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Public Pad Revision 9 Saved Dec 19, 2012

 
     
 
American English MOOC (Dec. 2012) 
from Mr. Danoff of Mr. Danoff's Teaching Lab' http://dalab.cc
 
Below are the notes from the lectures 7 and 6. Under that are the notes from lectures 1 to 5. Please add your notes or questions to this pad! Sign your name and e-mail if you want me to contact you!
- Mr. Danoff contact@mr.danoff.org
 
 
LECTURE 8: THE JOB INTERVIEW (1 OF 2)
 
Conversational American English: Job Interview 
 
What is a job interview?
  • A job interview is where someone looking to hire a new employee talks with someone who wants a new job.
 
Start by going over some basic interview questions: 
  •  Tell us about yourself. --> Give us the "story" of your professional experience. What jobs have you worked and what education/training have you completed?
  •  Why do you want this job? --> Give very clear reasons why you want to work the position. "I want to be part of a growing company." or "I am ready for more responsibility and I want more experience in this industry." or "After doing my reserarch I realize you are the top firm in our industry and I want to join your team!"
  •  Why should we hire you? --> "The history teacher position is for new teachers only, and I have the educational credentials, plus a passion for history that surpassed any of my peers at university and which will make my students love coming to class!"
  •  What's a difficult situation you've overcome?  --> "I started a company with my college roommate and we did not do a proper job of accounting in the first few months so we quickly ran out of money. We had to adjust our approach and spend time every day looking at the books. Soon enough we were on top of our finances and in the black."
  •  What are your weaknesses? --> "My weakness used to be that I was too intense of a leader. I did a poor job of sharing control on projects, so my team members did not like working together; but I bought some books on leadership and took a course. Now I am relaxed, but still serious, about leading projects and I encourage my colleagues to take on responsibility. Its led to much better collaborative work than we ever did before!"
 
More Resources (Please respect the terms and copyright of these links):
 
 
EXERCISE:
 
Write a blog post or comment with your answers to all the questions!
  •  Tell us about yourself. 
  •  Why do you want this job? 
  •  Why should we hire you? 
  •  What's a difficult situation you've overcome? 
  •  What are your weaknesses? 
 
Language Talk 8 of 10
 
 
EXERCISE:
 
Christmas Short Story 8 of 10
 
At 7 o'clock the coffee was made and the frying-pan was on the back of the stove hot and ready to cook the chops.
 
Jim was never late. Della doubled the fob chain in her hand and sat on the corner of the table near the door that he always entered. Then she heard his step on the stair away down on the first flight, and she turned white for just a moment. She had a habit for saying little silent prayer about the simplest everyday things, and now she whispered: "Please God, make him think I am still pretty."
 
The door opened and Jim stepped in and closed it. He looked thin and very serious. Poor fellow, he was only twenty-two--and to be burdened with a family! He needed a new overcoat and he was without gloves.
Jim stopped inside the door, as immovable as a setter at the scent of quail. His eyes were fixed upon Della, and there was an expression in them that she could not read, and it terrified her. It was not anger, nor surprise, nor disapproval, nor horror, nor any of the sentiments that she had been prepared for. He simply stared at her fixedly with that peculiar expression on his face.
 
Della wriggled off the table and went for him.
 
EXERCISE
 
  • Imagine you are Jim. You come home from a long day at work to see your wife has cut her beautiful hair! What would you say? Would you have a peculiar look on your face? Please write a 3 to 5  sentence answer.
 
LECTURE 7: WRITING AMERICAN ENGLISH
 
 
Writing American English 
 
The book The Elements of Style by William Strunk is one of the most famous books on writing American English. We will read a short section and talk about it.
 
Make the paragraph the unit of composition: one paragraph to each topic.
 
If the subject on which you are writing is of slight extent, or if you intend to treat it very briefly, there may be no need of subdividing it into topics. Thus a brief description, a brief summary of a literary work, a brief account of a single incident, a narrative merely outlining an action, the setting forth of a single idea, any one of these is best written in a single paragraph. After the paragraph has been written, examine it to see whether subdivision will not improve it.
 
Ordinarily, however, a subject requires subdivision into topics, each of which should be made the subject of a paragraph. The object of treating each topic in a paragraph by itself is, of course, to aid the reader. The beginning of each paragraph is a signal to him that a new step in the development of the subject has been reached.
 
