The homework due for this coming Monday is Grammar Dimensions Exercise 11 (p228), Exercise 13 (p230), Exercise 14 (p232-3), and Exercise 15 (p234). In addition, I handed out an exercise in which you have to choose the correct connector according to the sentence. We'll have a section like this on the test, but before I give you the test, we'll go over all the homework.
Of course, the test on Monday will cover all the grammar in Unit 12. In particular, pay attention to the less common connectors such as moreover, alternatively, e.g., namely, i.e., likewise, nonetheless, accordingly, hence, and with this in mind.
In addition,we'll have a punctuation section like Exercise 15, except with no punctuation at all.
Hey, you guys are lucky! I was going to give you a writing assignment, but there will be no essay this week.
Have a great weekend and try to stay cool! By Monday, it should be back in the seventies so there's relief in sight!
See you Monday.
Friday, May 31, 2013
Thursday, May 30, 2013
Week One Vocabulary
NOTE: As we didn't watch the interview, you are not responsible for the "John Stossel "Too Many Laws" video on the test. We will watch and discuss this on Monday, though!
Grammar Dimensions
Grammar Dimensions
p211
lie lay lain (v.i.)
lay laid laid (v.t.)
to/a swoop
yolk
to soar
cramp(ed)
to oblige/obliged
p214
belligerent
a bush
malformed
216
elaborate
emphatic
217
Prometheus/
Promethean
a deity
primordial
221
one’s share
of
royalty
222
chaos
to derive
from
Neptune
Saturn
Jupiter
Uranus
a spring
chimera/chimerical
a titan
Pluto
226
an ointment
play tricks
on
tawny
228
an allegory
inclement
229
adversity
to preach
eloquent
231
a phobia
an epic
233
to hurl
to
flee/fled/fled
disgrace
a pillar
234
grief/grief-stricken
mortal/a
mortal
235
reconciliation
Raise The Issues
2-3
bear
resemblance to
a fine
to stipulate
humane
a
vet(erinarian)
an amateur
to crave
to
pose a danger, etc.
to soar
subject to
a violation
to detain
“on the
books”
“turn a
blind eye to”
to pull over
to wiggle
to
confine/confinement
p5
to relieve
one’s self
to romp
to duck/to duck
into
“to that end” = for that purpose
insulate
a badge
closure
“money
changes hands”
Thursday Homework and John Stossel's "Too Many Laws"
Thank you Elena for your fascinating presentation on the cryptid (mysterious creature) called "The Loch Ness Monster."
The Homework due on Thursday is: Exercise 4, page 220; Exercise 6 and 7, pages 222-223; Exercise 8, page 224; and Exercise 10, page 226.
We'll check these in class. Tomorrow, I'll hand out sheets with the answers as we have so little time left this week. Also, if you'd like to prepare for tomorrow's lesson, or if you want to review after Friday's class, listen to what one "libertarian," a person who believes that government should be as small as possible, says about laws in the U.S. Do you agree?
John Stossel: Too Many Laws
Wednesday, May 29, 2013
Wednesday, May 29 Homework
I enjoyed Lyoung's presentation about Boston history very much and
look forward to Elena's presentation tomorrow!
We are now studying Unit 12 of Grammar Dimensions, which is about sentence
connectors. This is a very useful topic for everyone who would like to
write with a little more clarity, and especially for those who want to improve
their TOEFL writing scores.
Our homework for today is from the text,
EXERCISE 1 on page 214 and EXERCISE 2 on page 217.
We'll check them tomorrow in class.
Our reading/listening/speaking topic this
week is law: what laws are necessary and what laws are unnecessary?
Could there be too many laws in some cases?
Here is a section of the famous ancient Chinese text, the Tao Te Ching, purportedly dictated by Lao
Tsu in the 6th century BC .
Rule a nation with justice.
Wage war with surprise moves.
Become master of the universe without striving.
How do I know that this is so?
Because of this!
The more laws and restrictions there are,
The poorer people become.
The sharper men's weapons,
The more trouble in the land.
The more ingenious and clever men are,
The more strange things happen.
The more rules and regulations,
The more thieves and robbers.
Therefore the sage says:
I take no action and people are reformed.
I enjoy peace and people become honest.
I do nothing and people become rich.
I have no desires and people return to the good and simple life.
