SPRING 2021 ELS 5 VENTURES TRANSITIONS UNITS 110 5 10/26/2021 Goals for today: 2). Course information, rules 2), Make a video introduction of yourself 3). Types of skills: ~ Logical = Analytical ~ Communicative | 111 - Mathematical + Interpersonal (patience, self-control, sociable) || + Musical ~ Spatial (no need GPS) 4) Sort out information from a dictation, and note down only important words & phrases 5) Review & create a script and movie using participial adjectives Unit 1 Selling Yourself Lesson A Listening: note-taking strategies: Write only important words - Use short-hand (not full sentences) —e.g.,T, $5, btw, wh, ec, ht,wt, imp, etc, n, e, What are the key words (important words)?? ‘+ Key words/phrases + Contentwords= meaning: nouns, main verbs (exceptbe verbs), adjectives, adverb, Wh question {stress/emphasize) Don’t note down Function words: the, an, prepositions, be verbs, conjunctions no Listen and write down key words/phrases of my dictation, Share your answers with the class. = Sacramento, cap, CA = Class, no credit, registeras, auditor = Successful ppl---—- set goalsSPRING 2021 ELS 5 VENTURES TRANSITIONS UNITS 110 5 Lesson 8 Grammar: Participial Adjectives Grammar Task 1: underline the participial adjectives in the text below. 1) Iget annoyed when people read over my shoulder in a public place. It’s so annoying! 2) When my students smile in class, | think they are interested in what | am teaching. When they frown, | think they are bored. Smiling students mean an interesting class. Frowning students means a boring class, Participial Adjectives are NOT VERBS!! They are ADJECTIVES ---- specifically participial adjectives -ed “ing Post participle present participle Grammar Task 2: Tom always gets lost. He only has one map in his car that he always uses. He can’t read the mop correctly because the map is difficult to understand. Henever gets anywhere on time, and he always has to call his friends for directions! Discuss if the Tom’s map is good? Is it helpful? (Yes/No) Does the map confuse Tom? (Yes/No) ‘+ How does Tom feel when he triesto read/use the map? (Confused/confusing) + How do you describe the map? (Confused/Confusing) teacher What are the differences? -ing cause/source of the emotion (interesting class, the class cause the interest) -ed ------- receiver of the emotion (Interested students, the class caused the students to feel the emotion and be interested) [My wife is bored. | need to take my wife on vacation. My wife is boring. | am going to get a divorce.SPRING 2021 ELS 5 VENTURE! TRANSITIONS UNITS 170 5 Here isa lst of the most common participial adjectives. If you want to be a fluent English speaker, then you should know all of these. If you do not know some of these, then write them down anc look them up later. Past Participles || Present Participles ‘alarmed alarming. amazed amazing amused amusing. annoyed annoying astonished astonishing bored boring comforted comforting confused confusing depressed depressing disappointed __]| disappointing. disgusted disgusting distressed distressing paralyzed paralyzing pleased pleasing relaxed relaxing. satisfied satisfying shocked shocking soothed soothing startled starting Past Partidples [Present Partidples Fisturbed isturbing embarrassed mbarassing frtertained eran excited ein exhausted exhausting fascinated fascinating Frightened frightening forrifed horsifving frspired fosiring frterested frteresting ritated [rtating stimulated simulating furprised urprising erred ering red rng ached uching © communicate Grammar Task 3: 1L Discuss one of the situations on p. 5 in pairs. 2. Write a script of dialogues of your conversation. 3. Actout yourscript, and record a movie of your group discussing one situation. 4, Use at least three participial adjectives when describing the situations and how you felt. EXAMPLE of A SCRIPT Dialogue of a conversation using Participial AdjectiveSPRING 2021 ELS 5 VENTURES TRANSITIONS UNITS 110 5. Rachael: Hello ilian, How are you doing? Illian: Hey, I’m doing good. Rachael: Hey, what is the most exciting thing that has happened to you? Ilian: nothing Rachael: Really? There must be something. lian: Ok, | won a game last night Rachael: Oh how exciting! Your game is interesting? What is this amazing game? Illian: Oh, itis a computer game about _ _____. was so fascinated and surprised that won, the game. It was an international game, and | AM THE WINNERI!!!! Lesson C Reading p. 6 Identify the main idea in each paragraph ‘Types of reading question: Find details (Scan) Pronoun reference (She, He, They, It) ‘Author's opinion (agree, disagree, support Biden, don’t support Biden) Vocabulary in context Inference (make a logical guess based on the context) infer NOW wD Summary TO Restate 1, Change the words—use synonyms 2. Change the word order. 3. Change active sentences to passive and passive sentences to active.SPRING 2021 ELS 5 VENTURES TRANSITIONS UNITS 1 TO 5 Summary Writing p. 6 Step 1: identify main ideas estate main ideas Step2: ‘Step 3: connect sentences with transition words and phrases Summary Writing p. 16 Step i: identify main ideas Step 2: restate main ideas ‘Step 3: connect sentences with transition words and phrases 1 | Self-confidence means believing in yourself and your abilities. When a person has self- confidence, they trust in their own abilities. Main idea — topic + focus [topic sentence] Dogs + how to care for dogs, medications for dogs, therapy dogs, search and rescue dogs, veterinary medicine. Goals for today:SPRING 2021 ELS 5 VENTURES TRANSITIONS UNITS 1 T0 5 1) Begin Vocabulary Tracker document 2). Identify parts of a resume 3) Draft and edit a resume in Canvas Collaboration Homework: 4) Canvas assignments * After editing Resume, submit resume in Canvas * Lesson D Reading and Vocabulary — CANVAS Assignment + Vocabulary tracker Lesson E Writing A Resume — CANVAS Assignment Homework: create your own vocabulary table for Resumes. Search other jobs' responsibilities to get ideas. Vocabulary for Resume (Teacher) ‘Aico or ese) ers tor ese 3) News 2) Write the Objective Seeking a _ job at __ (name of company). | am __ (adi), (adj) and (adj). | have @ passion for/in (noun). A _ (adj) with (noun) experience. ObjectivesSPRING 2021 ELS 5 VENTURES TRANSITIONS UNITS 110 5. Seekinga teaching job at Houston Community College. | am dynamic, responsible and organized. |have a passion for teaching adults ESL from different parts of the world. | self-starter with supervisory experience Education Houston Community College, Texas, U.S.A. anticipated 2023 Intensive English Certification Yeni Yuzyil University 2019 Master degre stration Marmara University, Istanbul, Turkey 2007 Bachelor degree in Engineering Work Gameon Video Game Store, Houston, TX Present Technician ‘+ Installed software in video game console * Fixed consoles for Nintendo, Playstation, X-box + Fixed damaged controllers * Maintained consoles and disc-clean machines '* Purchased used consoles and games Bio-technician, lamir, Turkey 2019- 2022 Bio-medical SupervisorSPRING 2021 ELS 5 VENTURES TRANSITIONS UNITS 1TO 5 RESUME VERSUS CV ‘Visit wie: PEDIAA.com RESUME Jocument that summarizes a | document Por oneneeteterriis (orci c d, work Tent ese ets earee eer of skills and qualifications Fes eniee ung rtt fic position megSPRING 2021 ELS 5 VENTURES TRANSITIONS UNITS 110 5. ESL Instructor Job detalis Broctne $ caiman s23.00-steamoayear 2ons009 ‘uatifieations sot eee Full Job Description Ins Colegefectneloy anaccecte erst year cee gassing nat sedate peng lr apse ph ara Sec Lange june ted t ‘tenon uso amps The posto eaves quan Speking Lsegane Aeptcantseatanes sumaay oF uauncanions O ethers a Adjectives | want to use for my resume: Soft skills- Breea OO’ 8OOn- KF ae sl Eoin eee eee : etc Seema ieee ae, Si cacao ve ,mgeore ‘Trustworthy, timely, enthusiastic, efficient, dedicated, communicative, sociable, responsible, accurate, collaborative skills, management skils, creative, cooperative, committed, leadership