Unit 2

http://moviesegmentstoassessgrammargoals.blogspot.kr/search/label/gerund

Portion Theory Visualize Cell(animal/plant)

Retain

React Conclusion Compare Survey 

 Universal

https://docs.google.com/presentation/d/1W1Y2qx7w1NtqDpgRGTzho4-4KAyc9MSWfGeUhR0YaDg/edit#slide=id.g4e25838cb_00

Activity 36

Verb Patterns (gerund or infinitive)

                                                               Legally Blonde                                                       (7’38)

A. Watch the video segment and circle the best verb for each sentence, according to the information presented in the segment.

B. Then, decide which form  of the words in parentheses is best

. (gerund or infinitive?)

1) The attorney [ refused/ wanted/ planned ] ...........................  (accept)
being replaced from the case by a Law student.

2) The defendant [ decided/ imagined/ claimed ].......................... (fire)
 her attorney on trial day.

3) Elle [ hates/loves/ avoids ]......................................... (wear) extravagant clothes.

4) The judge finally [ refused/ denied/ resolved ] .......................  (proceed) with the trial.

5) Elle's friends [ couldn't help / pretended / finished ] ...................................  (talk) about
the court room in front of everyone.

6) The judge [ told/ asked/ begged ] ..........................................  (the ladies - take) a seat.

7) The witness [ explained/ urged / swore ] .......................................  (tell ) the truth.

8) The witness [ claimed / showed / intended ] ........................... (be) in the shower
during the murder.

9) The witness [ denied / insisted/ warned ] .............................  (hear) the gunshot.

10) The judge [ forbade/ prohibited/ let ] .............................  (Elle - make) her point.

11) The witness [ admitted / proved/ avoided ] ...................... (kill) her father by mistake.

12) Finally, the judge [ prohibited / allowed / pretended ] ........................................................
(the defendant  - go) free.

1. refused to accept
2. decided to fire
3. loves wearing
4. resolved to proceed
5. couldn’t help talking
6. told the ladies to take
7. swore to tell
8. claimed to be (have been)
9. denied hearing (having heard)
10.  let elle make
11.  admitted killing (having killed)
12. allowed the defendant  to go

Activity 79 – Possessive pronouns before gerunds

The Bucket List

A. Talk to a partner:

1. Have you ever gone skydiving? Would you like to do it? Why (not)?

2. What was the most exciting adventure you have ever had? Tell your friend about it?

3. Do you prefer to  have vacation time in a place to practice extreme sports and/or enjoy nature, or would you rather travel to the city in order to enjoy its night life? Explain it.

4. Are you braver than you used to be when you were younger or are you less courageous nowadays? Why do you think so?

B. Watch the movie segment and chose the best way to complete the sentences below.

                Carter and Edward

1. Their/ They/ Them getting ready to jump was extremely awkward.

2. One of Carter's concern was his/ he/ him  missing the chance to see his wife again.

3. Edward disliked Kyle's / Kyle making comments about Edward's second wife.

4. Edward supported Carter's / Carter jumping off the plane.

5. Carter was really concerned about the parachute's/ parachute not opening.

6. Their/ Them/ They having a few months of life made them experiment new adventures before dying.

7. Edward's instructor was desperate with his/ he/ him singing while they were skydiving.

8. Edward and Carter seemed to have enjoyed their/ their/ they diving.

C. Complete these sentences. Use  pronouns / possessive (‘s) before gerunds in your answers.

1. One interesting thing in the scene was ………………………………………………………….

2. The funniest moment of the segment was ………………………………………………………..

3 . ………………………………………………………………………………………….….. was amazing.

C. Individually, make a list of 10 things you would like to do before you die. Don't show it to anyone.

1	2
3	4
5	6
7	8
9	10

D. Work in groups of three students now. Share your list with a friend and come up with a final one of 10 things the three of you would like to do before you die. You have to negotiate and convince your partners because only 10 activities are possible.