What on earth is Lao Tsu talking about? Let's discuss this tomorrow!
Friday, May 24, 2013
Memorial Day Weekend Homework
Thanks for checking out the site.
In case you were out or didn't get a chance to write the homework assignment down, we studied unit 20 of the grammar book and decided to do exercises 1 and 2 (pages 374-5) and exercise 4 (377).
I also handed out the writing/reading homework, which you can find in the previous post. I might have forgotten to mention that I had written the instructions for the essay on the last page of the handout. If you weren't in class and the link doesn't work, let me know by my email or in the comment box and I'll try to send you an attachement or better link.
Have a great Memorial Day weekend--no school on Monday--and see you on Tuesday!
In case you were out or didn't get a chance to write the homework assignment down, we studied unit 20 of the grammar book and decided to do exercises 1 and 2 (pages 374-5) and exercise 4 (377).
I also handed out the writing/reading homework, which you can find in the previous post. I might have forgotten to mention that I had written the instructions for the essay on the last page of the handout. If you weren't in class and the link doesn't work, let me know by my email or in the comment box and I'll try to send you an attachement or better link.
Have a great Memorial Day weekend--no school on Monday--and see you on Tuesday!
Thursday, May 23, 2013
Proficiency Week 18 Study Sheet
Proficiency Week 18 Study Sheet
Please study the grammar from Units 9 and 20 of Grammar Dimensions.
Grammar Dimensions 4
Thorough p 167
To refine p168/refined/refinement
A grant p168 to grant/to take for granted
A vessel (p171) (ship; container)
Exasperating (p172) exasperate, exasperation
Civil war (p175) war between two elements
of one country
an advance p374
to break into p375
a slogan p375
commendable p375
harass p375
to thwart p375
overzealous p375 zeal, zealous
to nudge p375
pygmy p375
intriguing p375 intrigue
poacher p376 to poach
a tusk p376
a moratorium p376
abominable p376
compulsory p376
improper p376
inappropriate p376
fur p376
Academic Connections 4
an orphan p163
to suspend p164 suspense
cozy p164
to gaze p164
nestled in p164
to honk p164
Academic Connections 4 (cont’d)
to flap p164
to long to p164 to long for
a sill p164
jumpy p164
to turn tail p 165
to zip p 165
a genre p165
burdensome p 166
a constraint p 166 to constrain
to diverge p 166 divergent
generic p 166
a schema p 166
to bear a relationship to p 166
to flip p167 (v.t. to turn over; v.i. to become
angry or excited)
municipal p167
inevitable p167
a volume (of a book) p168
teeming with p168
an inversion p168 to invert
to recap p171
redeeming p171 to redeem
vague p171
tolerance p171 to tolerate
a protagonist p171
Listening: Children’s Literature: Characteristics of the Genre
a plot (the storyline)
minimal
concrete (physical, able to be seen, touched, etc.)
to lose control
stressed-out
to dent/a dent
equivalent
to make up for s.t.
prevalence of s.t.
A versus B (used when making comparisons)
obedience/disobedience
an implication of
The Hero’s Journey
a quest p1
out-of-place p1
mystic p1
a blunder p1
polymorphous p1
a torment p1
a no-brainer p2
enraged p2
to vow p2
lust p2
a trophy p2
a curse p2
to embark p2
breathtaking p2
mettle p2
a wizard p3
a sidekick p3
a thread p3
an obstacle p3
prowess p3
to blow s.t. up p3
an ordeal p3
an archetype p4
to repress p4
a villain p4
to stand in the way p4
a gatekeeper p4
a mentor p4
a herald p5
a threshold p5
a trickster p5
an ally p5
a temptress p5
a femme fatale p5
Essay: The Hero’s Journey
This weekend, please read the article “The Hero’s Journey,” which is based on the ideas of the scholar Joseph Campbell. Campbell believed that that almost all myths and stories have the same generic schema. Perhaps it’s based on some supernatural reality…? Read about the different stages of this journey and the archetypical characters which we can find in these stories.
Then choose a book or movie that you have enjoyed and try to analyze it in terms of “The Hero’s Journey.” When you write about the stages or characters, try to use non-defining relative clauses.
“In Harry Potter, Dumbledore is the mentor, which is a guide to the hero.”