skills, excellentSPRING 2021 ELS 5 VENTURES TRANSITIONS UNITS 110 5. interpersonal skills, reliable, well-respected, skilled in passionate in___, adaptable, flexible, dynamic, resourceful, self-driven, detail-oriented, organizational sills, multi-tasking, professional, good communicator, compassionate, Resilience, Determination and strong work ethic, trouble-shooting, OBR ©0480 m- KF IROGP ore (0 ethan More examples of RESUMES for you to analyze: HIGH SCHOOL Graduates wear -caz018 ‘Video Eats, 880R Do Cavite Cavite, The Philippines Paes at mec ree pope Rei + Store ean by dere hes end door cones En proctes raegiaiyaciee Woes taqery oh ceva cuch 2 Ado Peite ard ounraseme ‘Sein Vogue compl te ao ouzets-cazete ‘ValunerTseher SECR De Cait - Cav, The Pilspinas 1 torarosdty asa cance ag ugh eu opootune@e 5 tearh cu om oncom + Revowozsutces nu oert copentee or + Lidscussons to hale sorts understand and eperethe eDueaTiON owzor7-cazona 10SPRING 2021 ELS 5 VENTURES TRANSITIONS UNITS 110 5. OLIVIA CAMPOS eDucATION nSPRING 2021 ELS 5 VENTURES TRANSITIONS UNITS 110 5. BRYAN GLOVER High School Student ‘CAREER OBJECTIVE epucarion RSPRING 2021 ELS 5 VENTURES TRANSITIONS UNITS 110 5 BSPRING 2021 ELS 5 VENTURES TRANSITIONS UNITS 1 TO 5. Darla DeMarco Experience 25 CON Oe te Hoes EY eB ea NEU. + ‘vaisng (promotion penaing flowing completion of -week traning ISABELLE SMITH, RN, CPHON® Sometown, TX 76104 n 555-555-5555 n is@somedomain.com n LinkedIn URL REGISTERED NURSE | SPECIALIZING IN PEDIATRIC CARE providing quality, patient care, Nursing background includes pediatric oncology, PICU and general pediatrics experience within Level I pediatric trauma center and Magnet®-designated children’s hospital. Repeatedly recognized for knowledge, expertise and achievements in areas including: “4SPRING 2021 ELS 5 VENTURES TRANSITIONS UNITS 110 5 - Quality Nursing —- - Medical Team - Patient & Family Care Collaboration Relations - Clinical & - Parent Education & - JCAHO & HIPAA Communication Training Standards Skills - Accuracy of Charts & - Lifesaving - MEDITECH & Records Interventions Cerner EMR Tools Experience RN, Pediatric Oncology, 5/15 to Present n ABC CHILDREN’S HOSPITAL — Sometown, TX Provide inpatient nursing care as well as outpatient chemotherapy administration to children receiving treatment for cancer and blood disorders. ee en with multidisciplinary healthcare team members to attain health and continuity of care, RN, Pediatric Intensive Care Unit (PICU), 1/12 to 5/15 n DEF HOSPITAL — Sometown, TX RN, Pediatrics, 7/10 to 1/12 mn GHI HOSPITAL — Sometown, TX Delivered acute and ambulatory nursing care for newborns, infants, children and adolescents, ranging from wellness visits and routine health exams to treatment for illnesses, injuries and life-threatening conditions (e.9., heart/respiratory failure, overdoses, eating disorders, trauma and infectious diseases). Achievement Highlights = Thrived within high-volume settings throughout current employment in children’s hospital and prior tenure within Level I pediatric trauma center. = Recognized for serving as a patient advocate while communicating effectively with patients, families and caregivers to facilitate outstanding levels of care and service. = Won supervisor's praise for coordinating events that helped make prolonged hospital stays more enjoyable for youth suffering from debilitating illnesses and injuries. Planned parties, dances, spa days and scavenger hunts for children. 15SPRING 2021 ELS 5 VENTURES TRANSITIONS UNITS 110 5 + Led fundraising with local nonprofits that enabled the expansion of children’s libraries and media centers at both hospitals. Procured donations such as books, DVDs, iPads and game consoles. + Earned 3 special pin awards at DEF Hospital for superior patient care and lifesaving interventions. Achieved top marks from both employers for strengths in multidisciplinary team collaboration, warm bedside manner and clinical skill areas such as: Unit2 Unit 2 Building Self-Confidence In unit 1, you learned how to sort out information froma dictation, and note down only important words & phrases like Content words= meaning: nouns, main verbs (except be verbs), adjectives, adverb, Wh question (stress/emphasize) Unit objectives: aye ene Use abbreviations during notetaking. Revise Present Passive Voice & changed Passive to Active and vice versa Restate the main points of a text and, Write a summary of the text with restatements and rephrasing List your strengths using adjectives Elaborate the two strengths by writing an example based on an experience you had, Listening p.13 ° ° (One way to abbreviate is to omit vowels from the middle of words. Write abbreviations of these words: - Background — bekgrnd bg - Teacher-Tcher T S = Junior Jr + Clean-Cin - Bookkeeper bkkpr Problem ~ prbim - prob 16SPRING 2021 ELS 5 VENTURES TRANSITIONS UNITS 1 TO 5 Lesson 8 Present Passive p.14 1. Taking English classes improves your English. 2. Your English is improved by taking English classes. What is the difference between the two sentences? 1*: active voice- focuses on the doer of the action 2°: passive voice- focuses on the result of the action What is a passive verb? Be + past participle Iseatenisate FORM HCC requires 2 placement test. S VO _Thesubject s the action “requires” Aiplacement test is required by HCC. 5 Vv agent + In passive voice, the object becomes the subject. Also, we don't have to name the agent (HCC) if it isn’t important to know who or what performs the action. Aplacement testis required. SHEE John steals bikes. Steal, stole, stolen, stealing Bikes are stolen. (by John) ‘The children eat chocolates. v7SPRING 2021 ELS 5 VENTURES TRANSITIONS UNITS 110 5. Be + past participle Is/are + eaten Chocolates are eaten by the children. More examples: Change the following statements into either active or passive voice. HCC requires a placement test. Placement tests are required by HCC. John steals the guitars. Passives (MEANING) - Use passive voice when we don’t know the agent - Or when you don’t want to specify the agent = For formal writing and speaking; to sound professional - BE +past participle + (agent) - Past participle # simple past [eat, ate, eaten, eating] *Look again. Make sure after switching, subject and verb still agree. * Lesson C(p. 16) Self-Assessment of Reading Ability (Survey/Poll In reading a passage, | can: 1. Identify the main ideas All the Time Sometimes 2. list the details Allthe Time Sometimes 3, Figure out the vocabulary in context Allthe Time Sometimes 4, Read quickly (skim) and still understand most of it Allthe Time Sometimes Reading Lesson Objectives 1. Identify main points 2, Restate the main points of a text and, Almost Never Almost Never Almost Never 18SPRING 2021 ELS 5 VENTURES TRANSITIONS UNITS 110 5 3. Write a summary of the text ‘© Change to passive or change to active * Use synonyms or antonyms © Rearrange the sentence ‘Summary Writing Step i: identify main ideas __| Step 2: restate main ideas ‘Step 3: connect sentences with transition words and phrases to write a summary Reading Summary Outline of main ideas Paragraph 1: Definition of SF: Self-confidence means believing in yourself and abilities. The meaning of self-confidenceis knowing/trusting/thinking about the strengths/talents/skills you have. Paragraph 2: Effects on SF Paragraph 3: nurturing environment affects SF Paragraph 4: Examples of lack of SF Paragraph 5: conclusion + opinion Summary of Text (with restatement of main points Include these points in your summary (remember to restate; don’t copy directly from text) Definition of self-confidence Causes of a lack of self-confidence Behavior that shows lack of self-confidence Ways to improve self-confidence aeNE ‘The meaning of self-confidence is knowing/trusting/thinking about the strengths/talents/skills you have. 19SPRING 2021 ELS 5 VENTURES TRANSITIONS UNITS 110 5. Lesson ¢ 1. List your strengths using adjectives 2. Elaborate the