Name : Abdul karem Aldhobai Level 701 Date : 27/2/2010

Day one Today teacher AHMED KHALIL introduced us to 701 course at Amideast by explaining the goals of the two books that we well be studying for the next five weeks, first book: consider the issues which is focusing on listening and critical thinking skills which we democratically voted to choose its units for studying for the past five weeks. Second book which is called tasks in English which is mostly about critical thinking.

Chapter one A courtesy campaign Ex1, anticipating the issues. 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 Helped us to prepare for the upcoming possibilities to the question as well as other possible answers. In groups, we discussed our answers to the following questions : 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 We learned to look for boldfaced words that determine the same meaning in the context which can be found in the mini-dialogues. 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 We learned to listen for specific thing in the conversation or report like name or number. For example we were listened to a report and answered a the following question . Who is the real Miss Manners? What is her real name? B. Listening for main ideas We learned to answer the questions without reading them, However, it’s much easier to answer if u read the questions before answering them. C. listening for details we learned to pay attention to small details and specific percentage or number. And had to do an listening exercise as a result we compare our answers in a groups of three students. And we repeated the same procedure for exercise 2,3,4, and 5. D. LISTENING FOR INFERENCE Today we learned how to determine speakers attitude which each speaker has toward people using cell phones in public places. Also we learned to listen to each speaker’s tone of voice and choice of words, so that we can determine their attitude and emotional state while they are speaking. For example we learned how to excerpt and determine if the speaker are a tolerant person or not . also we compared our answers with classmates. And for an exercise we listened to a short report of five people which were talking about the people who use their cell phones in public

places. And we had to excerpt speakers attitude and tone and emotional state by listening to their choice of words and voice and tolerance.

Ex4, looking at language A. Usage : separable phrasal verbs In this ex We listened to some examples from the cell phone courtesy report. Some examples of separable phrasal verbs : 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. Of course as usually our answers where different, and we didn’t discuss the two questions as we should have discussed. Also teacher Ahmed khalil gave as a home work assignment which is a survey research about cell phone courtesy.

chapter two unit 4 : is it a sculpture, or is it food? Ex1. Anticipating the issue 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?
2- When you buy fruits and vegetables, which is more important to

you: taste, texture, color, nutritional value, price, or how long something stays fresh? why? 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. Some of the learned vocabulary in this unit : 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. B- Listening for main ideas In this task we learned to listen for main ideas also we were given a word or a phrase to help us focus on the main idea of each part of the interview. Moreover, we tried to write the main idea in a complete sentence. C- Listening for details In this task we were asked to focus on the details in the interview that we listened to in task A and B. In addition we tried to decide whether the statements are true or false. D- Listening for inference In this task we learned the same thing we learned in unit 1, which was to determine the attitude for each speaker toward some kind of an idea

EX4. Looking at language A- Usage: restrictive adjective clauses In this task we learned the importance of the restrictive adjective clauses. Also, we listened to some examples from the same interview that we listened to earlier. In addition we did an exercise, which through it our teacher explained how and what to do. And, listened to the interview again and we asked to underline the adjectives clauses, circle the relative pronouns, and draw arrows to the nouns they describe. B- Pronunciation: listening intonation In this task we listened to the interview again and learned to focus on each underline phrase in our books, and were asked to determine whether each underlined phrase has a rising or falling intonation pattern.

Ex5. Follow up activities In this task we were asked to do an assignment, which is a survey about genetically engineered food, and what people think about them. However, the assignment is not formally given.