The extent of subdivision will vary with the length of the composition. For example, a short notice of a book or poem might consist of a single paragraph. One slightly longer might consist of two paragraphs:
  • A. Account of the work. 
  • B. Critical discussion.
 
A report on a poem, written for a class in literature, might consist of seven paragraphs:
  • A. Facts of composition and publication. 
  • B. Kind of poem; metrical form. 
  • C. Subject. 
  • D. Treatment of subject. 
  • E. For what chiefly remarkable.
  • F. Wherein characteristic of the writer. 
  • G. Relationship to other works.
 
The contents of paragraphs C and D would vary with the poem. Usually, paragraph C would indicate the actual or imagined circumstances of the poem (the situation), if these call for explanation, and would then state the subject and outline its development. If the poem is a narrative in the third person throughout, paragraph C need contain no more than a concise summary of the action. Paragraph D would indicate the leading ideas and show how they are made prominent, or would indicate what points in the narrative are chiefly emphasized.
 
A novel might be discussed under the heads:
  • A. Setting. 
  • B. Plot. 
  • C. Characters. 
  • D. Purpose.
 
An historical event might be discussed under the heads:
  • A. What led up to the event. 
  • B. Account of the event. 
  • C. What the event led up to.
 
In treating either of these last two subjects, the writer would probably find it necessary to subdivide one or more of the topics here given.
 
As a rule, single sentences should not be written or printed as paragraphs. An exception may be made of sentences of transition, indicating the relation between the parts of an exposition or argument. Frequent exceptions are also necessary in textbooks, guidebooks, and other works in which many topics are treated briefly.
 
In dialogue, each speech, even if only a single word, is a paragraph by itself; that is, a new paragraph begins with each change of speaker. The application of this rule, when dialogue and narrative are combined, is best learned from examples in well-printed works of fiction.
 
    "Hi Jim," she said.
    "Hi!"
    After saying hello, Jim and Jill walked to the park.
 
LANGUAGE TALK 7 of 10
 
 
SHORT STORY 7 of 10
 
When Della reached home her intoxication gave way a little to prudence and reason. She got out her curling irons and lighted the gas and went to work repairing the ravages made by generosity added to love. Which is always a tremendous task, dear friends—a mammoth task.
 
Within forty minutes her head was covered with tiny, close-lying curls that made her look wonderfully like a truant schoolboy. She looked at her reflection in the mirror long, carefully, and critically.
 
"If Jim doesn't kill me," she said to herself, "before he takes a second look at me, he'll say I look like a Coney Island chorus girl. But what could I do—oh! what could I do with a dollar and eighty-seven cents?"
 
Exercises
* Writing American English - Write 2 paragraphs about a book or poem that you loved, making it easy for the reader to understand the development of your topic (i.e., the book or poem you love is your topic).
  • A. Account of the work. 
  • B. Critical discussion.
 
Language Talk
* Do the sentence diagram activities on page 25
 
Short Story
* Have you ever done something crazy, like cut your hair, for someone you loved? What was it? Or, imagine someone doing something crazy for someone they love. Write 3 to 4 sentences describing what happened.
 
Lecture 6: Reading American Fiction
 
Topic This week's lesson is about how to read American fiction. 
 
Reading American Fiction
We are going to discuss the Wikipedia Article on Fiction as a way to talk about reading fiction in general.
 
Further Reading
 
"Good Readers, Good Writers" by Vladimir Nabokov
 
Discussion about the difference between a "Novel" and "Fiction" http://english.stackexchange.com/questions/70635/difference-between-novel-and-fiction
 
Modern Fiction by Virginia Woolf
 
How Should One Read a Book?
 
Wikipedia Article on Fiction
 
Language Talk 6 of 10
 
On the following sentences, let the pupils be exercised according to the model. 
 
+Model+.—Intemperance degrades.
 
Why is this a sentence? 
 
Ans.—Because it  expresses a thought. 
 
Of what is something thought? Ans.—Intemperance.  
 
Which word tells what is thought? Ans.—Degrades. 
 
1. Magnets attract. 
 
Why is this a sentence?  -> Because it  expresses a thought. 
 
Of what is something thought? Ans.—Magnets.  
 
Which word tells what is thought? Ans.—Attract. 
 
