules and added the following:

Paragraphs must follow a set form
Paragraphs must be a minimum of 4-5 sentences. Then they rewrote or fixed their paragraphs from last week.

Students worked with the instructor andread from the reader (page 4). Then they did the exercises on page 5 and 6.


More common irregular past tense verbs:
stand    stood
spend   spent
tell        told
drive    drove
build    built
fly        flew
ride      rode
break   broke
fall       fell
drink    drank

Homework: write 10 sentences with the irregular verbs above. Email your sentences to Garth

Class on 9/4/13

Homework:
1. Email your instructor: describe Garth's shirt.
2. Write 10 sentences using the following irregular past tense verbs:

ate 

read

bought

began

had 

came

was 

went

felt

took

Class on 8/28/13

Introductions:
Students used a template to talk about themselves.

Syllabus:
Whole class reviewed the syllabus while the instructor asked questions regarding its content

Interviews;
Students were given 5 questions. They then interviewed another student. They then reported their findings to the whole class.

Writing sample:
Students reviewed the simple past tense and then wrote about what they did last weekend and turned the sample into the instructor.

Homework:
Email your teacher and answer the following question: "What did you do last weekend

8/27/13

Welcome to ESL911 and Cañada College

 

 

 

This blog is designed for you. After each class there is a summary of activities and clear directions on what to do for the homework. Also there are important links located on the upper right side.













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Class on 5-15-13

Warm up Activity:

1. Students had to identify the fake English word in each group (later they were told that one group actually has four real words):

fudge
rudge
nudge
sludge


rack
smack
crack
snack


smoke
coke
noke
toke

2. With a partner, invent one or two of your own fake English words. Your word must follow logical spelling rules.

3. Try and figure out which obscure word inspired this activity.

4. Which words represent potentially illegal activities?

Students took practice Final Exam. The instructor then went over all answers. Students will use this exam as a study guide: The Final Exam will be very similar.

Students wrote about their experience with this and other ESL classes for possible submission to media for public relations for Cañada College.

Class on 5-13-13

Students helped compile a list of all previous Past Tense verbs from past quizzes. This is in preparation for the Final Exam

Students Helped compile a list of the rules for paragraphs.

Students presented Micro Presentations on one of the following:

Writing a paragraph is easy. All you have to do is ...
Writing a paragraph is difficult. You have to remember to ...

Students wrote a paragraph on what they did during the last weekend.

Student worked with partners on pages 119, 120 and 121 in the Reader:

HOMEWORK: Study verbs for the Final Exam. Practice for you oral presenation

Class on 5/8/13

Students re wrote corrected paragraphs. The instructor went over common errors.

• Imperative: do no write "you." It is dropped when we write.
• Use an active verb to describe how you might get to know a city.

Students practiced a presentation about a place they would love to visit.

Student used the same structure from the oral presentations to write about their home town.

     I would like to visit Jamestown. I would like to see the small downtown street filled with people. I want to smell the hay bales and to hear the splash of water as tourists pan for gold. I want to smell the hot sidewalk in the summer sun.

Vocabulary words:

1. brief
2. upset
3. brainstorm
4. hurt
5. paraphrase
6. Wrap-up
7. agree
8. task
9. until
10. Try it out
11. handle
12. gather
13. waste
14. efficient
15. recognize
16. hire
17. lack
18. melt

Class on 5-6-13

Warm Up Exercise:

Students wrote 10 sentences about what they did last weekend and tried to use 10 original verbs:

Examples:
Bought
ordered
spoke
supervised
picked up
made

Instructor guided students through the process to sign up for classes next semester. Students filled out the BoG Waiver form.



Homework:

Applications/Choices of Classes.
Final Project: write a paragraph explaining what you will use for your final presentation.

Class on 5/1/13

List of Famous American Cities:


Students gave micro presentations on where they would like to travel in the United States.

Instructor reviewed and returned Quiz # 6


Homework:

Write 2 Paragraphs. "Where would you like to travel in the world?" Each paragraph talks about one destination only.

Class on 4-24-13

Class performed small presentations on a recent delicious meal


Presentation Rules:




Vocabulary Contributions from the class:

perform
brief
upset
brainstorm:
hurt:
paraphrase


Students choose one of the following topics about the reading from page 92 to 95 and wrote a paragraph:

1. What are the three things you already knew about?
2. What new things did you learn about?
3. What three ideas or parts did you enjoy?

HOMEWORK:
Finish your paragraph from the three questions above
Complete page 97
Read 102 to 105 (build your own vocabulary list).
Write a paragraph with step by step and clear instructions to do one of the following:
scrambled eggs
peanut butter and jelly sandwich
oatmeal
something simple or silly

Class on 4/22/13

Warm up Activity:

Students discussed in pairs their ideas and preferences for the final presentation. Individuals practiced a 30 second explanation in front of the whole class.