two strengths by writing an example based on an experience you had. lam loyal. My friends trust me. = They come to me when they have problems because they - know | will always be there to help them - no matter what the situation is. am loyal. My friends trust me. They come to me when they have problems because they know | will always be there to help them no matter what the situation is. am organized. = [have all my documents organized in folders ~ Tan find my things when I need them am organized. All my documents, especially important documents are organized in folders. This is so | can always find a document when I need them. How do you form a passive sentence? ‘To be verbtpast participle ofthe main verb “IN AN ACTIVE SENTENCE, THE SUBJECT I THE DOER OF THE VERB. THE VERS IN AN ACTIVE PRESENT TENSE SENTENCE IS SIMPLE PRESENT TENSE. ACTIVE SENTENCE—Doctors cure diseases. “IN A PASSIVE SENTENCE, THE SUBJECT IS THE RECEIVER OF THE VERB, THE VERB IN A PRESENT-TENSE PASSIVE SENTENCE IS: TO BE VERBSPAST PAR PASSIVE SENTENCE—Diseases are cured by doctors. ACTIVE SENTENCE —Cars cause pollution. PASSIVE SENTENCE—Pollution is caused by cars. 20SPRING 2021 ELS 5 VENTURES TRANSITIONS UNITS 110 5. TO MAKE A VERN A PASSIVE SENTENCE, USE A TO BE VERB THAT MATCHES THE SUBJECT AND TIME OF THE VERB + A PAST PARTICIPLE OF THE MAIN VERB. ‘TO CHANGE AN ACTIVE SENTENCE TO A PASSIVE SENTENCE, THE OBJECT OF THE VERB BECOMES THE SUBJECT. ACTIVE SENTENCE—The government passes laws to reduce pollution PASSIVE SENTENCE—Laws are pasted to reduce pollution. [ACTIVE SENTENCE —People sometimes throw trash inthe street. PASSIVE SENTENCE—Trash is sometimes thrown inthe street “WHEN THE DOER OF THE VERB 1S OBVIOUS OR UNKNOWN, WE DON'T NEED TO TELL WHO DID TT PASSIVE SENTENCE—The garbage cans are picked up every Monday, PASSIVE SENTENCE—Cars are often broken into in the mide ofthe night. “WE USE PASSIVE SENTENCES TO MAKE OUR WRITING MORE INTERESTING BY HAVING DIFFERENT KINDS OF SENTENCES. “WE USE PASSIVE SENTENCES WHEN THE DOER OF THE VERB IS EITHER UNKNOWN OR UNIMPORTANT. Practice: Change these active sentences to passive. Summaries contain the main ideas and major details of a reading selection ‘The main ideas and major details are contained in summaries ofa reading selection. 2. Students write summaries in their own words. ‘Summaries are written by students in their own words. 3. Summaries don't include minor details [Minor details arent included in summaries. 1. Teachers are required by the state to take atest and get a teaching license. ‘The state requires teachers to take atest and get a teaching ieense. 2. Teachers are encouraged by thelr school to gt extra traning each year. ‘Their school encourages teachers to get extra training each year. 3. Teachers are expected by their students to be knowledgeable and helpful ‘Their students expect teachers to be knowledgeable and helpful Practice—Change the above passive sentences to active sentences. ‘Watch video aSPRING 2021 ELS 5 VENTURES TRANSITIONS UNITS 110 5. p.1624 p58 .15-3—-Breakout ‘Add the following-~-What are you motivated by in your life now? What are you iscoureged by? How can your life be improved? How can your grades be raised? READING GOAts Recognizing the main ideas and details of an article Paraphrasing ideas in your own words Writing @ summary of an article Using vocabulary words Homework p.17-3A—Read and answer questions p.p. 19-3C Summarize .17 Unit 2 Vocabulary Tracker .19 Unit 2 Vocabulary Tracker ‘What is a summary? ‘A summary is a shortened form of a reading, containing main ideas and major detail What should be in a summary? summary should contain main ideas and major detail. ‘A summary should be written in your own words. ‘What should not be in a summary? ‘A summary should not contain any of your own ideas or opinions, A summary should not contain minor details. ‘A summary should not contain sentences copied from the article. You have to paraphrase the sentences in the article. ‘TO PARAPHRASE: 2. Change the words—use synonyms 3. Change the word order. 4. Change active sentences to passive and passive sentences to active EXAMPLES: What was changed in these sentences to paraphrase them? 1. Niagara Falls is viewed by thousands of toursts every year. Each year, thousands of people visit Niagara Falls 2. The celling of the Sistine Chapel was painted by Michelangelo, Michelangelo created the painting on the Sistine Chapel’s ceiling. 2SPRING 2021 ELS 5 VENTURES TRANSITIONS UNITS 110 5. 3. twas a spacious room with lit candles all over i. Candles flickered from many parts of the large room, 4. He was saddened by the news. The news depressed him. PRACTICE: raph 41. The majority of consumers prefer imported cars. 2, The museum has a huge collection of Aftican a, 3. Advertising on the intemetis a good way to increase your business. 4. People can raise their grades by studying diligent 5. Consumers are urged by physicians to eat a large quantity of fruits and vegetables. 0 po: inthe groups assignedto you in collaboration, write an outline of the main ides and major details in a section of the selection on p. 16. Group 1—Paragraph 2 (Group 2—Paragraphs 2 and 3 Group 3—Paragraphs & and {After you have fille inthe main ideas and major details inthe outline, paraphrase the sentences you wrote to write a summary. Review vocab. P.17, 19 Class Summary p.16 Self- Confidence, could be love yourself and share with our families, friends and playing with our pets. When we don’thave self-confidence lack the inner belief in their abies to be successful. They tend to be withdrawn, unmotivated, and pessimistic. They don't feel good about themselves. Often they feel lke failure. BSPRING 2021 ELS 5 VENTURES TRANSITIONS UNITS 110 5 Self-confidence is so valuable to life. we have self-confidence we will have @ good experience, Being surrounded by a positive environment can improve your self-esteem. ‘The mistakes teach people. They need to know that missteps give experience. When you feel insecure youre not given your one hundred percent ‘The people use one hundred percent. Alraid or worying can be not succeeding, When you are recognizing and above your abilities to set your goals, Unit 3 Volunteering Unit objectives: 1) Note down only content words during a listening activity. 2) Learn and practice indirect speech (reported speech) through group discussions and a role-play. 3) Write a summary by paraphrasing main ideas and connecting sentences with transition words and phrases 4) Use a graphic organizer to plan a writing, 5) Use Transition words and phrases in writing. Goals for today: 1) Note down only content words during a listening activity. 2) Learn and practice indirect speech (reported speech) through group discussions and a role-play. Lesson A: Listening p. 23 In unit 1 and 2, you learned how to sort out information from a dictation, and note down only important words & phrases like i) Content words= meaning: nouns, main verbs (except be verbs), adjectives, adverb, Wh question (stress/emphasize) il) Use abbreviation when taking notes. Advice “ Note-taking: remove small connecting words or words whose purpose is more to signal grammatical relationship in sentences, Functions words like: be verbs is, are, was, were;a, an, the; and pronouns such as they, these, his, that, or them 24SPRING 2021 ELS 5 VENTURES TRANSITIONS UNITS 110 5 ‘News Compt, bad pace shoo) Ais etm) Vets ay, alk ru Balen) Ai (om mt it wild Aajectes(,quck rapid enormous) Danonstes Gh, he, hat ee) Adee quit, fy omen, Quien, fe, ome) Ses Prpostces om, fom) Pron 2, hy, Conga a et or) Dictation Activity: take notes using the note-taking advice above and also, try to use abbreviation when possible. ‘There was a huge earthquake (EQ) in Central America last week. Dozens of people were killed, and hundreds more were injured. Many buildings were damaged, and some were totally destroyed. Grade:_, sa |lam going to the NRG stadium to see the Nutcracker festival. Lesson