2. Horses neigh. 3. Frogs leap. 4. Cold contracts.  5. Sunbeams dance. 6. Heat expands. 7. Sunlight gleams. 8. Banners wave.  9. Grass withers. 10. Sailors climb. 11. Rabbits burrow. 12. Spring  advances. 
 
You see that in these sentences there are two parts. 
 
The parts are the +Subject+ and the +Predicate+. 
 
+DEFINITION.—The Subject of a sentence names that of which something is thought+. 
 
+DEFINITION.—The Predicate, or complement, of a sentence tells what is thought+. 
 
+DEFINITION.—The Analysis of a sentence is the separation of it into its parts+. 
 
Analyze, according to the model, the following sentences. 
 
+Model+.—Stars twinkle. This is a sentence, because it expresses a  thought. Stars is the subject, because it names that of which something  is thought; twinkle is the predicate, because it tells what is thought. 
 
1. Plants droop. 2. Books help. 3. Clouds float. 4. Exercise strengthens. 5. Rain falls. 6. Time flies. 7. Rowdies fight. 8. Bread nourishes. 9. Boats capsize. 10. Water flows. 11. Students learn. 12. Horses gallop. 
 
SHORT STORY: THE GIFT OF THE MAGI 6 of 10
 
"Will you buy my hair?" asked Della.
 
"I buy hair," said Madame. "Take yer hat off and let's have a sight at the looks of it."
 
Down rippled the brown cascade.
 
"Twenty dollars," said Madame, lifting the mass with a practised hand.
 
"Give it to me quick," said Della.
 
Oh, and the next two hours tripped by on rosy wings. Forget the hashed metaphor. She was ransacking the stores for Jim's present.
 
She found it at last. It surely had been made for Jim and no one else. There was no other like it in any of the stores, and she had turned all of them inside out. It was a platinum fob chain simple and chaste in design, properly proclaiming its value by substance alone and not by meretricious ornamentation--as all good things should do. It was even worthy of The Watch. As soon as she saw it she knew that it must be Jim's. It was like him. Quietness and value--the description applied to both. Twenty-one dollars they took from her for it, and she hurried home with the 87 cents. With that chain on his watch Jim might be properly anxious about the time in any company. Grand as the watch was, he sometimes looked at it on the sly on account of the old leather strap that he used in place of a chain.
 
Questions:
* What is Virginia Woolf's most important advice about reading a book?
* Does Nabokov think details are important? Why?
* What does the predicate tell you about the subject?
* Why did Della choose the chain she chose?
 
Lectures Index
 
Notes from lectures 1 through 5 are published in chronological order below. Please note this document is a work in progress! Fell free to make corrections, and if you do, please sign your name and e-mail address, thanks!
 
Lecture 1: Greetings
 
Table of Contents
1.0 Course Introduction & Today's Lecture Overview
2.0 Topic: International English and Friendly American English Greetings
3.0 Language Talk (1 of 10): 
4.0 Short Story - The Gift of the Magi (1 of 10)
5.0 Assignment 1
 
1.0 Course Introduction & Today's Lecture Overview
http://youtu.be/e9iBcR9Mnzg 0:00 to 3:00 [3 Minutes]
 
Mr. Danoff introduces himself and the course in general. Outlines what will happen in the first lecture.
 
2.0 International English and Friendly American English Greetings
 
Mr. Danoff goes through examples of an international English greeting and a friendly American English greeting.
 
2.1 INTERNATIONAL ENGLISH GREETING
http://youtu.be/e9iBcR9Mnzg?t=3m 3:00 to 6:36 [2 min. 36 seconds]
 
Vocabulary
  • Hello
  • How are you?
  • I’m fine. = Fine, thank you.
  • Thank you
  • You? = And you? (as a response to an earlier How are you?)
  • Fine, too.
 
Slides
 
Figure 2: International English Slide 1 of 3
  • A: “Hello.”
  • B: “Hello.”
 
Figure 3: International English Slide 2 of 3
  • A: “How are you?”
  • B: “Fine, thank you. You?” (Same meaning as “Fine, thank you. And you?”)
 
Figure 4: International English Slide 3 of 3
  • A: “Fine, too, thank you.”
 
