Professional Documents
Culture Documents
Level 701
Date : 27/2/2010
Day one
A courtesy campaign
A, predicting
I learned that anticipating the issue will help me to prepare myself for the
upcoming vocabulary and build some structure sentences, as well as
helping me to predict the content of the unit.
B, thinking ahead
1. Do you own a cell phone? If so, when and where do you typically
use it? When and where do you typically not using it ?
2. Do you think people ever use cell phones inappropriately? If so, give
examples.
3. Should cell phones use be controlled in any way? If so, how and in
which circumstances?
Which our answers varied.
Ex2, vocabulary
Also we learned that to look for related ideas in the reading context or for
any clues for the new vocabulary like: (shrill, etiquette, sponsoring,
backlash, etc).
Ex3, listening
A. Task listening
1. Turn off.
2. Head off.
3. figured out .
also we did an exercise which we had to find the direct object of the
phrasal verb. And rewrite the sentence, placing the direct object
between the verb and the preposition.
Some examples:
Before rewriting the sentence
1- The Mayor later explained that hers was new phone, and she
hadn’t figured out all the settings.
After the rewriting
1- The Mayor later explained that hers was a new phone, and
she hadn’t figured all the settings out.
In the next exercise we learned how to replace some words
or phrase by phrasal verb .
A. Pronunciation: word stress in separable phrasal verbs
This time we listened to examples from part A to find out and learn
which of the phrasal verbs are stressed. And in which phrasal verbs
we should pause or say them rapidly, which Teacher Ahmed
explained to us how to distinguish them by their tone and by
speakers attitude. Also we had been given an example in how much
oxygen had been taken to the lunges for saying the phrasal verb
like if the breath is almost a long breath then it’s a stressed phrasal
verb.
Furthermore we learned that if the preposition often receives even
more stress when a pronoun comes between the verb and its
preposition. However if a pronoun replace the object in a sentence
the proposition would be even more heavily stressed.
Example : turn it off, figure them out, head it off.
Ex5. Follow-up activities
A. Discussion questions
In this discussion as a group of five we tried to discuss and answer
the following questions.
1. Do you agree that many people have the attitude that “other
shouldn’t annoy them with their phones” but that ”they don’t
necessarily apply the same rule to themselves”? Do people
believe they are in “an etiquette-free zone” while using cell
phone? Where else do you see this attitude?
2. Make a list of rules of etiquette that you think people should
follow when using cell phones. List your rules according to
specific places where cell phones are often used.
A. Predicting
Today we discussed what this unit is all about which turned to be
about genetic engineered food.
B. Thinking ahead
In groups we discussed our answers to this questions:
1- What do you know about genetic engineering? In what areas of
life is it being used today?
3- Have you ever eaten food that was genetically engineered? How
did you know it was genetically engineered? What did it look like?
What did it taste like?
Ex2. Vocabulary
In this section of the unit we learned some new boldface words that
helped us to understand the interview better.
1- Breakthroughs
2- Foolproof
3- Poke fun at
4- Ramifications
5- Allergies
6- Sublimated
7- Boycott
8- Alleviate
9- Residue
10-Boon
11-Fragile
Ex3. Listening
A- Task listening
In this part of the unit we listened to the interview, and tried to find
the answers to the some questions.