B: Indirect speech p. 24 Teacher: “I like chocolates with nuts in it.” Direct speech The teacher said (that) she liked chocolates. Reported sentence (Indirect sentence) The teachertold me (that) she liked chocolates. Reported sentence (Indirect sentence) What is the difference between the above two sentences? - “That'’is used in the second sentence - The verb form has changed from simple present to simple past - Pronoun change in second sentence to keep meaning of statement - The first sentence is a direct statement - The second sentence is an indirect statement ‘What is indirect or Reported Speech? + Speech used to report what someone said. - Involves changing present statements to past - Verbs in both clauses change to past - No quotation marks (like in dialogues) - use reporting verbs like ‘say’, tel", ‘ask’ - may need to change pronouns to keep meaning of statement - may use the word 'that! to introduce the reported words 25SPRING 2021 ELS 5 VENTURES TRANSITIONS UNITS 110 5 Repor 1g Verbs ay’ or ‘tell Use ‘say’ when there is no indirect object. E.g. He said that he was tired. = Always use * He told fi that he was tired Talk’ and ‘speak’ BB when you say who was being spoken to (ie. with an indirect object). Eg - Use these verbs to describe the action of communicating. e.g. He talked to us. She spoke on the phone. - Use these verbs with ‘about'to refer to what was said. e.g. He talked (to us) about his parents. (phrasal verb: talked about) Chat Box Activity: Teacher: What are you good at? Hayat: Jam good at painting flowers. Class: ‘Whole Class Activity: write the indirect statement Hayat said that she was good at painting flowers. Direct Statements Indirect Statements (Reported Speech) Rachael, “Teed sleep” Rachael said that she needad sleep, Robyn, “Tdisike cold weather” Robyn told me that she disliked cold weather ‘Adonnay, "1am good & playing the guitar” ‘Adonnay said that he was good at playing the guitar. Adonnay told us that he was good at playing the guitar. Hayat, “Imake dinner every day.” Hayat said that she made dinner every day, Hayat told the class that she made dinner every day. Soledad, “want some coffee” Soledad told me/us that she wanted some coffee. Soledad told the class that she wanted some coffee, Maria, “My uncle buys mangoes when he goes to the ‘Marla told us that her undle bought mangoes when he went to the store. ‘Natalia said, "saw him.” She said that she had seen him, 26SPRING 2021 ELS 5 VENTURES TRANSITIONS UNITS 110 5. NOTE: 1) You do not need to change the tense if the reporting verbis in the present, or if the original statement was about something that is still true, e.g. - We explained that very difficult to find our house. 2) These modal verbs do not change in reported speech: might, could, would, should, ought to: - We explained, "It could be difficult to find our house." = We explained that it could be difficult to find our house. - She said, "| might bring a friend to the party.’ friend to the party. ~ Direct speech: He could play in the match. - Reported speech: They said he could play in the match. She said that she might bring a Present Simple Past Simple sheaves wenacon, PP satiate wesc A Present Continuous pp Past Continous ning tray ye sada she was king rere Present Perfect Past Perfect sheharien tire ete for er end P| si ah hd wien threes er end Past Simple Past Perfect y fiend ve me bar of nat. >| sith nina ce wi >| wou wi int oy opt ino de es nh would ish i report nwo ay JREVIEW Indirect Questions Information Question PATTERN— [Introductory clause + QS V] Practice ~ Change these direct questions to indirect questions by adding one of the expressions above and changing the word order. 1. What day is today? uns 2SPRING 2021 ELS 5 VENTURES TRANSITIONS UNITS 110 5 2. Where do you live? 3. Who is the new student?... 4. What time does the class end? ..... 5. How many students are in the class? 6. When will the last day of class be?.. Yes/No Question PATTERN—[Introductory phrase + if/whether + S + V] Practice—Change the direct questions to indirect questions: 1. Isit raining today?.. 2. Is Ana in class today?. 3. Isit time to end the class?.. Review again- change to Indirect statements or questions 1. When do you plan on taking the garbage outside? 2. want to know how to enroll in an online course. 3. Did you do your homework? Breakout Activity 1. Write a script for a role play about a conversation between a volunteer coordinator and a university student who is interested in becoming a volunteer. 2. Report the responses using Indirect Speech in an audio or video recording. 3. Submit the written responses and recording in Canvas. 4. Be prepared to give a live presentation (role-play) of your conversation to the class tomorrow. Dialogue Volunteer Coordinator: Hello Natallia! Welcome to our volunteer group! How can | help you? 2BSPRING 2021 ELS 5 VENTURES TRANSITIONS UNITS 110 5 Natallia: | am interested in becoming a volunteer. VC: Sure! What are you interested in helping? Natalla: | love reading books at the library. VC: Awesome! Would you be interested in helping us sort the book in the church library? Natalia: Yes, itis my pleasure. VC: When would you like to start? Natallia: As soon as possible, Write a summary of the conversation in Reported Speech: Volunteer Coordinator: ‘She told Natallia that she could volunteer at the church library. Natallia: ‘She said that she loved to read books, and that she would like to work at the library. Create a RIGHT or WRONG sign. Bring to class on Monday. Goals for today 1. Categorize transition words and phrases by function (purpose) 2. Write a summary outline of Reading D on p. 30 3. Using your summary outline (See CANVAS Collaboration) as a guide, write a summary (max. 100 words). ‘+ Use transition words and phrases to connect ideas in the summary. ‘© Make an effort to paraphrase your summary. ‘+ Use the checklist on p. 31 to edit your summary, Using Transition Expressions Pre-activity: Using transition words ~ RIGHT or WRONG?? 29SPRING 2021 ELS 5 VENTURES TRANSITIONS UNITS 1 TO 5 - connect ideas between or within sentences ~ acts like signals/signs for readers to follow the direction of your thoughts in the writing transition expressions include conjunctive adverbs and transitional phrases - conjunctive adverbs- however, hence, also, consequently, meanwhile, furthermore, etc ‘Common Conjunetive Adverbs accordinaly however ow alo smeidentally otherwise besides indeed saularly ceniinly instead specifically consequently kerese sll conversely rmennwhile subsequently finally moreover thea furthermore next therefore hence nevertheless sve - transitional phrases ~ after all, in addition, on the other hand, for example, in conclusion, etc - When transitional expressions appear at the beginning of a sentence or within an independent clause, use a comma; She didn’t study for her exam. As a result, she failed. My dogs are the best. Happy, for example, loves to bring me presents from the backyard, In addition, she likes to cuddle with me when | am upset. - Each transition serves a purpose, to- ‘show sequence of ideas: First, Secondly, Finally, Lastly ‘+ give examples- For example, For instance * add information- In addition, Additionally, Moreover, Furthermore, In fact «indicate time- since, until, for, before, after, as soon as, Meanwhile + Compare: In comparison, as well as, * Contrast- in contrast, on the other hand, ‘* concede a point- although, even though = ~ TRANSITION © Conclude- Finally, in conclusion, to sum up, to summarize Sart * cause and effect- otherwise, if, Restate- In my opinion, In other words, © Clarify- To clarify «emphasize a point- To emphasize, More importantly, Specifically, Especially 30SPRING 2021 ELS 5 VENTURES TRANSITIONS UNITS 110 5 Breakout Activity: download the Transition Worksheet in Canvas Modules. Categorize thetransition word and phrases by their functions (purpose). When you are finished, attach the file and submit your assignment. Common Transitional Expressions Soe Sarco =a + toon toss tine = mr = = aii ae > Beaker + testo pe eqcace = Ss am i shoe tem ‘tees ee en Lesson D: Reading 2 Class Activity: identify transition words in Reading D. Review: What is a summary? ‘Asummary is a shortened form of a reading, containing main ideas and major details. ‘What should be in a summary? A summary should contain main ideas and major details. ‘Asummary should be written in your own words (paraphrase), What should not be ina summary? ‘A summary should not contain any of your own ideas or opinions. A summary should not contain minor details 31SPRING 2021 ELS 5 VENTURES TRANSITIONS UNITS 110 5 A summary should not contain sentences copied from the article. You have to paraphrase the sentences in the article TO PARAPHRASE 1. Change the words—use synonyms 2. Change the word order. 