3.3 FRIENDLY AMERICAN ENGLISH GREETING
 
3.3.1 VOCABULARY
  • Yo = Hello
  • What’s up? = How are you?
  • Not much = I’m fine. = Fine, thank you.
  • You? = And you? (as a response to an earlier What’s up?)
3.3.2 SLIDES
 
Figure 5: Friendly American English Slide 1 of 3
  • A: “Yo.”
  • B: “Yo.”
 
Figure 6: Friendly American English Slide 2 of 3
  • A: “What’s up?”
  • B: “Not much. You?”
 
Figure 7: Friendly American English Slide 3 of 3
  • A: “Not much.”
 
Alternative Video:
 
Figure 1: Conversational American English: Greetings Video
If you can’t see the video above, please click here to view it on the Internet Archive (archive.org).
You can also download the Cinepack (254.1 MB), Ogg Video (17.6 MB), and/or MPEG4 (18.9 MB) files from the Internet archive.
 
4.0 Class Overview
Go through how the class will work and answer any questions.
Choose how you want to join the course: 
Your own blog [read the Syllabus for instructions]: start a new one, or  (preferred) 
  • Recommended tools for starting a new blog include: 
  • WordPress (both self hosted and WordPress.com),
  • Blogger
  • How to Create a Blog on Blogger Video
  •  
  • Tumblr.
  •  
  • If you make a new blog for your ENG 099 posts, e-mail contact@mr.danoff.org its URL. If you use a blog you already have, please e-mail contact@mr.danoff.org the tag’s RSS feed.
P2PU: join the official study group
Wikiversity: add content to the course wiki page
Facebook: Like Mr. Danoff’s Teaching Lab and post assignments
Register for the course here, indicating how you’re joining and your e-mail address
Join the 10 lectures (see the schedule) and/or watch the recordings
Complete all 10 assignments
E-mail Mr. Danoff all 10 URLs by 23:59 USA CT on December 24th the  URLs to your completed, published assignments. After approval, you will  receive your official ENG 099 MOOC December 2012 Badge and PDF  Certificate of Completion!
Optionally, for $25 (USA) or $35 (International) you can have a  print copy of your certificate mailed, plus a LinkedIn recommendation  from Mr. Danoff.
After you have successfully registered, Mr. Danoff will e-mail you a  username and password for this website. For each assignment, you are  required to post the URL to your answers published elsewhere online.
5.0 Language Talk
We will read and discuss this conversation about the English language.
Teacher— I will pronounce these three  sounds very slowly and distinctly, thus: b-u-d. Notice, it is the power,  or sound, of the letter, and not its name, that I give. What did you  hear?
T.— I will bold these words, so that you can see them, three letters—b-u-d. Are these letters, taken separately, signs to you of anything?
T.— What then do these letters, taken separately, picture to your eye?
Student.— They picture the sounds that came to my ear.
T.— Letters then are the signs of what?
S.— Letters are the signs of sounds.
T.— I will pronounce the same three sounds more  rapidly, uniting them more closely: bud. These sounds, so united, form a  spoken word. Of what do you think when you hear the word bud?
S.— I think of a little round thing that grows to be a leafy branch or a flower.
Figure 8: Language Talk Part 1
 
Figure 9: An example of buds
T.— Did you see the thing when you were thinking of it?
S.— No.
T.— Then you must have had a picture of it in your mind. We call this mental picture an idea. What called up this idea?
S.— It was called up by the word bud, which I heard.
T.— A spoken word then is the sign of what?
Figure 10: Language Talk Part 2 
6.0 Short Story
Students and teacher read this short story “The Gift of the Magi” by  O. Henry. It is a Christmas story and given this is a December course  it’s especially appropriate. O. Henry is a famous American author from  the early 20th century.
6.1 VOCABULARY
  • Magi
  • imputation
  • parsimony
  • shabby
  • flat
6.2 TEXT
One dollar and eighty-seven cents. That was all. And  sixty cents of it was in pennies. Pennies saved one and two at a time by  bulldozing the grocer and the vegetable man and the butcher until one’s  cheeks burned with the silent imputation of parsimony that such close  dealing implied. Three times Della counted it. One dollar and  eighty-seven cents. And the next day would be Christmas.
There was clearly nothing to do but flop down on the shabby little  couch and howl. So Della did it. Which instigates the moral reflection  that life is made up of sobs, sniffles, and smiles, with sniffles  predominating.
While the mistress of the home is gradually subsiding from the first  stage to the second, take a look at the home. A furnished flat at $8 per  week. It did not exactly beggar description, but it certainly had that  word on the lookout for the mendicancy squad.
Figure 11: “The Gift of the Magi” Part 1
6.3 LISTEN
Listen from the beginning to 1:22 to hear  this lecture’s text of the short story. We will read all of it over the  course of the 10 lessons.
Figure 12: “The Gift of the Magi” audio recording.
If you can’t see the audio player above, please click here to listen to it in the Wikimedia Commons (commons.wikimedia.org).
You can also download the 128Kbps MP3 (15.3 MB), Ogg Vorbis (17.6 MB), and/or 64 Kbps MP3 (7.7 MB) files from the Internet archive.
7.0 Next Time
Find out if there is anything specific the students want to learn about next lecture (tomorrow).
8.0 Assignment 1
 
