University English: the blog for ESL students

November 22, 2015

Unit 9: Possible Material for Quiz

Filed under: Tests/Exams — richardlstansfield @ 9:12 am

* find the adjectives (Page 164, Exercise 1)

* verb-ed vs. verb-ing adjectives (Page 164, Exercises 2 and 3)

* adjective forms (Page 165, Exercise 6)

* adjective forms of shapes (e.g. circle  circular, etc.)

* description wheels (Page 169, Exercise 2 and Page 170, Exercise 5)

* describing advantages and disadvantages (Page 171, Exercise 6)

* describing objects (Page 171, Exercise 1; Page 172, Exercises 2 and 3; Page 173, Exercise 7; Page 174, Exercise 1)

Unit 9: People

Filed under: Unit 9: People — richardlstansfield @ 8:52 am

In this Unit, you will learn how to describe an object and its functions.

Pair Work
1. What are some famous websites?
2. What do these websites do?
3. Which ones do you like? Why?
4. Who invented these websites?
5. Before the Internet, how did people get information about things?
6. How have social media websites* like Twitter and Facebook changed the lives of people?
* also known as (a.k.a.) social networking services (SNSs)

First Listening Exercise

What websites are mentioned in the video?

Page 160, Exercise 5

1.
2.

Page 161, Exercise 7
Try to complete the table. Then watch the video to check your answers. Then we will go over the answers together.
1. advertise
2. Craig Newark
3. 1996
4. 50
5. encyclopaedia
6. Jimmy Wales
7. 2001
8. 285

Page 161, Exercise 10: Saying Dates

In this video, the new prime minister of Canada, Justin Trudeau, answers a question from a reporter. The reporter says, “Your cabinet, as you said, looks a lot like Canada. I understand that one of the priorities for you was to have a cabinet that was gender-balanced. Why was that so important to you?”
What is Trudeau’s answer?

“_Because_ _it’s_ _2015_.”
twenty fifteen

1. fourteen hundred
2. fifteen fifty
3. two thousand and five
4. two thousand and ten or twenty ten
5. twenty twenty-four or two thousand and twenty-four

Page 162

Look at the picture of “Emperor” Joshua Abraham Norton.
What kind of person do you think he was?
What kind of life do you think he had?

Exercises 2 and 3
Read the sentences in Exercise 2. Then match the words in bold to the definitions in Exercise 3.
3. a. homeless
b. sword
c. funeral
d. emperor
e. remarkable
f. fascinating

Listening Exercise

1. What work do Sam and Yasmin have to do?
– write a history essay on remarkable people
2. Who has done most of their work?
– Yasmin
3. Write down three facts about Joshua Abraham Norton and Joseph Conrad.

Joshua Abraham Norton

He grew up in South Africa and had a business there but it didn’t work.
So then he went to America in 1849 because he thought he could get rich.
To start with he was quite successful, but then his business failed and he lost all his money in 1853.
He became homeless and started living in the streets.
Possibly, he went a bit mad.
In 1859, he declared to everyone in San Francisco that he was the President of America and he started to walk around the streets in a uniform with a big hat and a sword.
He became quite famous.
The people around him called him “emperor” and when the police tried to arrest him people were very angry and he was let free again.
He even made his own paper money and the shops would let him use it.
When he died in 1880 he was still homeless but thirty thousand people came to his funeral.

Joseph Conrad

He was a Polish writer, but he didn’t write in Polish; he wrote in English.
He was a sailor before he became a writer.

Books closed. Listen to the teacher as he tells you about Joseph Conrad, and answer the questions.

1. What was Joseph Conrad’s job?

2. Why was he an extraordinary person?

3. What else did you learn about Joseph Conrad?

Page 166, Exercise 9

Try to write the correct form of the words in brackets in the gaps to complete the text. Then listen to the teacher as he tells the story again.

1. fascinated
2. happy
3. surprising
4. expensive
5. interesting
6. successful
7. believable

Now we will look at root words, word families, and parts of speech.

examples

fascinate (verb)  fascinated (adjective)

happy (adjective)  happiness (noun)
 happily (adverb)

surprise (verb, noun)  surprising (adjective)  surprisingly (adverb)

expense (noun)  expensive (adjective)

interest (verb, noun)  interesting (adjective)  interestingly (adverb)

succeed (verb)  success (noun)  successful (adjective)  successfully (adverb)

Page 164, Exercise 1
Look at the sentences and underline the adjectives in each one.