3. Change active sentences to passive and passive sentences to active. Breakout Activity: Design a graphic organizer to summarize the reading on p. 28 Use CANVAS Collaboration or Microsoft PowerPoint App (from HCC student email) to create your graphic organizer. Debate Should voluntary service be made mandatory in high schools? Give argument: We believe that voluntary service should/shouldn’t be mandatory in high school because (reason 1, 20r3). Give evidence: According to the passage “Volunteering While at College” on p. 28, it says “.....”. This means. supports our argument that voluntary service should/should not be mandatory in high schools. Counter-argument/rebuttal: Speaker 1, 2, or 3 said that. __. Although we agree that...., we feel that. - __ because _ _, 50 we agree or disagree with your statement. Goals fortoday 1. Complete Summary Outline 2. Write a summary for Summarize Reading D and use transition expressions. 3. Complete graphic organizer on p. 30 4. Begin unit 4 TO PARAPHRASE 1. Change the words—use synonyms 2. Change the word order. 3. Change active sentences to passive and passive sentences to active. 2SPRING 2021 ELS 5 VENTURES TRANSITIONS UNITS 110 5. Unit goals: 1. Take notetaking using abbreviations 2. Use past perfect to detail events 3. Read and summarize texts about online scams and job applications 4, Write a cover letter for a position you are interested in applying for. Lesson A: Notetaking for Listening 1. Pre-listening: One way to abbreviate is to write only the first three or four letters of a word Abbreviate the following words: © Especially ~ Esp. Elementary - Elem Activity Act. Subject- Subj Mathematics- Math Language- Lang. 2, During Listening: - Asyou listen to the lecture, note all the transition words that told you the order of the steps in the lecture when you write down the steps in finding a job, Steps in finding a job: 1. Decide type of job- interests, experience, abilities Look for jobs in your area- We of mouth, appin online, newspaper, camp career ctr Fill out Job application — online and go to workplace Ask previous employers for references Write resume Write cover etter Wait ~ study, develop skills Noween 8 3. Postelistening Activity: What are the steps you need to take if you were to apply fora job in the USS. orn your country? Discuss as a group and share your experiences. Lastly, make a lst of the steps each of you will take to apply for a job, 3SPRING 2021 ELS 5 VENTURES TRANSITIONS UNITS 110 5. Lesson ‘While we wait, please answer the questionin the Chat. ‘Which event came first, 1 or 2? 1. Lynn taught English in Japan in 1980. 2. Lynn got her ESL teaching certification in 1985. ‘aught English___—_—s got ESL Certificate _ 1980 1985 BEFORE Before Lynn got her ESL teaching credential, she had taught English in Japan. 2nd Ist Lynn had taught English in Japan before she got her ESL teaching credential. Ist ae ‘Think: whatis different with the verbs in the above sentences? > The verbs show that one action (had taught) happened before the other action (got). > lynn had taught English in Japan before she got her ESL teaching credential > Before - got (simple past) - 2"4 activitySPRING 2021 ELS 5 VENTURES TRANSITIONS UNITS 110 5. Situation 2: Which event came first, 1 or 2? 1) Anh studied English. (In March) 2) Anh moved to Houston. (In April) ‘Think: which action happened first? _ studied English. moved to Houston __ March April NOW Before: Anh had studied English before she moved to Houston. Ast 2nd Past Perfect: > Form: HAD + PAST PARTICIPLE > Use adverbs of time: after, before, when, by the time > Past Perfectis rarely used in spoken English > Function: itis used to talk about actions that were completed at an unspecified time in the past. Sometimes we may have two or three events that happened in the past. We will need _to show which event happened first, next, etc. So, we use Past Perfect for this reason. > Twouses: 1. Use the past perfect to show one event was completed before another event She had studied Spanish before she moved to Mexico. Ist 2nd 2. One past event did not happen until another past event. She had not studied Spanish before she moved to Mexico. Ast a *Past perfect = 1 event 35SPRING 2021 ELS 5 VENTURES TRANSITIONS UNITS 110 5 *Simple past = 2™ event DOCOMO CRC ECs kd falda Subject + * BAC a elcgaal Ao Te “ey Adverbs of Time *If either before or after is used in the sentence, the past perfect is often not necessary. Sam had left before Ann got there. Sam left before Ann got there. why? Because before and after makes the time when something happened very clear. In fact, most of the time, we don’t use Past Perfect; we rarely use Past Perfect in spoken English But sometimes, the time when something happened isn’t clear. This is when we need to use Past Perfect to show CLEARLY/SPECIFICALLY/NO DOUBT/ that the event happened first. *By the time (idiom) —means a long time has passed since the first activity, then the second activity happened. Used to describe a situation when at the time when something happened, itis after another event/situation has already passed or occurred. It marks an endpoint in the past. In math, it will be like earlier than or equal (S) to the specified time. He had died by the time the ambulance came. Ist 2nd __had died. by the time the ambulance cameSPRING 2021 ELS 5 VENTURES TRANSITIONS UNITS 110 5 had lived in 6 different cities by the time | turned 18, z 18 2nd __Kenya__UK, Spain. Turkey_ Japan us Had lived bythe time tumed18 NOW *When = By the time= Before = 2" event = simple past The teacher had already given a quiz when | got to class. The teacher had already given a quiz by the time | got to class. The teacher had given a quiz before | got to class. *After = 1* event = past perfect I felt a little better after | had taken the medicine. 2nd ve After | had taken the medicine, | felt a little better. Ist 2nd After | took* the medicine, | felt a little better. * Past perfect is often not necessary because the time relationship is already clear if before or after is used in the sentence. *Past perfect = 1 event *Simple past = 2™ event Activity: draw a timeline to explain the sentences below. 1. By the time she showed up, | had finished eating 2. Sam had been a reporter before he became a teacher. *Had been = Be verb = was (before/after) NOTE: 1. Past Perfect is also used in Reported speech: Jenny said, “I lost my keys!” 7SPRING 2021 ELS 5 VENTURES TRANSITIONS UNITS 110 5. Jenny said that she had lost her keys. 2. Also used in Questions: Had Jenny found her keys yet? Had the guests left yet? 3. Often contracted with personal pronouns I'd, We'd, She'd, They'd, You'd, He’d, It'd Itd finished at 10 p.m. (It'd = It had) 4. Don't forget, there are other types of Adverbs * cause/effect (because, since, etc) * contrast (even though, although, while etc.) * conditionals (if clauses, when, unless) + show time relation (when, before, after, while, til, until, as soon as, by the time, etc) ‘Samleft (1*). Judy entered the cafeteria (2"4). (adverb: by the time) By the time Judy entered, Sam had left. 2nd Po Sam had left by the time Judy entered, sam left Judy entered now Sam had left Sam had left by the time Judy entered. 