Complete this assignment 
on Facebook:
on P2PU
Wikiversity
or, just type your answers directly below! Please sign them with your name and e-mail if you want to be contacted!
 
 Publish your first post introducing yourself and answering the following 5 questions: 
What’s your name?
Where do you live?
Where are you born?
Why do you want to improve your English? or, What is your English studying goal?
What food do you hate?
Below your introduction, answer these questions: 
Between “International English” or “Friendly American English” which greeting do you prefer? (1 to 3 sentences)
In the Language Talk section, the Teacher says “A spoken word then  is the sign of what?” please answer the question in your own words. (2  to 3 sentences).
Do you like the short story? Why? (2 to 3 sentences) How much does your apartment cost? More or less than $8? (2 sentences)
Please write 1 question you have for 1 other participant in the MOOC
Answer 2 other people’s questions in their blog comments, or via P2PU, Wikiversity or Facebook
Complete the Paragogical Action Review, or PAR: 
Review what was supposed to happen
Establish what is happening/happened
Determine what’s right and wrong with what we are doing/have done
What did we learn or change?
What else should we change going forward?
9.0 Table of Figures
  • Figure 1: Conversational American English: Greetings Video
  •  
  • Figure 2: International English Slide 1 of 3
  •  
  • Figure 3: International English Slide 2 of 3
  •  
  • Figure 4: International English Slide 3 of 3
  •  
  • Figure 5: Friendly American English Slide 1 of 3
  •  
  • Figure 6: Friendly American English Slide 2 of 3
  •  
  • Figure 7: Friendly American English Slide 3 of 3
  •  
  • Figure 8: Language Talk Part 1 
  • Pages 72 to 73 of ”The Uncertainty Principle Volume Orange Issue  Four ‘Over the Horizon’” Copyright © 2012 The Uncertainty Principle;  Edited by Charles Jeffrey Danoff; pages Co-Authored by Alonzo Reed  and Brainerd Kellogg. Rights dedicated to the Public Domain by Editor  via the Creative Commons Zero 1.0 Universal Public Domain Dedication. Originally published via the Internet Archive  (http://archive.org/details/theup_volume_orange_issue_4_ebook).
  •  
  • Figure 9: Language Talk Part 2
  • Page 73 of Danoff, Reed, Kellogg (2012).
  •  
  • Figure 10: An example of buds
  •  
    
  •  
  •  
  •  
                ENG 099 Conversational American English MOOC (Dec. 2012) Lecture 2: Formal Telephone English                                  
                
