Tuesday, April 28, 2015

Final Exam


Your final test for 093-2 Grammar
will be Wednesday at 8:00 am
in Wells Hall A206.

Don't be late!   The exam begins at 8:00 exactly.


Your Wednesday class for 093-2 LS
(Starla's class)
will be Wednesday at 9:10
in Wells Hall A106.

Monday, April 20, 2015

Units 21 & 22 Materials

1. Powerpoint with (some) Homework Answers.

2.  Information about "WHOSE" clauses (PPT)  


2. Answers to the Sentence Combining Homework #1 about Austin's brother Lane.

3. Answers to the Sentence Combining Homework #2 about Austin's sister, Britt.  



EXTRA (Level 4) INFORMATION:  Reduced Adjective Clauses (Don't worry!  It's not on Thursday's/Friday's test).

Friday, April 10, 2015

Unit 21 & 22 Lectures

Part 1:  Introduction to Clauses

Before you watch Part 1, download this handout to help you take notes.





Part 2: Adjective (Relative) Clauses


Before you watch Part 2download this handout to help you take notes.




Part 3:  Relative Pronouns


Before you watch Part 3download this handout to help you take notes.



Monday, April 6, 2015

Rashed and Abdulla's Great Video

You really should watch this video, man!  It's really awesome, man!

 Click HERE or on the link below.
Thankfully, the video is better than this picture!  :)


RASHED & ABDULLA'S Unit 7 Video!

Their use of modals is almost perfect, and their pronunciation and speaking fluency are great, too!

Songs to Review Modals

“It Must Have Been Love” – Roxette (1980s pop music)
This is a song about two people who have been dating for some time, but now they’re not together anymore.  They have recently broken up, and they are looking back at their past relationship. When they were together, they didn’t realize who special it was. Now that it’s gone, they realize and are fairly certain that it “must have been love.”



“Confetti” – The Lemonheads (1990s American alternative rock band)
This song is about a young man and woman who were dating, but the young man didn’t really love the woman. He’s describing his confused emotions and guilt. For some time they were together, and he tried to love her, but he didn’t’ have the ability to do it (he couldn’t do it), so he prepared himself (“to steal yourself” means to prepare yourself for something difficult) to break up with her. This song also features conditional phrases “if he could have” and the phrases “would rather,” “kind of,” and “sort of.”)


“You Might Think” – originally by The Cars (1980s British rock band), sung here by Weezer (2000s rock)
This song seems to be about a guy who’s describing what others “might think” about him. It goes back and forth between using modals (“might think”) and using the adverb “maybe” to show a lack of certainty because we can’t ever truly know what someone else is thinking.

“Future Islands” – Tin Man (2011, American synth pop band)
This song seems to be about a man whose lover left him, and at first, it was difficult for him. However, he learned to be strong without her. In the first verse, he expresses how completely certain he is by using “couldn’t possibly.” Later, the song uses the phrasal modal of necessity “you’ve got to,” which means “have to.”



“Should I Stay or Should I Go” – The Clash (1980s, British punk rock)
The man in this song is singing to a lover. According to him, she is sending mixed messages. He’s uncertain if she wants him or not, so he’s asking her advice: “Should I stay or should I go.” This song also features conditional phrases.

“I Should’ve Known” – Foo Fighters (2011 American rock band)
This song is sung by a man whose relationship has fallen apart, and he’s looking back at the past relationship with regret and giving himself past advice. The song also features some present and past modals of ability when he reflects on some things that he “cannot” do currently and other things that he “could not” do in the past.



“I Should’ve Known Better” – The Beatles (1964, British rock and roll band)
This song is similar to the one above: it’s sung by a man who regrets that he wasn’t smarter earlier in his relationship. He upset because he thinks he “should’ve known better” and he “should’ve realized” certain things, but he didn’t! This song also features some nice future tense sentences and future time clauses.



“Pumped Up Kicks”  -- Foster the People (2011, American indie pop group)
The words to this song are very dark, although the music is rather light. The song is about a teenager who finds his dad’s gun and uses it to give a warning, to threaten other “kids” his age.  (“Pumped up kicks” is slang for “nice shoes.”)