Your essay should be at least two type-written pages. Please type it, and if you can’t print it out, you can send it to my Kaplan email address: jfzkaplan13@yahoo.com.
Thanks for checking out this site! Be sure to comment and let me know what you think.
HOMEWORK from Thursday, May 23 (due Friday, May 24)
Please do the handout that I gave you in class. If you missed class, I'll give a copy on Friday.
Also, write one sentence each (three total) using "the result of which," "the circumstances of which," and "the title of which."
For example: She neglected to take out her garbage for three months, the result of which caused her house to be infested with flies." Extra credit for any students who ask me tomorrow what "intested with" means! (Of course, you could just look it up.)
Tomorrow morning, we'll tackle Unit 20 of our grammar, "Adjective Complements," which are used in sentences like "That children watch more videos than read books may not be a good thing," and
"It is important for students to check this site every day."
We'll do some listening practice and I'll give you a writing assignment for the weekend.
Be sure to come to class tomorrow to get the vocabulary study sheet!
Also, Kiwon! Don't forget that you have a presentation tomorrow!
HOMEWORK from Thursday, May 23 (due Friday, May 24)
Please do the handout that I gave you in class. If you missed class, I'll give a copy on Friday.
Also, write one sentence each (three total) using "the result of which," "the circumstances of which," and "the title of which."
For example: She neglected to take out her garbage for three months, the result of which caused her house to be infested with flies." Extra credit for any students who ask me tomorrow what "intested with" means! (Of course, you could just look it up.)
Tomorrow morning, we'll tackle Unit 20 of our grammar, "Adjective Complements," which are used in sentences like "That children watch more videos than read books may not be a good thing," and
"It is important for students to check this site every day."
We'll do some listening practice and I'll give you a writing assignment for the weekend.
Be sure to come to class tomorrow to get the vocabulary study sheet!
Also, Kiwon! Don't forget that you have a presentation tomorrow!
Wednesday, May 22, 2013
Hey, everybody. By the time you see this, this information will have become outdated, but it's been a while since I've blogged and I'm just setting up this new account and want to try it out.
It's Wednesday afternoon, and even though none of you will see this in time, the homework due for tomorrow is: Grammar Dimensions, pages 172-3, Exercise 7.
Also, please read the print out of Academic Connections 4 pages 165 -168. Do the vocabulary exercises (1, 2, and 3) then read the passage on pages 167-168.
You don't have to write out the reading questions, but please be prepared to discuss them in class on Thursday.
In the future, I hope to use this site to provide links to articles, videos (on sites like TED Talks, etc) and post vocabulary study lists for tests, etc. If you have any good ideas about how to use this space in a better way, please let me know. For the time being, this blog is open to anyone, but soon I hope to restrict it to only the students of this class. You'll have to give me your email addresses so I can input them to allow you to access the material.
Let me know what you think!
John
It's Wednesday afternoon, and even though none of you will see this in time, the homework due for tomorrow is: Grammar Dimensions, pages 172-3, Exercise 7.
Also, please read the print out of Academic Connections 4 pages 165 -168. Do the vocabulary exercises (1, 2, and 3) then read the passage on pages 167-168.
You don't have to write out the reading questions, but please be prepared to discuss them in class on Thursday.
In the future, I hope to use this site to provide links to articles, videos (on sites like TED Talks, etc) and post vocabulary study lists for tests, etc. If you have any good ideas about how to use this space in a better way, please let me know. For the time being, this blog is open to anyone, but soon I hope to restrict it to only the students of this class. You'll have to give me your email addresses so I can input them to allow you to access the material.
Let me know what you think!
John
Presentation Schedule
Tues, May 28: Minji
June 10
Mon, June 10 (2nd section) YongHa
May 22 – May 24
Weds, May 22: Assad
Thurs, May 23: Fabiana
Fri, May 24: Kiwon
May 28 – May 31
Tues, May 28: Minji
Weds, May 29: Lyoung
Thurs, May 30: Elena
Fri, May 31: Jeong Soo
June 3 – June 7
Mon, June 3 (2nd section): Catalina
Tues, June 4: Mohammed BinSahal
Weds, June 5: Dayoung
Thurs, June 6: Sung Ho
Fri, June 7: Jongsun
June 10
Mon, June 10 (2nd section) YongHa
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