1. That is amazing!

2. Why are you interested in him?

3. He was a fascinating man.

4. Are you bored?

Page 164, Exercise 2
Underline the words that the adjective describes.

e.g. I gave my girlfriend a beautiful picture.

e.g. I gave my beautiful girlfriend a picture.

1. a. The news was surprising.
b. I was surprised by the news.
2. a. I was always bored when I went to see her.
b. She was boring so I tried not to see her.
3. a. He was excited by the idea for the new business.
b. His idea for the new business was exciting.
4. a. The man was very interested in my story.
b. The man told me a very interesting story.
5. a. The walk was very tiring.
b. The walk took a long time because I was tired.
6. a. What a fascinating picture!
b. My friend was fascinated by the picture.

Prefixes and Suffixes

Prefixes: come at the beginning of a word

happy  unhappy

man  superman

Suffixes: come at the end of a word

walk  walked

Page 164, Exercise 3

1. Adjectives ending in _-ing_ describe the reason for a feeling (e.g. situation).

2. Adjectives ending in _-ed_ describe what people feel as a result of something.

“My friend was horrified by the horrifying movie.”

Discussion

. Tell me about an exciting hobby.
. Tell me about an interesting person you know.
. Tell me about what makes you feel very tired.
. Tell me about a book or video that fascinated you.
. Tell me about the last time you were bored.
. Tell me about a boring job.

Page 165, Exercise 5

1. Suffixes come at the beginning/end of a word.

2. The suffixes –ing and –ed often make words into adjectives/nouns.

Page 165, Exercise 6

Write the adjective form of the verbs and nouns.

excite // exciting // excited // excitable
surprise // surprising // surprised
believe // believable
succeed // successful
comfort // comforted // comforting // comfortable
relax // relaxed // relaxing
shock // shocked // shocking // shockable
expense // expensive
happiness // happy
politeness // polite

Page 167, Exercise 1

Match the shapes to the nouns in the box.

1. diamond

2. square

3. oval

4. circle

5. triangle

6. rectangle

7. semicircle

Pronunciation

Stressed vs. Reduced Syllables
– more loudly – more softly
– more slowly – more quickly
– more clearly – less clearly

e.g. conditioner

# syllables =

stressed syllable = conditioner

e.g. extraordinary

# syllables =

stressed syllable = extraordinary
Page 167, Exercise 2

Underline the stressed syllable in each word.

1. diamond

2. square

3. oval

4. circle

5. triangle

6. rectangle

7. semicircle

Answers

1. diamond

2. square

3. oval

4. circle

5. triangle

6. rectangle

7. semicircle

Turn each noun into an adjective.

1. diamond 

2. square 

3. oval 

4. circle 

5. triangle 

6. rectangle 

7. semicircle 

Answers

1. diamond  diamond-shaped

2. square  square

3. oval  oval

4. circle  circular

5. triangle  triangular

6. rectangle  rectangular

7. semicircle  semicircular

Page 167, Exercise 5

Where is the stress in each adjective form? Is it the same as the nouns?

Answers

1. diamond  diamond-shaped

2. square  square

3. oval  oval

4. circle  circular

5. triangle  triangular

6. rectangle  rectangular

7. semicircle  semicircular
Page 168, Exercise 7

Listen and match each invention with both its inventor and its picture

Invention Inventor
1. hand-dryer a
2. egg chair c
3. wheelbarrow a
4. climbing car b

Picture 1  hand dryer
Picture 2  wheelbarrow
Picture 3  climbing car
Picture 4  egg chair

Page 168, Exercise 8

Listen again and write a word in each gap.

1. (kind of) round
2. colours
3. comfortable
4. two
5. square
6. easily
7. expensive
8. rectangular
9. quickly
10. oval
11. space
12. buildings

Discussion

. Which of the inventions do you think is the best and why?

. What objects do you use every day, and why?
. Which objects are most important to you, and why?
. Which objects would you like to own in the future, and why?

Page 169, Exercise 2
Write the words in the box in the correct sections of the description wheel.
Functions
1.
2.
Color
3.
Shape
4.
5.
Size
6.
7.
Features
8. Internet display
9.
Weight
10.
Price
11.
Materials
12.
13.