 
                        Posted on December 11, 2012                
                                                   0.0 Table of Contents
  • 0.0 Table of Contents
  • 1.0 Lecture Video
  • 2.0 Formal Telephone English 
  • 2.1 Vocab
  • 2.2 Recommended Video
  • 2.3 Recommended Reading
  •  
  • 3.0 Language Talk
  • 4.0 Short Story – The Gift of the Magi
  • 5.0 Assignment 1
1.0 Lecture Video
The lecture was recorded and is available below as a YouTube video.
Figure 1: ENG 099 Conversational American English Lecture 2: Formal Telephone English YouTube Lecture Recording
If you cannot see the video above, watch it on YouTube directly.
2.0 Formal Telephone English
The picture below show Alexander Grahm Bell with one of the world’s  earliest telephones. He was probably using formal telephone English!
Bell  calling Chicago from New York the first time in 1892. Photo: Alexander  Graham Telephone in Newyork. By Gilbert H. Grosvenor Collection, Prints  and Photographs Division, Library of Congress. [Public domain], via  Wikimedia Commons
Figure 2: Early Telephones
Formal telephone English is what you use  over the phone talking to someone at work; teachers and school  officials; the government and to people you respect. A good choice to  start a formal phone conversation is “Hello. How are you?” while “Yo.  What’s up?” is better for talking with your friends as was discussed last lesson plan.
2.1 Vocab
These 2 words come up in the lecture recording’s example formal telephone English conversation.
Quote – A guess of the price of something, often a service
Check – document that orders a payment of money from a bank account. (Via Wikipedia)
2.1 Recommended Video Resource
Please watch ”Learn English 4-2 : Answering the Phone” from the FreeEnglish Video YouTube Channel twice.
2.2 Recommended Readings
Read and take notes on both About.com’s Telephone Conversations ESL handout and Englishclub.com’s Telephone tips page.
Example  of a VoIP phone, commen in many American offices in 2012. Photo by  Towel401 (w:File:Cisco7960G.jpeg) [Public domain], via Wikimedia Commons
Figure 3: Unlike Mr. Bell, many office telephones in 2012 use the internet instead of phone lines 
3.0 Language Talk
See the first part of Language Talk in Lecture 1.
Teacher.—What did you learn in the previous Lesson?
 
Pupil.— I learned that a spoken word is composed of  certain sounds, and that letters are signs of sounds, and that spoken  and written words are the signs of ideas.
This question should be passed from one pupil to another till all of these answers are elicited.
 
T.- All the written words in all the English books  ever made, are formed of twenty-six letters, representing about forty  sounds. These letters and these sounds make up what is called artificial  language.
 
Of these twenty-six letters, a, e, i, o, u, and sometimes w and y, are called vowels, and the remainder are called consonants.
 
In order that you may understand what kind of sounds the vowels stand  for, and what kinds the consonants represent, I will tell you something  about the human voice.
Ligaments of the larynx. Posterior view. Gray952. Public Domain. Via the Wikimedia Commons
Figure 4: The Windpipe
T.- The air breathed out from your lungs  beats against two flat muscles, stretched like strings across the top  of the windpipe, and causes them to vibrate. This vibrating makes sound.  Take a thread, put one end between your teeth, hold the other in your  fingers, draw it tight and strike it, and you will understand how voice  is made.
 
Figure 5: The Lungs pushing air up into the windpipe.
T.- If the voice thus produced comes out through the mouth held well open, a class of sounds is formed which we call vowel sounds.
 
But, if the voice is held back by your palate, tongue, teeth, or  lips, one kind of consonant sounds is made. If the breath is driven out  without voice, and is held back by these same parts of the mouth, the  other kind of consonant sounds is formed. Ex. of both: b, d, g; p, t, k.
 
You are now prepared to understand what I mean when I say that the vowels are the letters which stand for the open sounds of the voice, and that the consonants are the letters which stand for the sounds made by the obstructed voice and the obstructed breath.
 
DEFINITION.—Artificial Language, or Language Proper, consists of the  spoken and written words used to communicate ideas and thoughts.
 
DEFINITION.—English Grammar is the science which teaches the forms, uses, and relations of the words of the English Language.
 
4.0 Short Story – The Gift of the Magi
See the first part of this story in Lecture 1.
In the vestibule below was a letter-box  into which no letter would go, and an electric button from which no  mortal finger could coax a ring. Also appertaining thereunto was a card  bearing the name “Mr. James Dillingham Young.”
1977  US Christmas postage stamp depicting a mail box issued on October 21,  1977. Uploaded by Serjmooradian at en.wikipedia [Public domain], via  Wikimedia Commons
The “Dillingham” had been flung to the breeze  during a former period of prosperity when its possessor was being paid  $30 per week. Now, when the income was shrunk to $20, the letters of  “Dillingham” looked blurred, as though they were thinking seriously of  contracting to a modest and unassuming D. But whenever Mr. James  Dillingham Young came home and reached his flat above he was called  “Jim” and greatly hugged by Mrs. James Dillingham Young, already  introduced to you as Della. Which is all very good.5.0 Assignment 2
Publish your notes from the Formal Telphone English Recommended Video (2.1) and Readings (2.2).
Follow the example from Language Talk (3.0) “Take a thread, put one  end between your teeth, hold the other in your fingers, draw it tight  and strike it, and you will understand how voice is made.” put a picture  of yourself holding a string from your mouth and write 2 to 3 sentences  about the experience.
Write a paragraph describing your apartment, try to use the same  style as O. Henry (4.0) in section focus on descriptive details.
Please respect the copyright plus terms and conditions of all links  and media not by Charlie Danoff. Blog post text Copyright © 2012 by  Charlie Danoff. Rights given a CC Zero 1.0 Universal Public Domain Dedication.
 