Homework Worksheets Review

Vocabulary Building:

• Wrap-up
• agree
• task
• until
• Try it out
• handle

Students read in pairs (volunteers to read in front of class)

Practice quiz on last Wednesday's vocabulary words.

Whole Class Listening Exercise: Frank Sinatra's New York, New York

Homework: Read Pages 92 to 95- Read this section 2 times: Once silently and once out loud 

                    Continue to build your vocabulary list: target 10 words. 

Frank Sinatra's New York, New York

Start spreading the news
I am leaving today 
I want to be a part of it 
New York, New York 

These vagabond shoes 
They are longing to stray 
Right through the very heart of it 
New York, New York 

I want to wake up in that city 
That doesn't sleep 
And find I'm king of the hill 
Top of the heap 

My little town blues 
They are melting away 
I gonna make a brand new start of it 
In old New York 

If I can make it there 
I'll make it anywhere 
It's up to you 
New York, New York 

New York, New York 
I want to wake up in that city 
That never sleeps 
And find I'm king of the hill 
Top of the list 
Head of the heap 
King of the hill 

These are little town blues 
They have all melted away 
I am about to make a brand new start of it 
Right there in old New York 

And you bet [Incomprehensible] baby 
If I can make it there 
You know, I'm gonna make it just about anywhere 
Come on, come through 
New York, New York, New York

http://en.wikipedia.org/wiki/Frank_Sinatra

Class on 4/17/13

Warm up:

Common Vocabulary list:

The instructor pulled words from individual's homework and the whole class took notes:
gather
waste
self-starter
efficient
recognize
yet
hire
lack
melt

All student know they must know the definition and spelling of the words above.

Instructor Previewed with whole class the schedule and requirements for the rest of the semester.

Whole class read pages 79 and 80. Students practiced in pairs the dialogue on page 81.

Homework: 1. Answer questions on pages 82 and 83.
                    2. Read pages 85 to 88 and continue to build your vocabulary list in your notebook.
                    3. Practice Outloud: "Let me see if I've got it" and "I think I've got it now."

Class on 4/15/13

Whole class built vocabulary/synonyms for the following common and possibly over used words:

Happy
Mad
Sad

The instructor returned corrected paragraphs and student worked individually to correct Job Paragraphs:

Class practiced in pairs reading out loud page 65.

Whole class worked on pages 68 and 69.

Homework:

Write a draft of your resume. Email it to Garth.

Class On 4-10-13

Student talked in pairs and discussed both the best and worst jobs they have ever had

The whole class shared some experiences and built a list of job related skills and verbs:

Students did one in class paragraph. they choose between the following:

Discribe your best job.
Desccribe you worst job.
Describe the perfect job, a job you wish you had.

The instructor reviewed the homework that was due and "quizzed" students regarding the answers and had them explain vocabulary

Homework: Read pages 65-69
                    Build a vocubulary list. The instructor will collect each list. 

Class on 4/8/13

The professor discussed the beauty and ugliness of Journey's song. The professor love hates it.

Lyrics to Journey's Don't Stop Believing

Just a small town girl, livin' in a lonely world 
She took the midnight train goin' anywhere 
Just a city boy, born and raised in south Detroit 
He took the midnight train goin' anywhere 

A singer in a smokey room 
A smell of wine and cheap perfume 
For a smile they can share the night 
It goes on and on and on and on 

(Chorus) 
Strangers waiting, up and down the boulevard 
Their shadows searching in the night 
Streetlights people, living just to find emotion 
Hiding, somewhere in the night. 

Working hard to get my fill, 
Everybody wants a thrill 
Payin' anything to roll the dice, 
Just one more time 
Some will win, some will lose 
Some were born to sing the blues 
Oh, the movie never ends 
It goes on and on and on and on 

(Chorus) 

Don't stop believin' 
Hold on to the feelin' 
Streetlights people 

Don't stop believin' 
Hold on 
Streetlight people 

Don't stop believin' 
Hold on to the feelin' 
Streetlights people


Homework: Complete Reader pages 59 and 60
Read page 61. 

Class on 3/27/13

Common mistakes with paragraphs:

wrong: , later      , next     , after that
correct: . Later     . Next    . After that

wrong: in my house
correct: at home

wrong: I went to the store. After I went to the park.
Correct: I went to the store after I went to the park.
              I went to the store. Afterwards I went to the park.
                                             After that
                                             Later

Wrong: . Because
Correct:  because

Warning: did you use "I?"  Is it the start of a sentence?
                                            or does your long sentence need an extra "I"?


Students took practice quiz on the following irregular verbs:

be       - was ( you/they/we were)
build  - built
do      - did
find    - found
fly      - flew
have   - had
ride     - rode
sleep   - slept
speak  - spoke
wake   - woke

Homework:
Read pages 50 through 58 in the Reader
Build a Vocabulary list
Study the Latest Irregular Verbs for a quiz on 4-8-13
Practice a Paragraph about what you did during Easter break- Also for the quiz.