2. Annileft (1*), Sam got there. (2°4) (adverb: by the time) Ann had left by the time Sam got there. By the time Sam got there, Ann had left. 3 The guests _ Lwent to bed Now (adverb: ater) 38SPRING 2021 ELS 5 VENTURES TRANSITIONS UNITS 110 5 Pry ad After the guests had left, | went to bed —_| went to bed after the quests had left. After the guests left, | went to bed. I went to bed after the guests left. Chart © Past perfect = event 1 © Simple past = event 2 © After = 1% event © By the time = Before = When = 2" event Activity 1: watch a video https://www.youtube.com/watch?v: Activity 2: work in Breakout groups. 1. Brainstorm: write a list of what you did yesterday and share with your group mates. (or you can write about events that happened on a different day in the past.) 2. Outline: using the activities everyone shared in the brainstorm, piece together a story based on some or all the activities by first using a graphic organizer like a Time line. 3. First Draft: Next, write your story using Past Perfect to describe the sequence of events. 4, Edit: As a group, edit your story and write a Final Draft. 5. Publi Finally, narrate your story and record it. (You can narrate as a group or choose a groupmate to narrate the whole story.) 6. Submit: submit the working document (the whole writing process) your group used to prepare for the writing and the video recording. Sample writing: ATerrible Day Nothing good happened yesterday except [had walked the dog Befors ielstarted to rain it rained so much that | started to worry that my car outside may float away. Suddenly, the lights in the house turned off; the power had gone out. By the time | found my flashlight, my computer had shut down. All the work | had done on my computer got lost in the power outage. | was so frustrated. Things got even worse after that. My dogs ran out into the rain as! had not shut the front door properly. The wind pushed open the door. So, | ran out to look for 39SPRING 2021 ELS 5 VENTURES TRANSITIONS UNITS 110 5 ry dogs inthe pouring ain, ARE 8 Walk VeRUSEP HE FeighbOPG6 TEE to go back home without them. Three hours later, my dogs showed up outside my house muddy and drenching wet. | didn’t mind because | was so happy to see them both. After /had bathed them, we all went to bed completely exhausted, The end Lesson D: Reading Lesson E: Writing a Cover Letter ~ Powerpoint Presentation 413-15 Running Notes—Unit 4 Listening and Grammar UNIT 4—Effective Job Applications LISTENING pp. 32-33 GOALS Review steps to finding a job. Practice listening for main ideas and details. Practice note-taking. Vocabulary—career center, word of mouth, fill out, reference, hobby HOMEWORK- p. 32,33-Unit 4 Lesson A Discussion p. 33 Aand B 1. Listen 2. Review notetaking tips— Only write words that carry meaning—nouns, verbs, adjectives, adverbs and wh words Use abbreviations whenever possible 3. Listen and take notes 4, BREAKOUT ROOMS— 1. Define the vocabulary words with your partners—career center, word-of-mouth, hobby, reference, fill out, interview 2. Name the transition words that were used in the listeningSPRING 2021 ELS 5 VENTURES TRANSITIONS UNITS 1 TO 5. 3. Compare and discuss your notes with your partners 4. Discuss the questions on p. 33 C GRAMMAR—ADVERBS OF TIME, PAST PERFECT GOALS- PRACTICE USING AFTER, BEFORE, BY THE TIME AND WHEN REVIEW WAYS TO TALK ABOUT THE PAST PRACTICE USING THE PAST PERFECT TENSE HOMEWORK— p. 34-20 Practice Making Past Perfect Sentences ADVERB CLAUSES OF TIME an adverb is a word that sometimes describes a verb. Adverb clauses of time are dependent clauses that tell when one action happened in relation to another action. Adverb clauses of time begin with words like when, by the time, before, and after After we finish the class, | will go to the student lounge. “After the word after---Event #1 Before we left the class, we had taken a quiz. *After the word before—Event #2 By the time we ended the class, we had finished alll the exercises in the unit. After the words by the time—Event #2 When we finished the class, several students had already left. *After the word when—Event 2 AFTER + EVENT 1.past perfect AFTER, BEFORE, BY THE TIME, AND WHEN + EVENT 2---simple past a1SPRING 2021 ELS 5 VENTURES TRANSITIONS UNITS 1 TO 5 1 David had learned English, he was able to get a better job. 2. ___ school started at 8:30 AM, the sun had risen. 3 I was 16, | had learned to drive. 4. the party started, Ana had already finished decorating. 5. When|____(see) the fire, the alarm __already__(ring). 6. By the time the movie ended, Ana asleep. (fall) 7. When | moved to Houston, | ___college. (finish) 8. After | (live) in Houston for a few years, 1___a job teaching. (get) WAYS TO TALK ABOUT THE PAST 1.Simple Past Tense Function—When an event happened in the past and is over and done with and we know when. Form—add-ed or some verbs are irregular | went to the park yesterday. 2.Present Perfect Tense Function—When we talk about a past action and we don’t tell a specific time, we use the present perfect tense. Form—have/has + past participle | have eaten breakfast already. Ihave played soccer many times | have eaten breakfast every day. | ate breakfast in the morning.—simple past—because we know the specific time that it happened. 3.Past Continuous Tense Function—When 2 events happened in the past at the same time, we use the past continuous tense to talk about the event that was in progress when another event interrupted it. Form—to be verb in the past + mv +ing Was were 1 2 | was relaxing in the park when my dog started running.SPRING 2021 ELS 5 VENTURES TRANSITIONS UNITS 110 5 4.Past Perfect Tense p. 34—Watch Video-Past Perfect PAST PERFECT TENSE | had lived in New York for 10 years before | moved to Houston. 12 x x Now | lived in N.Y. | moved to Houston FORM--*To form the past perfect tense—had +past participle had He had She had 12 It had already eaten breakfast before school started. We had You had They had FUNCTION—1 *We use the past perfect tense when two actions happened in the past at different times. We use the past perfect tense to talk about the first action and we often use the simple past to talk about the second action. Example—| had lived in New York before | moved to Houston. FUNCTION-2SPRING 2021 ELS 5 VENTURES TRANSITIONS UNITS 1 TO 5. We use the past perfect tense for an event that didn’t happen until another past event. 12 | had not learned English before | moved to the U.S. Before | moved to the U.S., | had not learned English. 2 1 ADVERB CLAUSES OF TIME an adverb is a word that sometimes describes a verb. Adverb clauses of time are dependent clauses that tell when one action happened in relation to another action. Adverb clauses of time begin with words like when, by the time, before, and after After we finish the class, | will go to the student lounge. “After the word after—-Event #1 Before we left the class, we had taken a quiz. *After the word before—Event #2 By the time we ended the class, we had finished all the exercises in the unit. After the words by the time—Event #2 When we finished the class, several students had already left. *After the word when—Event 2 AFTER + EVENT 1.past perfect BEFORE, BY THE TIME, AND WHEN + EVENT 2---simple past 9. ____ David had learned English, he was able to get a better job. 10. ___ school started at 8:30 AM, the sun had risen. __I was 16, | had learned to drive.SPRING 2021 ELS 5 VENTURES TRANSITIONS UNITS 110 5 12, ____the party started, Ana had already finished cooking and decorating. 13, When! __ _(see) the fire, the alarm _______already___(ring). 14. By the time the movie ended, Ana had fallen___asleep (fall) 15. When | moved to Houston, |__had finished college. (finish) 16. After|_hadlived____in Houston fora few years(live), !