“Run Like Hell” – Pink Floyd (1982, British rock band)
This song is taken from the album The Wall, which tells a story, and part of that story involves a very dangerous and repressive government that controls the lives of its citizens. This song is sung as a warning, describing the negative consequences that will happen to you if you don’t “run” and hide from the government. The lyrics of this song are quite dark, but this song nicely shows the relationship between the phrasal modalhad better V” and the negative consequences that will follow if you don’t follow this strong advice.



“Breakeven” – The Script (2001, Irish rock band)
This song is about a man whose girlfriend just broke his heart. He says he always helped her when she needed him, but now he’s “falling apart,” and she’s not there to support him. In the chorus, he asks for advice, asking what he’s “supposed to do”? However, he’s probably not actually asking advice with this question; he’s probably just expressing frustration.


Monday, March 30, 2015

Pre-Class Unit 8 Explanation

Directions:

  1. Watch the video & take notes on your Study Guide.
  2. You may want to refer to the book also to help you understand.
  3. If there are parts you don't understand, write down your questions and bring them to class on Thursday/Friday.




Video Outline 

(0:00 - 1:04) Introduction to Unit 8
     (0:24 - 1:04) Definition of "probability" & "certainty"

(1:05 - 4:17) Using 1 Die (singular form of "dice") To Explain Probability
     (2:00 - 2:29) When not to use a modal at all in present/past
     (2:30 - 2:56) Why we need modals for future
     (2:57 - 3:10) Using may/might/could (low certainty)
     (3:11 - 4:17) Contrasting probability modals with prediction (will) and possibility (can)

(4:18 - 9:33) Using 2 Dice To Explain Other Modal Forms
     (4:40 - 5:06) Contrasting probability modals with possibility modal (can)
     (5:07 - 5:39) Using may/might/could (low certainty) to explain the many possibilities
     (5:40 - 7:06) Using should to show a higher certainty based on experience/evidence
     (7:07 - 7:44) Contrasting may/might/could (low certainty) vs should 
     (7:45 - 9:09) Using must (high certainty) to show "only one logical conclusion"
     (9:10 - 9:33) Transition from "dice" to the Unit 8 Study Guide handout

(9:34 - 0:23) Unit 8 Study Guide
     (9:34 - 11:06) Introducing and explaining how to read the chart
     (11:07 - 15:04) Using modals of probability in the present
     (15:05 - 17:37) Using modals of probability in the future
     (17:38 - 21:57) Using modals of probability in the past
     (21:58 - 22:13) Identifying the most commonly used forms

(22:15 - 0:23) Reviewing the Forms with Examples for Class
     (22:15 - 24:14)
   

Wednesday, March 18, 2015

Unit 7: Social Modals (Full Lecture)

Dear Class,

I really want to make this class useful to you, and I want to give opportunities to practice using the grammar in class. However, because there are so many chapters we must learn, I usually don't have enough time to explain everything fully AND check homework AND practice in class.

Therefore, I'm doing an experiment for Unit 7. I've recorded a full lecture and created a PPT explaining everything in this chapter. This way, you can listen to it as many times as you want, and you can download my PPT slides and notes.

I will NOT explain this full lecture in class, just a few key parts. It will be YOUR responsibility to watch the video and take notes. Of course, if you have questions, I can clarify them in class while we are checking homework.

My goal is that we will be able to understand better (because you can hear the full lecture and see my notes as many times as you want), and that we will be able to use class to practice using the grammar.  I think this will be more beneficial, and it will make class more fun!


If you can't see the video, please try this link.

To download the PPT slides for taking notes, please click here.



Friday, March 6, 2015

Review Answers and Online Study

Homework Answers:

To help you review and study for the test, look over the correct answers to Thursday's/Friday's homework on future time clauses:
Click HERE to download the answers.

