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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.

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