AT  THIS POINT THIS IS A GENERAL GUIDE TO THE SECOND LECTURE. THIS CONTENT  WILL BE CHANGED BEFORE THE LECTURE ITSELF ON DECEMBER 12,  2012 at 6 AM  USA CT.
Opening Chat about our past week and answer any questions students have.
Topic This week's lesson is about informal telephone English.
Goals Students write on board, "My goal today is _______."
Informal Telephone English  For a check-in call to a friend nearby, i.e. "Wacha doin'?" Go through  an example call made between two American friends and have the students  act it out.
Language Talk[4]
Let the pupils be required to tell what they learned in the previous lessons.
+Teacher+.—When I pronounce the two words star and bud thus: star bud, how many ideas, or mental pictures, do I call up to you?
+Pupil+.—Two.
+T+.—Do you see any connection between these ideas?
+P+.—No.
+T+.—When I utter the two words bud and swelling, thus: bud swelling, do you see any connection in the ideas they stand for?
+P+.—Yes, I imagine that I see a bud expanding, or growing larger.
+T+.—I  will connect two words more closely, so as to express a thought: Buds  swell. A thought has been formed in my mind when I say, Buds swell; and  these two words, in which something is said of something else, express  that thought, and make what we call a sentence. In the former  expression, bud swelling it is assumed, or taken for granted, that buds  perform the act; in the latter, the swelling is asserted as a fact.
Leaves falling. Do these two words express two ideas merely associated, or do they express a thought?
+P+.—They express ideas merely associated.
+T+.—Leaves fall.
Same question.
+P+.—A thought.
+T+.—Why?
+P+.—Because, in these words, there is something said or asserted of leaves.
+T+.—When I say, Falling leaves rustle, does falling tell what is thought of leaves?
+P+.—No.
+T+.—What does falling do?
+P+.—It tells the kind of leaves you are thinking and speaking of.
+T+.—What word does tell what is thought of leaves?
+P+.—Rustle.
+T+.—You see then that in the thought there are two parts; something of which we think, and that which we think about it.
Let the pupils give other examples.
Tom Sawyer[5]
The switch hovered in the air—the peril was desperate—
"My! Look behind you, aunt!"
The  old lady whirled round, and snatched her skirts out of danger. The lad  fled on the instant, scrambled up the high board-fence, and disappeared  over it.
His aunt Polly stood surprised a moment, and then broke into a gentle laugh.
Please write 3 sentences with your opinion on what you just read.
 
 
Next Time Find out if there is anything specific the students want to learn about next week.
Extra Time Student questions, game or student directed activities.
 
AAR
Review what was supposed to happen.
Establish what happened.
Determine what was right or wrong with what happened.
Determine how the task should be done differently the next time.
 
 
Lecture 4: Restaurant Menus
 
Topics
 
  • MOOC Recap so Far
  • YouTube Video Lecture is available here, but it had some serious technical difficulties.
  • Restaurant Menus
 
BEFORE DINNER DRINK/COCKTAIL
 
Waiter: Can I start you off with something to drink?
You: Yes, please. I'll start with a glass of the White French Wine.
Waiter: Excellent choice, Sir.
 
[3 minutes while waiter is getting wine.]
 
MAIN COURSE
 
Waiter: Here you are, one glass of White French Wine.
You: Thanks!
W: Are you ready to order?
Y: Yes.
W: Great, what will you have?
Y: I will start with a bowl of your tomato soup, please.
W: Tomato soup, yes.
Y: And for my main course, I will have the chicken with egg sauce.
W: The chicken is delicious, wonderful choice.
 