_got__ a job teaching. (get) p. 34—Watch Video-Past Perfect PRACTICE— 1. Susan didn’t see the other car coming. The two cars crashed. (use before) x x __Now 2. Lea took Level 1 English. Then she took level 2. (use after) x. x Now 21 3. Thomas entered kindergarten. He already knew how to read. (use by the time)(second event) By the time Thomas entered k, he had already known how to read. entered k xReading x _Now 1—past perfect 2—simple past 4. The movie started. The people already bought their tickets. (use when) tickets movie starting x x NoSPRING 2021 ELS 5 VENTURES TRANSITIONS UNITS 110 5 When the movie started, the people had already bought their tickets. Practice- Canvas—Past Perfect Stories Reminders-—-Do discussion for unit 4 by tonight—pp. 32-33 19 3C—you need to put it in your own words Passive sentences—Alll your answers to PRACTICE MAKING PAST PERFECT SENTENCES need to be passive sentences. 12 Foughtalion-1_ gotaward-2 nap Before Adonnay got an award, had fought lion. After Adonnay had gotten the award, he took a nap. By the time—simple past Past Perfect Stories—Adonnay, Divhany? Veronica absent —do it by yourself. FORMULAS TO MEMORIZE— While AFTER + EVENT 1, PAST PERFECT TENSE BEFORE+ EVENT 2—SIMPLE PAST TENSE BY THE TIME+ EVENT 2—SIMPLE PAST TENSE WHEN-DEPENDS ON THE MEANING IN THE SENTENCE. DOES IT MEAN BEFORE, AFTER, OR BY THE TIME? 21 Ana had gone to the park for a walk after she finished her activities at home. After she had finished her activities at home, Ana went to the park for a walk, 21 By the time Ana watched an action movie, she had eaten cool popcorn. 12 By the time Anahad taken a nap for an hour, she went to her friend’s home. 46SPRING 2021 ELS 5 VENTURES TRANSITIONS UNITS 110 5 By the time Ana went to her friend’s home, she had taken a nap for an hour. 2 By the time Ana had listened to her favorite music, she talked on the 1phone with her best friend. By the time Ana listened to her favorite music, she had talked on the ..... 2Ana had eaten lunch after English class finished.1 Ana ate lunch after English class had finished. Ana had taken a walk for 5 miles after she went to school. 12 After she finished eating her snack, she had gone to study her homework. After she had finished eating her snack, she went to study... 21 Before my friends told me about the concert, | had already seen the news. “When my mom knows about my boyfriend, she had stopped talking with me. When my mom found out about my boyfriend, she stopped talking to me. + This sentence does not need the past perfect tense, because both events happened at the same time. Here, WHEN means AT THE SAME TIME. We only use past perfect tense when two events happen AT DIFFERENT TIMES. READING GOAL Identify the thesis statement and major details a7SPRING 2021 ELS 5 VENTURES TRANSITIONS UNITS 170 5 Summarize by changing the thesis statement and major details into your own words. Vocabulary—word families (related words), phrasal verbs HOMEWORK Related words—different forms of the words p. 36 Vocabulary Tracker p.38 Vocabulary Tracker beauty—n _beautiful—adj. beautifully—adv. 37 -3C beautify--v 39-3C 1.P 36—Listen 2.p. 36—Identify vocabulary words. 4. Underline the thesis statement and major details. 5. —Breakout— Copy the the thesis statement and major details. Then change them to your own words to create a summary. How do you change sentences to your own words? 8.Read—39 9. Identify thesis statement and major details. 9.Vocabulary—Phrasal verbs—39 B Write a summary with your partner. Change everything to your own words. Include the thesis statement and the major details— 1, How scammers work --employment ads --to get personal info.—ss number, etc. 2. How to avoid scammers --look for company name ~-believable salary -research company VOCABULARY—PHRASAL VERBS-39b Pickup ---raiseSPRING 2021 ELS 5 VENTURES TRANSITIONS UNITS 110 5 Pick out----choose Pick on--bully Turn on---connect Turn off---disconnect Turn in --hand it in 49SPRING 2021 ELS 5 VENTURES TRANSITIONS UNITS 110 5 Unit goals: Take notes by listening to clue words Express Regrets using modal verbs should have/shouldn’t have and could have Read and summarize texts about having a successful interview and follow-up actions Write a Thank you email. PYNE Goals for today L_ Take note by listening to clue words 2. Express Regrets using modal verbs should have/shouldn’t have and could have Lesson istening/Note-taking P. 42 In unit 1, 2 and 3, you learned how to sort outinformation from a dictation, and note down only important words & phrases like Content words = meaning: nouns, main verbs (except be verbs), adjectives, adverbs, Wh questions (stress/emphasize) and use abbreviation when taking notes. Today, we will focus on listening for clues that tell us what the speakers planning to tell us in the lecture. Focus: Listen for clues - Clue words: indicate that important information is forthcoming, - Words like benefits, advantages, disadvantages, three strategies, some techniques, a few reasons, problems, solutions, factors clue us to the focus of the topic (remember: topic sentence = topic + focus] ~ Transition words that signal organization/sequence/order: conclusion - Transition words that show level of importance (emphasis): above all, most importantly st, secondly, Finally, next, in Pre-Listening task Dictation: listen and write the clue words you hear (Focus words, organization words, words that show level of importantly.) There are three reasons for developing note-taking skill. First of all, they help you remember. Another reason is that people speak faster than they write. Above all, they help you stay focused. Grade: 4 During tistening Task:SPRING 2021 ELS 5 VENTURES TRANSITIONS UNITS 1 TO 5 Listen to the lecture and take notes in the outline on p. 43. Remember to listen actively for clue words ‘that signal important information is forthcoming. Post Listening task: Discuss: Are these rules the same or different in your native culture? How? Lesson B: Past Modals Should(n’t) have and could have Pre-activity- Breakout session: Discuss one small regret with your partner. Write it out in a sentence (do not worry about the grammar). Should (n’t) have Situation: Ann felt sick. She went to work anyway, and now she has a high fever. She said, “! should have stayed home”. Questions: = Did she go to work? Yes - How do you think she feels now? Worried that she may have the corona virus, - Do you think she regrets going to work? YES! She regrets Verb regret: | regret spending so much money at the mall. Noun regret: | feel regret about the situation. Regretfully Regretful 2) Should(n’t) have + past participle i) Regret “should have stayed” Should have or Shouldn't have + past participle shows that the speakerregrets somethinghe or she did or did not do in the past. | should have stayed home. or | shouldn’t have gone/left to work. | shouldn’t have went to work. BrSPRING 2021 ELS 5 VENTURES TRANSITIONS UNITS 1 TO 5 ji) Advice - Should have or Shouldn’t have + past participle can also be used to give advice about something in the past. What advice can you give Ann now? You should have stayed home. You should have taken an aspirin. You should have gone to a doctor. You shouldn’t have left the house. ‘Ann, you should have informed your boss that you are sick ‘Ann, you shouldn't have watched television and stayed up late. 2) GBUIBIRAVE + past participle Means that someone had a chance to do something in the past but did not do it. = Indicates a missed opportunity in the past. I could have studied more. could have married her. | could have saved a little more money. | could have slept earlier last night. 3) Must have + past participle - Believe there is only one conclusion Situation: She was smiling when she came out of the interview room. How sure are you that she did well in the interview? Very Sure! How sure are you that she made a good impression? Very Sure! The interview must have gone well. (One logical conclusion; good guess) 4) Might have + past participle = Many possible conclusions; not sure Do you think she got the job? Maybe. Flashback (ELS 4) 4. Whats something you dd in the past that you regret? 