Answers

Functions
1. to provide entertainment
2. to provide information

Color
3. black

Shape
4. flat
5. rectangular

Size
6. large
7. 1 meter wide

Features
8. Internet display
9. high definition
Weight
10. heavy

Price
11. expensive

Materials
12. plastic
13. glass

Which object is described in the wheel?

 a TV

Page 170, Exercise 4

United Kingdom North America
mechanical torch flashlight

Correct the words in italics in the description.

Answers

(1) five
 two

(2) circle
 round / cylindrical

(3) square
 circular

(4) short
 long
Page 170, Exercise 5
Complete the description wheel with words and phrases from the description in Exercise 4.

Colour
– pale blue
– black

Shape
round / cylindrical

Size
small

Features
– easy to carry / portable
– good for the environment

Weight
light
Price
not given, but possibly cheap

Materials
– plastic
– glass

Functions
to provide/give light; there is a handle to wind up to give power

Page 171, Exercise 6

List the advantages and disadvantages of the flashlight (“mechanical torch”).

Advantages:
– easy to use
– does not need electricity
– small
– easy to take with you (e.g. on journeys, in a car, etc.)
– can be used anywhere
– can be used for a long time (by rewinding)

Disadvantages:
– have to wind it up to start it
(so it may not give light immediately and
might not be so good if you are tired)
– might be fragile
– might not be bright

Pair Work

Student A  go to Page 195
Student B  go to Page 198

Step 1
Student A describes the vacuum cleaner to Student B. Student B listens and labels the picture.

Step 2
Student B describes the shopping trolley to Student A. Student A listens and labels the picture.

Use the description of the flashlight on Page 170 as a model.

* It’s made of ___. (“It’s made of plastic and glass.”)

* heavy / light / long / short / thin / thick
(“The handle is long and thin.”)

* It has ___ parts.
(“It has two parts: a handle and the main body.”)

* You can … (“You can pull the handle out.”)

* It’s used for verb-ing … / It’s used to (verb) …
(“The handle’s used to wind up the flashlight to give it power.”)

* diamond-shaped / square / oval / circular / triangular / rectangular / semicircular

* at the front/at the back/on the side/on the bottom/on the top
(“On the side there is a handle.”)
Page 171, Exercise 1
Match the headings with the information about a radio.

1. a
2. c
3. f
4. b
5. e
6. d

Page 172, Exercise 2
Write a word in each gap in the description of the radio.

1. main
2. made
3. for
4. for
5. lets
6. to

Page 172, Exercise 3

1. What’s it made of?
It’s made of plastic and metal.
2. What does it look like?
It’s rectangular and has a handle.
3. What’s it used for?
It’s used for listening to radio programs where there is no electricity.
4. What does the antenna let you do?
The antenna lets people receive different radio programs.
5. What is the solar panel used to do?
The solar panel is used to get energy from the sun.

Let’s take another look at the phrases from Exercise 2.

a. is used for + verb-ing

The radio is used for listening to radio programs where there is no electricity.

b. is a thing for + verb-ing

The handle is a thing for winding the radio to get power.

c. is used to + verb (infinitive)

The solar panel is used to get energy from the sun.

d. lets + subject + verb (infinitive)

The antenna lets people receive different radio programs.

e. is made of + noun

The radio is made of plastic and metal.

f. has … main parts

The radio has two main parts.

Page 173, Exercise 7
Choose an object but don’t tell your partner what it is. Your partner asks you some questions to find out what it is.

– What does it look like?
– What’s it made of?
– What’s it used for?
– How many parts does it have?
– What are its advantages?
– What are its disadvantages?
– Is it ___?

 functions / color / shape / size / features / weight / price / materials / # of parts
 You see it …
 It looks like a ___.

Page 174, Exercise 1
Choose and object and make notes about it. Here are some examples: smart phone, car, laptop, watch, glasses, bus, etc.

Page 174, Exercise 2
Work with a partner. Take turns telling each other about the object, but don’t say the name. You have to guess the name of each other’s object.

 functions / color / shape / size / features / weight / price / materials / # of parts
– It’s made of …
– It has ___ parts …
– It’s used for [verb-ing] … / It’s used to [verb] … / It’s a thing for [verb-ing] …
– It lets + subject + verb
– Its advantages are …
– Its disadvantages are …
– You see it …
– It looks like ___.

 functions / color / shape / size / features / weight / price / materials / # of parts
 You see it …
 It looks like a ___.