Class on 3/25/13

Students took a quiz:


Write a paragraph:  "What did you do on Sunday?"

Homework:
Read pages 33 through 40 (Chapter 3) in your Reader. 

Build a vocabulary list.

Class on 3/20/13

Students practiced responding to questions about food preferences with: "Yes, I do," or "No, I don't."

Students built vocabulary (adjectives) to describe people. Then each student wrote independently 5 sentences all about one family member. Then they shared their sentences with 4 other students. Then the instructor reviewed the rules for building a paragraph and then students wrote a paragraph using the sentences they had written.

Review of Lab hours assignments

CBET survey.

Students were asked to read sections from the homework due today; the instructor evaluated if they had indeed practiced as was required.

Homework:
Finish Chapter 2 of the reader. Complete/Fill out  pages 29 and 30. 

Class on 3/18/13

Students practiced appropriate phrases to inform an employer if they need to call in sick or to state a reason that they were late to work.

Students interviewed 7 students each to find out the answers to seven different past tense questions. Some examples were:

Did you ride a rollarcoster this weekend? I rode a rollarcoster this weekend
Did you ride a bicycle this weekend? I rode a bicycle this weekend.

Did you travel outside the bayarea this weekend. No I didn't
Did you dance at a party. Yes, I danced at a party.

Students filled out CBET Student Survey


HOMEWORK:
1. Read The following from your reader: "Chapter 2 Finding a Job" handwritten pages 19 to 24. Stop when you get to "Looking for a job in the newspaper"

2. Choose one page and re-read 3 times. Find some one you can read out loud to

3. Build your own vocabulary list (from the reading): be ready to explain the meaning of the word in your own words

4. If you have not yet gone to Cañada's Leaning Center remember to visit tonight, Thursday or Friday this week. This link leads to you assignments https://sites.google.com/site/professorbunse/attachments

Class cancelled for 3/11/13 and 3/13/13

Your instructor is ill. Class is scheduled again for Monday March 18.


 

Class Cancelled

Garth is sick. Class is cancelled. See you on Monday. 

Class on 3/4/13

Students explored the informal uses of gonna and wanna.

The instructor reviewed the latest paragraph and discussed common errors. Students reworked their paragraphs and practiced connecting multiple ideas into one.

Students practiced reading out load and volunteers read to the whole class


Homework:

Reread: "Looking for and Finding a Job"
Build your own vocubulary list: remember to use a dictionary to inform you but then to use your own words.
Complete and copy part A  (handwritten page 16) on to seperate paper. 

Class on 2/27/13

Homework:

1. Write one paragraph:

Discuss something you are willing to change to "fit in" to American Culture.
         OR
Discuss something you are NOT willing to change to "fit in" to American Culture.

2. Build a vocabulary list from the reading: "Cultural Difference: Being on Time"
Remember to use your own words

Class on 2/20/13

Students reviewed common mistakes with 15 original sentences.

Students reviewed differences between Present Tense, Present Progressive and Simple Past Tense


Homework:
1. Write a paragraph that answers one of the following questions:
           What is American Culture?
           What are five aspects that represent American Culture?
            What is the difference between American Culture and American Pop Culture?

2. Study the following verbs for a quiz on Monday:

base/present         Past Tense

1. write                    ____________

2. ____________            won

3. understand            ____________

4. throw                    ____________

5.                               ____________     

6.                               ____________

7.  ____________                     left

8. get                           ____________

9. feel                        ____________

10. brake                   ____________

11.                            ____________

12.                             ____________

13.                              ____________

14.                               ____________

American Popular Culture

Students were asked to make choices that represent American Popular Culture and to foward video clips. Here are selections from our class:

JJN- Wizard of Oz motion picture from the 1930s: http://www.youtube.com/watch?feature=endscreen&NR=1&v=louBM-Mix7s

SG- Lady Gaga's Bad Romance: http://m.youtube.com/watch?v=qrO4YZeyl0I

ES- Simon Pegg's Comedy Troupe: http://www.youtube.com/watch?v=rxUm-2x-2dM&feature=youtube_gdata_player

CC- Journey's song from early 1980s: http://www.youtube.com/watch?v=VcjzHMhBtf0

Just a small town girl

living in a lonely world

she took the midnight train going  anywhere.

Just a city boy

born and raised in south Detroit

he took the midnight train going anywhere.

A singer in a smoky room

a smell of wine and cheap perfume

for a smile they can share the night

IG- Seinfeld: The Marine Biologist: http://m.youtube.com/watch?v=0u8KUgUqprw

AS- Frank Sinatra's New York, New York: http://m.youtube.com/watch?v=gcxGp-2p5aQ
or  http://m.youtube.com/watch?v=xMfz1jlyQrw