Also, remember that there are good online resources for studying and quizzing yourself:


Future Tense Information & Examples:

  1. English Page: Simple Future:
    Simple Present: USE #3 for scheduled events.
    Present Continuous: USE #3 for (definite) near future plans
     
  2. English Page: Future Progressive
  3. BBC Learn English: Talking about the Future 

Online Quizzes:

  1. Quiz 1 | Quiz 2 | Quiz 3:  will vs be going to
  2. Quiz 4 | Quiz 5 | Quiz 6:  simple present vs simple future
  3. Quiz 7 | Quiz 8 : simple future vs simple continuous
  4. (Hard) Quiz 9 all forms

    Wednesday, March 4, 2015

    Future Tense Video Homework

    See my example video below!
    Video Mail Homework:

    Due:  Before you leave (March 9)


    Directions:  Using many forms of future tense speaking AND future time clauses, record yourself giving a description of your plans for your Spring Break week.
      - Use "be going toto talk about general plans.
      - Use "will" or "be going to" to describe predictions.
      - Use adverbs (probably, certainly, etc.) to show (un)certainty
      - Use simple present for scheduled events
      - Use present progressive for specific, definite plans
      - Use future time clauses in the present tenses  
      - Use subordinating conjunctions (after, before, while, etc.)
      - Use future progressive to focus on duration or events in progress


    Details:  
      - This is not an interview.  Do it by yourself.
      - You MAY write a script to practice.
      - But you MAY NOT read from a script for your video.
      - Use a calendar or notes (see mine below) to help you.
      - Your video should be more than 2 minutes long
      - Here is the link to MailVU.com

    NOTE:  You don't have to use ALL of those forms (above), but you must use many of them.



    Austin's Example Video:


    (My video is 8 minutes long, but yours only needs to be 2 minutes long.)


    Here is my schedule for next week. 

    Thursday, February 26, 2015

    Units 5 & 6: Talking about the Future

    Here are some useful websites to help you understand the future tenses and to quiz yourself!

    Information:

    1. English Page: Simple Future:
      Simple Present: USE #3 scheduled events.
      Present Continuous: USE #3 for (definite) near future plans
       
    2. English Page: Future Progressive
    3. BBC Learn English: Talking about the Future 

    Online Quizzes:

    1. Quiz 1 | Quiz 2 | Quiz 3:  will vs be going to
    2. Quiz 4 | Quiz 5 | Quiz 6:  simple present vs simple future
    3. Quiz 7 | Quiz 8 : simple future vs simple continuous
    4. (Hard) Quiz 9 : all forms


    Review ALL Your Verb Tenses:


    Tuesday, February 17, 2015

    Wednesday's Schedule


    093-2 will meet with Starla
    in WELLS HALL A206
    for S/L class at 8:00 am.

    Please email, call, and text your friends
    to make sure they know the right room!



    Both 093-1 and 093-2 will meet with Austin
    for Grammar class in WELLS HALL A106

    (It will be crowded!)

    Monday, February 16, 2015

    My Present Perfect Tense Powerpoint

    I know some of you were taking pictures with your phones in class, but I think this will be easier to study from!

    Download my Present Perfect Tense PPT HERE!

    Wednesday, February 11, 2015

    Understanding the "Present Perfect" Tenses


    Here are some useful links for learning about the Present Perfect Tense:



    1. ENGLISH PAGE: Present Perfect Tense
      (Note: they use the word "continuous" instead of "progressive" but they are the same!)
    2. ENGLISH PAGE: Present Perfect Continuous (Progressive)
      (Note: they use the word "continuous" instead of "progressive" but they are the same!)
    3. GRAMMAR-QUIZZES: Contrasting Present Perfect vs Present Perfect Progressive
    4. ONLINE QUIZZES:
      - Simple Past or Present Perfect Quiz
      - Another Simple Past or Present Perfect Quiz
      - Present Perfect vs Present Perfect Progressive Quiz
      - Another Present Perfect vs Present Perfect Progressive Quiz
    5. Review Handouts:



    Thursday, February 5, 2015

    Basketball Conditioning: "Used to" & "Would"

    Please complete the handout you received in class before working on your own story.

    Then, follow the link below by clicking on the picture.  When you're ready to record your own story, click the link below the video and simply follow directions.


    Click HERE to view the video!

    NOTE:  The "reply" link isn't working.  I don't know why.  So, to send me your video, just go to MailVU.com and send me a message.  Here are instructions to help you!