E. Share your list with your classmates.

1. Their

2. His

3. Kyle’s

4. Carter’s

5. Parachute’s

6. Their

7. His

8. Their

http://esldiscussions.com/f/fear.html  Conversation Practice

FEAR DISCUSSION

STUDENT A’s QUESTIONS (Do not show these to student B)

1)	What is your biggest fear for yourself?
2)	What is your biggest fear for the world?
3)	Why do we feel fear?
4)	How often do you feel afraid?
5)	Why do people have different fears?
6)	How do you react to fear?
7)	How would you help someone to get over their fear?
8)	Have you ever panicked with fear?
9)	What happens to you physically and emotionally when fear takes hold of you / overcomes you?
10)	How often do you jump or start when something frightens you?

Hundreds more free handouts at www.eslDiscussions.com

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FEAR DISCUSSION

STUDENT B’s QUESTIONS (Do not show these to student A)

1)	Do you have any form of phobia or paranoia?
2)	What were you afraid of as a child?
3)	What things are people commonly afraid of and why?
4)	What facial expressions accompany fear?
5)	Do you like putting yourself in situations where you can feel fear?
6)	Are you ever afraid of other people?
7)	Do you think society lives in fear?
8)	“The fear of death is to be dreaded more than death itself.” What do you think about this quotation?
9)	What do you think having a fear of the 21st century would be like?
10)	If you ‘put the fear of God into someone,’ how do you think that person feels?

http://www.ted.com/talks/elizabeth_loftus_the_fiction_of_memory

What is her thesis?

Chuseok Questions

Midterm Grade Rubric

	Emerging 0-14	Developing 15-20	Advanced 1-25
Organization 25 points	Ideas may not be focused or developed; the main purpose is not clear. The introduction is undeveloped. Main points are difficult to identify. Audience cannot understand presentation because there is no sequence of information	Main idea is evident, but the organizational structure may need to be strengthened; ideas may not be clearly developed or always flow smoothly and the purpose is not clearly stated.	Ideas are clearly organized, developed, and supported to achieve a purpose is clear. Main points are clear and organized effectively. The conclusion is satisfying and related back to introduction.
Topic Knowledge 25 points	Students displayed a poor grasp of the material; students demonstrated a superficial handling of content, application and implications. Little depth of research. Over dependence on notes may be observed.	Students have a partial grasp of the material. Supporting material may lack originality.	Students have a clear grasp of the material. Speaking outline or note cards are used for reference only.
Team Work 25 points	One or two students obviously carry the majority of the presentation.	Transitions from one presenter to the next are mostly smooth and logical. The presentation is evenly distributed among the presenters.	The presenter’s styles and the content of their portions of the presentation are highly consistent and/or complimentary. The division of the presentation is equal among all members of the group.
Language Use and Delivery 25 points	Incorrect sentence structure most of the time. Limited vocabulary. Frequent mistakes in spelling and punctuation on printed materials. Poor pronunciation interfering with comprehension. Insufficient volume to carry to the entire audience. The delivery may appear inconsistent with the message.	Correct sentence structure most of the time. Appropriate vocabulary. Correct spelling and punctuation most of the time on printed materials. Understandable pronunciation and sufficient volume. The delivery generally seems effective-however, effective use of volume, eye contact, vocal control, etc. may not be consistent; some hesitancy may be observed.	Correct sentence structure. Rich and varied vocabulary. Correct spelling and punctuation on slides and other printed material. Good clear pronunciation with good volume. The delivery is extemporaneous—natural, confident, and enhances the message-posture, eye contact, smooth gestures, facial expressions, volume, pace, etc. indicate confidence, a commitment to the topic, and a willingness to communicate

Monster Questions

Monster-Themed Questions                                                   

Vampire:  Someone offers you a chance at immortality. Do you take it? Why or why not?

Werewolf: If you had to spend your life with just one person, who would it be?

Witch: If you could change one thing about the world, what would it be?

Frankenstein: Is someone telling you how to live your life, or are you an independent person?

Zombie: Do you miss anyone right now?

Faerie: If you could get away with anything, what would you do?

Nymph: What are you like when you’re by yourself?

Shapeshifter: What would you change about yourself?

Banshee: If you knew your loved one/best friend had only one day to live, how would you spend that last day with them?

Siren: If you could anyone do anything, what would you make them do?

Genie: If you had one wish that would come true and couldn’t be reversed, what would you ask for?

Fury: What is a word/phrase you dread to hear?

Succubus: What is one thing you cannot live without?