[20 minutes until food comes out, then eat for 30 minutes]
 
DESSERT
 
Waiter returns, taking your plates.
W: How was the chicken?
Y: Delicious, thank you! Please give my regards to the Chef.
W: Absoultely. Now, are you interested in any dessert?
Y: Yes, thank you. I will have a piece of your peach pie.
W: Peach is my favorite, wonerful choice. Would you also like some coffee?
Y: Yes, please. Black.
  •  
  •  
  • Language Talk 4 of 10
  • The Gift of the Magi 4 of 10
 
Restaurant Menus Elicit how to order at restaurants with menus from local places and/or fast food joints.
 
 
Language Talk (4 of 10)
 
Commit to memory all definitions.
 
Definition: A Sentence is the expression of a thought in words.
 
A word is the sign of an idea (lecture 1).
Multiple ideas can become a thought.
 
Which of the following expressions contain words that have no connection, which contain words merely associated, and which are sentences?
 
1. Flowers bloom.
-> 1 is a sentence.
 
ASSIGNMENT 4:
 
2. Ice melts. 3. Bloom ice. 4. Grass grows. 5. Brooks babble. 6. Babbling brooks. 7. Grass soar. 8. Doors open. 9. Open doors. 10. Cows graze. 11. Curling smoke. 12. Sugar graze. 13. Dew sparkles. 14. Hissing serpents. 15. Smoke curls. 16. Serpents hiss. 17. Smoke curling. 18. Serpents sparkles. 19. Melting babble. 20. Eagles soar. 21. Birds chirping. 22. Birds are chirping. 23. Birds chirp. 24. Gentle cows. 25. Eagles are soaring. 26. Bees ice. 27. Working bees. 28. Bees work. 29. Crawling serpents. 30. Landscape piano. 31. Serpents crawl. 32. Eagles clock. 33. Serpents crawling.
 
The Gift of the Magi (4 of 10)
 
Suddenly she whirled from the window and stood before the glass. her eyes were shining brilliantly, but her face had lost its color within twenty seconds. Rapidly she pulled down her hair and let it fall to its full length.
 
Now, there were two possessions of the James Dillingham Youngs in which they both took a mighty pride. One was Jim's gold watch that had been his father's and his grandfather's. The other was Della's hair. Had the queen of Sheba lived in the flat across the airshaft, Della would have let her hair hang out the window some day to dry just to depreciate Her Majesty's jewels and gifts. Had King Solomon been the janitor, with all his treasures piled up in the basement, Jim would have pulled out his watch every time he passed, just to see him pluck at his beard from envy.
 
 
Lecture 5: Government Forms
 
Topics
  • US Government Forms
  • Langugage Talk 5 of 10
  • The Gift of the Magi 5 of 10
 
Government Forms Start with IRS Form 1040 and go through it together as a class.
 
DISCLAIMER: I am not a lawyer or an accountant, so this is not tax or legal advice.
 
 
Language Talk (5 of 10)
 
Illustrate, by the use of a, b, and p, the difference between the sounds of letters and their names. 
 
Assignment 5:
 
Letters are the signs of what? What is an idea? A spoken word is the sign of what? A written word is the sign of what? How do they differ? To what four different things did we call attention in Lesson 1?
 
How are vowel sounds made? How are the two kinds of consonant sounds made? What are vowels? Name them. What are consonants? What is artificial language, or language proper? What do you understand by natural language? What is English grammar?
What three kinds of expressions are spoken of in Lessons 3 and 4? Give examples of each. What is a sentence?
 
 
 
 
 
Next Time Find out if there is anything specific the students want to learn about next week.
Extra Time Student questions, game or student directed activities.
The Gift of the Magi (5 of 10)
 
So now Della's beautiful hair fell about her rippling and shining like a cascade of brown waters. It reached below her knee and made itself almost a garment for her. And then she did it up again nervously and quickly. Once she faltered for a minute and stood still while a tear or two splashed on the worn red carpet.
 
On went her old brown jacket; on went her old brown hat. With a whirl of skirts and with the brilliant sparkle still in her eyes, she fluttered out the door and down the stairs to the street.
 
Where she stopped the sign read: "Mne. Sofronie. Hair Goods of All Kinds." One flight up Della ran, and collected herself, panting. Madame, large, too white, chilly, hardly looked the "Sofronie."
 
Rough Draft of the ENG 099 1.2nd Ed. Textbook
 
 
1.1st Edition
 
 1st Edition
 
 1sr Edition was a remix of these adult ESL lesson plans