    NOTE: You'll have to click "allow" to let MailVU have access your computer's microphone and video camera. Also, if you use Chrome or Firefox as you internet browser, you may have to "allow" the browser to turn on your camera, too!  You can do this by clicking the small gray camera icon in the URL window.

    RULES:

    1. Your story must be about something that you "used to do" habitually in the past.  It cannot be about a single event (because we don't use "used to" and "would" to describe a single event!).  
    2. You must use both "used to" and "would" several times.
    3. Your story must be 1:30 to 2:30 long. 
    4. You may write out your story first in order to practice it. However, you may not READ your story to the camera. You shouldn't MEMORIZE your story 100% either.
    5. You may use notes (I did!), but you should only glance at them sometimes. 
    6. You should make "eye contact" (with the camera) and use facial expressions and hand gestures to help tell your story and make it interesting.

    Tuesday, January 20, 2015

    Grammar and Beyond, Unit 1

    I know some of you have not been able to purchase the book yet, and some people have reported that some book stores did not have copies available.

    Please keep looking and purchase a new copy as soon as you can.  However, in the meantime, you can download and print Unit 1 here.

    Wednesday, January 14, 2015

    Parts of Speech

    Parts of Speech (PoS)

    1. Parts of Speech Powerpoint from 1/15 or 1/16.
    2. Handouts:
        -
      Austin's Handout
        - Identifying Parts of Speech
        - Middle School Handout 1
        - Middle School Handout 2
    3. Online Resources:  - English Club's PoS Page
        - The OWL's PoS Overview
        - University of Victoria's PoS Page

    Tuesday, January 6, 2015

    Teacher, Musician, Father


    When I was a child, my parents encouraged me to explore a wide variety of interests.  As an adult, I continue to explore these interests and discover new talents, as well.  Therefore, when asked to give a self-introduction, I sometimes don’t know exactly where to start.  There are many sides to me that I could talk about, and many stories I could tell.  However, since I have to explain just the most important parts of who I am, I'll focus on three that immediately stand out – my profession as an English teacher, my hobby as a musician, and my role in the family as a father.

    Me with a group of my Brazilian
    students (Summer 2014)
    As you all well know, I am an English instructor.  In fact, I've been teaching English now for more than 15 years, and during that time I've taught students at middle schools, high schools, and universities, and private institutes in four different countries: Lithuania, Kyrgyzstan, South Korea, and the US.  I love my job because teaching ESL allows me to interact with people from many cultures and to express my creativity.  Because I have lived in many different cultures, the idea of staying only in one place for a long time seems a bit boring.  I know some people like it, but for me, sitting behind a desk and working in an office sounds like a prison.  I can’t travel as much as I did in my younger years, but as an ESL teacher, I can at least get a taste of the international experience through my students.

    Gerund and The Infinitives,
    performing in Lansing. (Do you
    recognize any other ELC teachers?)
    While I love my job, I am not someone who can be defined by his career alone.  There is much more to me than just “Austin, the teacher.”  I also have a passion for music.  I've been actively involved with music since I was five years old, when I first began taking piano lessons and singing.  Now, I play many other instruments, too, including the guitar, bass, mandolin, and harmonica.  A few years ago, when I lived in Korea, I played in a band called The Odds Against.  We performed regularly in bars and clubs in Seoul.  If you're interested, feel free to check out The Odds Against website.  (The band has broken up, but our webpage is still on the internet.) These days, I play in a band with five other ELC English instructors.  Since we’re all English teachers, our band’s name is Gerund and the Infinitives.  Feel free to view our Facebook page and "LIKE" us!

    Finley (3), me, Victoria,
    and Anara (1).
    My career and my music have been a part of my life for many years.  Fatherhood, however, is a relatively new role that I have undertaken, but this role has become extremely important to me.  I have been happily married for 13 years, but it wasn't until 2011 that my wife Victoria and I had our first child.  My son, Finley, and my daughter, Anara, have become the center of my life in a way that teaching and music never have. I love being a father and watching Finley learn and grow. Children are truly miracles.

    Perhaps I am not the best teacher in the world, but my students usually say my classes are interesting and very helpful.  Likewise, I may not be the most talented musician in the world, but I’m not bad.  I only hope that I can become as good of a father as I am a teacher and musician.