– What does it look like?
– What’s it made of?
– What’s it used for?
– What is the ___ used for?
– What are its advantages?
– What are its disadvantages?
– Is it ___?

November 8, 2015

Unit 8: Possible Quiz Material

Filed under: Tests/Exams — richardlstansfield @ 5:36 am

* Vocabulary

carry on: continue an activity or task

look after: to take care of someone or something

mentor: (noun) an experienced person who helps someone who has less experience, especially in their job

smart: (adjective) clean and neat in appearance and dressed in nice fashionable clothes, especially in a slightly formal way

take up: begin (a hobby or leisure-time activity)

– Page 144, Exercise 1

* Writing Numbers in Words

– Page 144, Exercises 2 and 4

* Comparatives

– Page 146

* Multi-word Verbs

– Pages 148 and 149

* Job Interview Questions

– Page 151, Exercise 9

– Page 152, Exercise 2

* Giving Advice

– Page 154, Exercises 1 and 2

– Page 155, Exercise 4

– Page 156, Exercise 1

Unit 8: Business

Filed under: Unit 8: Business — richardlstansfield @ 5:34 am

In this unit, we will be talking about:
– jobs,
– job requirements,
– job seeking, and
– how to give advice (especially for job seekers).

We will begin by looking at the pictures on Page 142 and discussing the questions in Exercise 1.

Page 142, Exercise 2

1. popular
2. line
3. catch
4. dangerous
5. Fishermen
While Watching: Page 143, Exercise 4

Cape of Good Hope
– in South Africa
– Dangerous! famous for _storms_
– David’s _father_ disappeared at sea
– he _understands dangers_
– 2000 types of _fish_

Snoek (a kind of fish)
– fish
– popular _food_

David
– fisherman
– _family_ business
– teaches his _sons_
– family works _together_

Page 143, Exercise 5

Match the sentence halves.

1. e
2. b
3. d
4. f
5. a
6. c

Discussion
* Would you like to work in a job that isn’t in an office? Why or why not?
* If you couldn’t get an office job, what kind of job would you prefer, and why?
– fisherman
– farmer
– construction worker
– plumber
– carpenter
– something else (e.g. photographer, barista, travel guide, mechanic, etc.)

Page 144, Exercise 1
1. We earn money by _working_.
2. Colleagues are people who _we work with_.
3. When we spend time on something it means we _use time doing it_.
4. When we waste time we _use time badly_.
5. A project is a _piece of planned work_.

Page 144, Exercise 2
You will listen to a business student talking about a project. You will hear all of the numbers below. Write each number using words.
Example: 1  one
Example: 21  twenty-one

1. 48%
2. 1/2
3. 1/3
4. 31.5
5. 103
6. 1,540
7. 6,001

Answers
1. 48%
 forty-eight percent
2. 1/2
 a half // one half
3. 1/3
 one third
4. 31.5
 thirty-one point five
5. 103
 one hundred and three // a hundred and three
6. 1,540
 one thousand five hundred and forty
7. 6,001
 six thousand and one

Page 144, Exercise 4

1. usually after hundreds, but only after thousands if the number has thousands and then a single unit with no hundred in between
e.g. six thousand and one (6,001)
but
six thousand one hundred and one (6,101)

2. fifty percent

3. yes

4. we say zero (or nought in the United Kingdom)

5. we say “oh,” especially for phone numbers, or “zero”;
in the United Kingdom, they occasionally say “nought” but not in a phone number

Page 145, Exercise 5

1. F (She hasn’t finished yet. She ran out of time.)
2. T (She read 103 reports.)
3. F (She looked at how people spend time at work.)
4. T
5. F (A lot of people wasted time at work because they weren’t happy with their job.)

