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June 2020

Monday, June 29th, Eigo Kiso 1, 9:00-10:30 and 10:40-12:10 (Class #8)

Today: Continue in Unit 2, Descriptive paragraphs (Specific information and lots of adjectives)

Read p. 38, Ex 1 'An Abacus,' Do pp 38/39, Ex 2, A and B, #3. Come back to the main session.

Read p. 39, Language and Grammar Focus, Do p. 40 Exs 3 and 4. Come back to the main session.

Read p. 41, Ex 5 'My Lost Treasure Box.' You should notice that it is too vague and too short. In your group, rewrite the paragraph.

IMG_7622
 

When I left my home town, my relative gave me a special box. -> When I left my home town of Toyama, my aunt gave me a special box. 

Come back to the main session and I will ask you to read your new paragraph to me, one sentence for each student. 

Finish. 


Friday, June 26th, Advanced Practicum in English. (Class #9)

Students, we will now move to the last part of the course. Until now, everybody has been set the same task, but in the last part of the course, you should look at some research in a field that specifically interests you. So, everybody's topics can be different. Look for some research that has been done in your area and is likely to be similar to what you are studying or will study in the future. The idea of this part of the course is for you to make something that will be a good practise for some research that you are or will be doing. 

We have achieved 70% of the grading. The last 30% is split into two parts: the first 10% is for producing a script that you can then use in making a video abstract. And the video abstract is worth 20%. 

This is different from writing an abstract. Your written abstract had to follow strict rules about structure: Background->Purpose-> Method-> Results->Discussion. A video abstract is not like that. It is much more like a summary of your research. if you watch this video on Youtube, you can get a much better idea. 

Now, that explanation was done by a scientist and is very long and professional. The video abstract that was described is here:

But you do not have to aim for anything as long or as professional as this!  

Your final video abstract only has to show me that you can make something like this, either by using movie software or Powerpoint/Keynote or some other kind of presentation software. Show me that you can make some kind of presentation with video and/or graphs and/or pictures and/or slideshow, etc. Keep the final video abstract between one and two minutes, and the amount of script that you submit must be at least enough to use for a minute of presentation time. 

 

The main problem for this is finding a source of material. You must avoid copyright problems at all cost! Find some open source material either in English, or your own native language. If you find it in English, you must paraphrase/summarise to avoid plagiarism. If you find some source of material in your own language, you have to translate it into English. OR, you can write an original script using open source pictures, etc, from the internet. To state it succinctly, I want a script from you that I can give back after I have checked it and then you can use it for making a presentation. 

You have two weeks to do this. You should send it to me at latest by July 10, but you can send it anytime before that. Then the final deadline for the video abstract is August 7th, (Class #14). Class #15 is traditionally for checking grades, but in your case you will probably know your final grade before then. You may submit the video abstract at any time as well, after I have returned your script. Once you have given me the video abstract and I have graded it, you have finished this course. I'll mark you as 'present' for all remaining classes until the end. 

Some advice: in previous years there have been problems when students wanted to use their undergraduate thesis from TPU. That is because they needed to get permission from various people and supervisors. I strongly suggest you avoid this route. Look for something open source on the internet or invent something. For this last part of the course, I basically only care about two things: that you can produce a visual presentation in English of some sort according to your scientific interest, and that none of us get into any trouble by using copyrighted material or not getting permission that we in fact needed. 

I am available on Zoom at the usual time on Friday. If you don't need have any questions, please email me to say that you are ok. Then I can mark you 'present.'


Friday, June 26th, Sogo Eigo 1, 9:00-10:30 and 10:40-12:10 (Class #9)

Today, we will finish unit 2 and start unit 3. You have to right a paragraph (#2) after this class. 

Session 1: Read pp. 36/37, Writing Skill. Do p. 37 D and E. Come back to the main session.

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Session 2: Do p. 39 Revising Practice (match a, b, c, d), do p. 40 Editing Practice. Come back to the main session. 

Session 3: Read pp. 41-43. Answer p, 41 Think and Discuss, 1 and 2; answer p 42 A, 2 and B. 

Finish.

Write a paragraph and send it to me at dwhorsley@yahoo.co.jp. Do not attach a docx document. Write the paragraph in the body of the email. The topic of the paragraph is: 'The ----- is one of the most important inventions in history.' You fill in the ---- part. That can be your topic sentence. Don't forget a title. Give at least three reasons why you think so, and don't forget a concluding sentence. Deadline is 5pm on Wednesday. (Look at p. 39 Draft 2 for an example.)


Thursday, June 25th, Eigo Kiso 2, 9:00-10:30 and 10:40-12:10 (Class #9)

Today: Continue in Unit 3

Session 1: Do p. 30, A and B

Session 3: Answer p 32 'Before You Listen' (3 questions - I will ask you for answers.)

Session 3: Listen to p. 32 activity:

Track3

Answer the 4 questions in 'Listen for Main Ideas' and then also answer:

5. How many main points do they have? What are they?

6. What can people do to help bees?

7. Are they going to tell any jokes?

Finish. 

 

 

Finish.


