Introduction |
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vii | |
Organization |
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viii | |
Working with Transcripts and MICASE |
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viii | |
The Companion Videos |
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xi | |
Pronunciation Focus |
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xii | |
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1 Names, Places, and Directions |
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1 | (21) |
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The Most Common Names in the United States |
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2 | (1) |
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Why Do Some People in the United States Have Three Names? |
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3 | (1) |
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3 | (1) |
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Gender-Neutral First Names |
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3 | (3) |
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6 | (1) |
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7 | (2) |
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9 | (7) |
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16 | (2) |
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Naming Places and Things after Famous People |
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18 | (3) |
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Pronunciation Focus: Sentence Stress |
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21 | (1) |
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2 Academic Life: Student and Instructor Roles |
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22 | (34) |
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23 | (3) |
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Interviewing and Communicating What You Learn |
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26 | (5) |
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Students and Instructors in the Classroom |
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31 | (1) |
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The Instructor Experience |
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32 | (3) |
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Instructor Expectations Regarding Email from Students |
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35 | (3) |
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Student Attitudes toward Homework |
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38 | (3) |
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41 | (7) |
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Expectations Regarding Grades and Grading |
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48 | (3) |
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51 | (1) |
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Pronunciation Focus: Question Intonation |
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52 | (4) |
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56 | (31) |
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Email Correspondence: Some General Thoughts |
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57 | (1) |
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The Spoken and Written Nature of Email |
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58 | (2) |
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60 | (2) |
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62 | (2) |
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64 | (2) |
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66 | (6) |
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Some Advice on Making Appointments |
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72 | (1) |
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Messages in Response to Awkward Situations |
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73 | (3) |
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Apologies in Email and Speaking |
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76 | (1) |
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Useful Language for Apologies |
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76 | (6) |
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Emoticons and Abbreviations |
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82 | (1) |
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Online Course Discussions |
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83 | (1) |
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Pronunciation Focus: Acronyms |
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84 | (3) |
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4 Interacting with Instructors and Advisors |
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Office Hours and Appointments |
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87 | (12) |
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Typical Organization of an Office Hour |
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99 | (3) |
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102 | (5) |
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Thank You and You're Welcome |
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107 | (2) |
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Some Final Advice on Interacting with Your Instructors |
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109 | (1) |
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Advice and Recommendations |
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110 | (6) |
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Accepting and Rejecting Advice, Recommendations, or Suggestions |
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116 | (1) |
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117 | (2) |
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119 | (29) |
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123 | (4) |
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127 | (5) |
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132 | (2) |
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134 | (7) |
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Personal Narratives in University Classes |
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141 | (3) |
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Some Final Thoughts about Class Participation |
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144 | (2) |
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Pronunciation Focus: Pronouns |
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146 | (2) |
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6 Discussions and Panel Presentations in the Classroom |
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148 | (54) |
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Part 1 Discussions in the Classroom |
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149 | (21) |
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149 | (1) |
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Roles for Discussion Leaders |
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150 | (1) |
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150 | (1) |
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150 | (2) |
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152 | (4) |
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156 | (4) |
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160 | (7) |
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Giving Opinions and Active Listening |
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167 | (3) |
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170 | (1) |
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Part 2 Panel Presentations in the Classroom |
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170 | (30) |
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171 | (1) |
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Panel Presentation Topics and Organization |
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171 | (5) |
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Negotiating Panel Preparation---Topics and Roles |
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176 | (2) |
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Useful Phrases for Negotiating |
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178 | (1) |
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Starting the Panel Presentation |
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179 | (2) |
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Referring to Other Speakers |
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181 | (3) |
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Summarizing at the End of the Panel |
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184 | (2) |
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Question-and-Answer Sessions |
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186 | (4) |
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Guidelines for the Audience during Q & A Sessions |
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190 | (1) |
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190 | (7) |
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Some Notes on Seating Arrangements and Equipment |
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197 | (1) |
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Putting It All Together---Planning and Giving a Panel Presentation |
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197 | (1) |
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198 | (1) |
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Panel Presentation Feedback |
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199 | (1) |
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Pronunciation Focus: Difficult Consonant Sequences |
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200 | (2) |
References |
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202 | |