Page 145, Exercise 6
Listen again and complete the information on the chart.
Time Wasted At Work
5% 
15% 
31.5% 
48% 
Reasons For Wasting Time
__ % 
__ % 
__ % 

Answers

Time Wasted At Work

5%
 texting,
making plans for after work

15%
 taking longer coffee and lunch breaks than they should

31.5%
 talking to colleagues

48%
 surfing the Internet or
writing personal e-mails

Reasons For Wasting Time

33.5%
 didn’t work as hard as they should because they thought they weren’t earning enough

approx. 50%
 weren’t happy with their jobs

19 %
 said they were working too many hours

Discussion

Ask each other:
“What do you think are the two best ways to stop people from wasting time at work? Why?”

– make sure everyone has a regular break
– pay a very high wage
– shout at people who waste time
– give extra pay to people who work fast
– (something else)

Discuss and together come up with the two best ways to stop people from wasting time at work.

Report to the Class:

What two solutions did you and your partner decide upon? And why?

Example:
“My partner and I decided to make sure everyone has a regular break because sometimes people get tired and need to rest.
We also decided to give promotions to people who think of new ideas because companies need new ideas.
We decided not to shout at people who waste time because shouting at people makes them feel bad.

– make sure everyone has a regular break
– pay a very high wage
– shout at people who waste time
– give extra pay to people who work fast
– (something else)

Pre-discussion

Look at the sentences on Page 145, Exercise 8. Which ones do you agree with? Which ones do you disagree with? Write “agree” or “disagree” next to each sentence.

Discussion
Ask each other these questions. Discuss them using the phrases that we learned before.

1. Do you think that earning a lot of money is more important than having an interesting job?
2. Do you think that the most exciting work is to have your own business?
3. Do you think that younger people do not have enough experience to be good managers?
4. Do you think that older people with families don’t work as hard as young, single people?
5. Do you think that people who work the longest hours do the most work?
6. Do you think that the best time to start work is after university?

Giving Your Opinion:
I think … // It seems to me … // In my opinion … // I feel … // Don’t you think … ?
Agreeing:
I agree. // I totally agree. // That’s true. // Yes, that’s right. // Exactly! // You’re right. // That’s a good point.
Disagreeing:
Yes, but … // It’s good but … // I am not really sure. // I don’t think so. // I don’t agree with that // Yes, I see what you’re saying but … // I’m afraid I disagree. // I’m not sure I agree. // Maybe, but … // Perhaps, but … // I don’t agree.

Example
A: Do you think that the best time to start work is after university?
B: It seems to me if you work right after university, you won’t have much experience. I think that you should travel to other countries before working.
A: I’m afraid I disagree. Travelling to other countries before getting a job is good. However, I feel you should travel while in university, and then start work after university.

Report to the Class

Did you and your partner agree on anything, or not? Tell us.

Agreement  Both of us thought that …
 Neither of us thought that …

Disagreement  I thought that …
However, my partner thought that …

Example:

I thought that if you work right after university, you won’t have much experience, so you should travel to other countries before working.
However, my partner thought that you should travel while in university, and then start work after university.

Page 146, Exercise 1  Comparatives

Comparing Quantities

0%  the least
 less
 more
100%  the most

Page 146, Exercise 2

1. People spent the least amount of time _on the phone_.
2. People spent less time _in meetings_ than having breaks.
3. People spent the most time _working at a desk_.
4. People spent more time _having breaks_ than in meetings.

Page 146, Exercise 3

– People spent the least amount of time filling in papers and forms.
– People spent the most time helping someone else with their work.
– People spent less time going to meetings than waiting for someone to finish their part of a project.
– People spent more time waiting for someone to finish their part of a project than going to meetings.

Page 148, Exercise 7  Phrasal Verbs (Multi-word Verbs)

Phrasal (multi-word) verbs have more than one part: a verb and a particle or particles.

Also notice where the object (subject, verb, object) can be.

e.g. Please turn on the TV.

e.g. Please turn the volume down.

1. You have noted a lot of information down.
2. I haven’t finished yet –I ran out of time.
3. I noted down the key information.
4. I took part in the discussion on this.
5. I found out a larger amount of information.
6. I found a lot of information out.
7. I looked at how people spend time at work …
8. … the reasons why they didn’t get on with their work.
9. They only just had enough money to get by.

Page 148, Exercise 8

1. run out (of sth)
2. get on with
3. find out
4. get by
5. note down
6. take part in
7. look at

Page 149, Exercise 9

(1) I found a lot of information out.
(2) I noted down the key information.
(3) I found out a lot of information.