Wednesday, June 24th, Sogo Eigo 2, 9:00-10:30 and 10:40-12:10 (Class #7)

Students, today we will start unit 3 in the textbook - Culture and Tradition

Session 1: Look at pp 41-43, and answer p. 42, #4 (everyone should think of a different gift). Do p. 44, A and B. Come back to the main session. 

Session 2: Do p. 45, C. (This is difficult for students every year, so you must try to work together to get the right answers.) Come back to the main session. 

Session 3: Do p. 45, D. Come back to the main session. 

Finish. (Next week you will have to do a conversation for 10 points, so please don't be late or take a holiday.)


Friday, June 19th, Advanced Practicum in English (Class #8)

Students, Assignment #6 is another reading assignment, to be submitted as an mp3, as you did with assignment #5. This is the second and final assignment that requires you to send an mp3, and is worth 10 points. (For your information, there are only two more assignments after this, another 10 point assignment and a final 20 point assignment, and that will finish the course.)

This is the part that you have to record. It is about Griffith's Transformation Experiment, so you should know the background by now:

Griffith was interested in the origins of the different strains of S. pneumonia and why some types were virulent, whereas others were not. He observed that small amounts of living type IIIS bacteria injected into mice caused the mice to develop pneumonia and die; on autopsy, he found large amounts of type IIIS bacteria in the blood of the mice (Figure 4.2). When Griffith injected type IIR bacteria into mice, the mice lived, and no bacteria were recovered from their blood. Griffith knew that boiling killed all the bacteria and destroyed their virulence; when he injected large amounts of heat- killed type IIIS bacteria into mice, the mice lived and no type IIIS bacteria were recovered from their blood.

The results of these experiments were not unusual. However, Griffith got a surprise when he infected his mice with a small amount of living type IIR bacteria, along with a large amount of heat-killed type IIIS bacteria. Because both the type IIR bacteria and the heat-killed type IIIS bacteria were non-virulent, he expected these mice to live. Surprisingly, 5 days after the injections, the mice became infected with pneumonia and died (Figure 4.2). When Griffith examined blood from the hearts of these mice, he observed live type IIIS bacteria. Furthermore, these bacteria retained their type IIIS characteristics through several generations; so the infectivity was heritable.

As with assignment #5, be careful with the blendings that I went through in that video, and also be careful with the gaps that you should leave between sentences and places with commas and brackets. Regarding pronunciation, 'III' is '3,' so 'type IIIS' is 'type 3S'. (These are Roman numerals.)

The original open source document for this can be found here

I am available during the usual tutorial time on Friday. Text me if you want to Zoom. 


Friday, June 19th, Sogo Eigo 1, 9:00-10:30 and 10:40-12:10 (Class #8)

Information about grading in this class: Your final grade will be 65 points (Doing textbook) + 3 paragraphs worth 10 points each + 5 points for bonus (or -5 points for lazy absences, for example you overslept).

Today:

Session 1: Read pp 32/33; Do p. 34, A and B. Come back to the main session.

Session 2: Read p. 35 Language for Writing and then do A. Do, p. 36, B and C, but for C you only have to write one sentence, not four. Come back to the main session.

Finish.


Thursday, June 18th, Eigo Kiso 2, 9:00-10:30 and 10:40-12:10 (Class #8)

Regarding grading for this course: 55 points for doing textbook, + 40 points for short conversations (4 x 10) +/- 5 points (bonus points and/or minus points for lazy absences, for example you overslept) If you are absent for a conversation, you can make it up in class #15)

Today: Start Unit 3

Session 1: Look at p. 25 and check any vocabulary that you don't know. Do p. 26, A and B. Come back to main session.

Session 2: Choose one topic from p. 28 'Before You Watch. Make a conversation in your group. Practice your discussion. Then come back to the main session and let me listen to it. I WILL GIVE YOU POINTS  /10, SO YOU MUST DO IT PROPERLY. THE TOTAL TIME WILL BE: THE NUMBER OF STUDENTS X 30 SECONDS. SO, A GROUP OF 4 STUDENTS MUST SPEAK FOR 2 MINUTES, ETC.  OR, YOU CAN SPLIT YOUR GROUP INTO TWO TEAMS. YOU WILL LOSE POINTS IF YOU DO NOT TALK FOR THIS AMOUNT OF TIME.

Finish.

 


Wednesday, June 10th, Sogo Eigo 2, 9:00-10:30 and 10:40-12:10 (Class #6)

Regarding grading for this course: 55 points for doing textbook, + 40 points for short conversations (4 x 10) +/- 5 points (bonus points and/or minus points for lazy absences, for example you overslept) If you are absent for a conversation, you can make it up in class #15)

Today:

Session 1: Read p. 34 and Do p. 35, B. Then, Do p. 35, C (the quiz) and then check your answers by yourselves. (The answers are at the bottom of the page.) Then come back to the main session and I will ask you for the answers to p. 35, B.

Session 2: Go here and watch this video about Mr Trash Wheel. Read p. 36, A and Do B. Answer p. 37, C #1 and #2. Come back to the main session. 

Session 3: In your group, Do p. 38, B - agree or disagree, and think of a reason. (I will ask you why you agree or disagree.) Come back to the main session. 

Finish