2. Whydo youregretit? What advice can you give to yourself so you Gon't repeat your mistake again, | should have studied more when | wasa Ishouldhave spent moretime with my grandmother before she died | should have yaveled more when | was younger. You should have eaten your breakfast this morning | should have slept enter. 52SPRING 2021 ELS 5 VENTURES TRANSITIONS UNITS 1 TO 5 She might have gotten the job. She might not have gotten the job. (More than one possibility) Grammar Task: Read about the situation in p. 45. Write down suggestions on what Sam, John, and Ms. Shue should have done differently or could have made? Explain your choices 1. Pretend you are one of these characters: director, Sam, John or Ms. Shue. Emailaletter of apology or advice to your colleagues. Use the sentences you prepared in part 2and 3, Submit your email in Canvas, Writing an Email to a colleague 2 3 4. Plan your email 5. Draft 6 Proof-read and edit 7. Send ‘Salutation or greeting General greeting and purpose of letter Say something positive ‘Main idea and details: Encouragement Complementary closing Good morning Ms. Shue: Hope all is well. | received the emails sent by your colleagues, and | would like to share some advice from one manager to another. First, | would like to say that you have been doing an awesome job and understand that the role of a manager can be challenging at times Regarding Sam, you should have __/shouldn’t have . Details (give your reasons for the advice) What could have been done is...../You could have... As for John, perhaps you could have Details (give your reasons for the advice) | cannot imagine how you must be feeling at the moment, but | can assure you that you can make things right. Sincerel 53SPRING 2021 ELS 5 VENTURES TRANSITIONS UNITS 1 TO 5. Name Rachael Krummel CEO of DFG company Breakout session: Re-write the same regret you wrote earlier. This time, make sure you write it correctly (with correct grammar). Submit both your sentences in Canvas. Lesson C: Keys to a Successful Interview (Summary) p. 46 Understanding how to restate an idea and summarize the information you have read is an important reading skill. - Restating means expressing the same idea in different words, but not necessarily in a shorter form. Restating an idea is just saying it in different words and with different sentence structure. Use your own words — use synonyms and/or change the sentence structure without changing the meaning of the idea - Summarizing means quickly going over main ideas in a shorter from than the original idea. E.g. Ifyou had to tell someone about what you just read, you probably would not restate every sentence you read in the book word for word. Instead, you would rephrase the facts that you have leamed and summarize key points. Do not describe non-essential parts of the text. If they want to know the details, you can read the whole text. Summarizing: Example So how do yougo about your: and ‘and analyzing the opportunities and threats that flow from them’ is a useful that helps you to do this. What makes SWOT especially powerfulis that, witha litle thought, it can help you to uncover opportunities that you would not otherwise have spotted. And by understanding your weaknesses, you can manage and eliminate threats that might otherwise hurt your ability to move forward in your role. Ifyou lookat yourself using the SWOT framework, you can startto separate yourself rom your peers, and further develop the specialized talents and abilities that you need in order to advance your career and to help you achieve your personal goals. Summary SWOT Analysis is a technique that helps you identify strengths, weakness, opportunities, and threats. Understanding and managing these factors helps you to develop the abilities you need to achieve your goals and progress in your career.SPRING 2021 ELS 5 VENTURES TRANSITIONS UNITS 1 TO 5 Aeading Summary Outline of main ideas (p. 16) Paragraph 1: Self-confidence means believing in yourself and abilities. Paragraph 2: effects on SC Paragraph 3: nurturing environment affects SC Paragraph 4: examples of lack of SC Paragraph 5: low SC: keep people from achieving full potential; need to get help Summary Self-confidence is bellevingin yourself. A nurturing environment helps with increasing self- confidence. There are several ways to identify low self-confidence. People with low self-confidence should seek help. if not, they may reach their goals. 55SPRING 2021 ELS 5 VENTURES TRANSITIONS UNITS 110 5. Successful Interview p. 46 ‘© Howto prepare for an interview © Dosand don'ts of a successful interview Summarize the reading on p. 4 Write a summary. > How to follow-up afteran interview Underline main points in passage Create a graphic organizer of main points Paraphrase the main points Use transition words to connect main points. Main ideas Restate Write a summary Is there anything more you can do to improve the odds of getting the position? There are some extra steps to increase the Possibility of obtaining the position. How do you make yourself stand out from the crowd after an interview? There are strategies for standing out from the many applicants, You must follow up. Sending a thank you note after your meeting can help you make the most of your interview. Tohelp with your interview, follow up with a thank you note ‘thank you note is, appropriate whether cor not you felt the interview was ‘Senda thank younote even if you don’t know if your interview was successful interviewer should have told you how to follow up and whom to contact. successful ‘At the end of the Make contact with the interview, the interviewer after an interview. Itis important to send only one follow up email or note. ‘Only send one follow up email “There are some extra steps to increase the possibility of obtaining the position. First, to help with your interview, follow up with a thank you note even if you don’t know if your interview was successful, Second, make contact with the interviewer only once. Finally, avoid paying attention to mistakes and move on. 56SPRING 2021 ELS 5 VENTURES TRANSITIONS UNITS 1 TO 5 Don’t focuson what | Avoid paying attention could have been, but | to mistakes and move ‘on what maystilllie | on. ahead. itn ) toto seas ne mark you INTERVIEW. things we need 0 do ater he iterviow te improve your chances of geting the job. Elo vena a Lesson E: 97SPRING 2021 ELS 5 VENTURES TRANSITIONS UNITS 110 5 Read ne rank era. nderne ne ersson feat. ee earn ee sunjct Thankyou ote mse RAPER Poston Fem: Al Boke ite ne February J, 2018 1:56:23 am, PST fd Good meng. a sain or rote ti Se L sehr thera gs aj sin tater i B72 hou Pe (Sects tem ca Sau ener oe lees eatin Tt tw Beck yo, Beer barns on aspects ror tet ng ear oe On. vent thr gage fee ae il see ean xe a nb fl oo a Thank you Email ‘Salutation Good morning Mr. Duvan, Statement ofthanis |_| i'm very grateful for the opportunity to interview with you for the aeappivingtor | Team Manager position (#555) at Amazon Prime. | enjoyed our conversation about how the Team works and | hope that I can also be part of your wonderful team, Amazon Prime is one of the country’s leading companies and | am excited to be part of this Specific details about what | O'Banization. you liked about the company, school, or ‘Again, thank you so much for taking the time to speak with me. | organization look forward to hearing from you again. Sincerely, Signature Rachael Krummel Units 1-5 Grammar: 58SPRING 2021 ELS 5 VENTURES TRANSITIONS UNITS 110 5 past perfect, passive voice, participial adjectives, Past modals (should have, shouldn't have, could have + Past participle) Indirect statements ‘Types of Reading Comprehension questions: 1. Main Idea question 2. Detail question 3. Inference question 4, Author's opinion question 5. Pronoun reference question 6. Vocabulary in context question 7. Summary question