(4) I took part in the discussion on this.
(5) I looked at how people spend time at work.
(6) I looked at the reasons they didn’t get on with their work.

Page 149, Exercise 10

1. She looks after my children when I am at work.
– Type 2 (“inseparable”)
2. She decided to take yoga up to help with stress.
– Type 1
3. I need to leave the meeting early, but you can carry on.
– Type 3 (“intransitive”)

Page 149, Exercise 11

1. Would you like to take up a new hobby? If so, what would you do?
2. Can you get on with your work if it’s noisy?
3. If you have to find out new information for a lesson where do you look?
4. Do you note down phone numbers or put them straight into your phone?
5. Have you ever run out of money while you were out? How did you get by?
6. Is it easy to look after children? Why or why not?

Page 150, Exercise 1

1. d
2. a
3. f
4. e
5. g
6. c
7. b
8. h

Page 151, Exercise 4
What advice does the mentor give to Sami about what he should do in an interview?
1. * 5.
2. 6. *
3. * 7. *
4. * 8. *
Page 151, Exercise 5
Number the phrases in the order that you hear them.

a. 4
b. 2
c. 1
d. 5
e. 3

Page 151, Exercise 6
Which of the sentences in Exercise 5 look like statements?
Which ones look like questions?
We will listen again to the part of the conversation in which they discuss making eye contact.

1. Why didn’t Sami make eye contact?
In his country/culture, it can be rude to look someone in the eyes.

2. Why should you make eye contact in western countries (Europe, the United States, Australia, Canada, and New Zealand)?
People might think that you are unfriendly or nervous. (People might also think that you are dishonest, untrustworthy, and/or trying to hide something.)

Page 151, Exercise 9

Put the words in order to make questions the mentor asked Sami in the interview.
1. Why would you like to work with us?
2. What are your strengths and weaknesses?
3. Why should we give you the job?
4. What do you want to do long term?
5. Are you always on time?
6. Are you good at working in a team?
7. What kind of qualifications have you got?
8. When did you last solve a difficult problem?

Page 152, Exercise 2
1. Why would you like to _work_ with us?
2. What are your _strengths_ and weaknesses?
3. Why should we _give_ you the job?
4. What do you want to do _long term_?
5. When _did_ you last solve a difficult problem?
6. Are you good _at_ working in a team?
7. Are you always _on_ time?
8. What kind of qualifications _have_ you got?
9. Are you a patient type of _person_?

Page 154, Exercise 1

What is the function of this sentence?

“If you want to do better, you should start by looking more confident.”

a. explaining
b. requesting
c. giving advice *

Page 154, Exercise 2
– I think you should …
– Be careful not to …
– Why don’t you …?

Page 154, Exercise 3

Why do you think JP can’t find a job?

“I think JP can’t find a job because … “
– he gets low grades.
– he has no job experience.
– he hasn’t shaved.
– he looks too casual/carefree.

Page 155, Exercise 5

Underline the advice that the teacher gives.

– I think you should …

– If you want to do better, you need to …

Page 155, Exercise 4
Complete the sentences with your own ideas.

1. If I were you, I would …
– study harder (to get better grades).
– wear neat clothes/dress smartly.
2. I think you should …
– shave.
– take care of yourself.
3. If you want to do better, you should …
– get enough sleep.
– iron your shirt.
4. Be careful not to …
– bring your headphones when you have a job interview.

5. You should try (not) to …
– You should try to get some job experience.
– You should try to have confidence in yourself.

Page 156, Exercise 1

Look at the list of problems. Think of two or three solutions for each problem. You can use the words and phrases in the grey box to help you.

Page 156, Exercise 2

Choose two of the problems from Exercise 1 and ask your partner for help. Also, give your partner advice for his/her problems, using the phrases below.
– If I were you, I would …
– I think you should …
– If you want to do better, you should …
– Be careful not to …
– You should try (not) to …
– Why don’t you … ?
Pair Work
1. I’m working/studying long hours.
2. I’m not getting along with my boss/classmates.
3. I’m not enjoying my job/studies.
4. I’m finding it difficult to organize my time.
5. I’m finding it difficult to do my work/studies.

– If I were you, I would … // – I think you should …
– Be careful not to … // – You should try (not) to …
– If you want to do better, you should …
– Why don’t you …?

Pair Work

Tell each other your problems, and give advice to each other.

Student A
1. My friends are often late for appointments and waste my time.
2. When I speak English, I get so nervous.
3. I can’t use computers very well.
Student B
1. I keep forgetting appointments.
2. I think I’m doing badly in my English class.
3. I find it difficult to do presentations because I get so nervous.

– If I were you, I would …
– I think you should …
– If you want to do better, you should …
– Be careful not to …
– You should try (not) to …
– Why don’t you … ?

Discuss and Give Advice

Ask each other these questions, and give advice.

1. What are your strengths and weaknesses?
2. What do you want to do long term?
3. Are you always on time?
4. Are you good at working in a team?
5. When did you last solve a difficult problem?
6. Are you a patient type of person?

– If I were you, I would … // – I think you should …
– You should try (not) to … // – Why don’t you …?
– If you want to do better, you should …
– Be careful not to …

Example

A: Are you always on time?
B: I’m sometimes late for classes and appointments.
A: If you want to do better, you should use your cell-phone’s alarm clock to remind you of your appointments.

Report to the Class

Tell us one piece of advice that you gave to your partner.

Example
My partner is sometimes late for classes and appointments.
So I told her, “If you want to do better, you should use your cell-phone’s alarm clock to remind you of your appointments.”

1. What are your strengths and weaknesses?
2. What do you want to do long term?
3. Are you always on time?
4. Are you good at working in a team?
5. When did you last solve a difficult problem?
6. Are you a patient type of person?

November 1, 2015

Scores for Quizzes (Units 3, 4, and 5) and Mid-term Exams

Filed under: announcements,Tests/Exams — richardlstansfield @ 10:19 am

Dear Students,

Look below to see your scores for your Quizzes (on Units 3, 4, and 5) and Mid-term Exams.

First find your Class #.

The first number is for your quizzes. The scores for the quizzes have been put together into one score out of 37. The second number is your Mid-term score, out of 25. The third number is your Student ID#.

Class 5

29.00 22.00 12150384
27.00 20.00 12150021
24.00 25.00 12110739
4.00 0.00 12150484
11.00 21.00 12153886
24.00 21.00 12150412
24.00 19.00 12151075
33.00 14.00 12111740
31.00 18.00 12150926
0.00 0.00 12151976
20.00 20.00 12151086
2.00 0.00 12134630
24.00 13.00 12131921
1.00 10.00 12154604
16.00 17.00 12151481
35.00 25.00 12150474

Class 14

23.00 19.00 12150243
28.00 21.00 12121613
29.00 18.00 12112044
25.00 18.00 12151026
24.00 25.00 12154627
0.00 8.00 12154628
37.00 25.00 12013580
33.00 25.00 12154689
3.00 25.00 12154686
16.00 0.00 12150711
30.00 21.00 12123741
29.00 25.00 12150106
15.00 16.00 12151878
21.00 19.00 12150229
33.00 22.00 12150304

Class 23

27.00 25.00 12091064
17.00 11.00 12150968
31.00 25.00 12150413
9.00 18.00 12150069
12.00 22.00 12150419
19.00 23.00 12150074
17.00 19.00 12150427
0.00 0.00 12151270
26.00 19.00 12150987
23.00 19.00 12153703
31.00 25.00 12150441
31.00 17.00 12150104
21.00 25.00 12153753
22.00 19.00 12141002
36.00 25.00 12100981

Class 32

21.00 18.00 12151117
27.00 11.00 12151228
29.00 22.00 12150024
18.00 18.00 12150664
36.00 25.00 12122015
17.00 12.00 12151251
27.00 25.00 12151554
28.00 25.00 12101828
0.00 0.00 12150422
30.00 21.00 12111287
20.00 14.00 12150093
29.00 23.00 12143090
28.00 19.00 12091792
31.00 25.00 12122071
15.00 25.00 12150306

Class 41

23.00 10.00 12121607
21.00 22.00 12150386
0.00 0.00 12102241
25.00 23.00 12091066
20.00 18.00 12100082
19.00 19.00 12151133
17.00 21.00 12121280
33.00 25.00 12110293
3.00 15.00 12154618
0.00 0.00 12150503
25.00 20.00 12150284
32.00 25.00 12141454
19.00 20.00 12151303
25.00 21.00 12151311

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