Welcome to your ESL class website. The information and assignments are posted here to enhance your learning experience. Enjoy! Study!
Sunday, December 2, 2007
Good Morning L5 Class!
Thanks for the great party last Thursday! It was very special and I'll always remember it. The gift is wonderful!
Ok, so here's your lesson for today, Monday, December 3rd, go to:
http://a4esl.org/podcasts/
Here are some podcasts with listening exercises, you should listen to:
1) ESLpod 325 - Describing People's Moods
2) Did a Cell Phone Kill a Man?
3) A Rooster Crows Too Early
4) #167 New York, New York
Ok, enjoy! When you finish that, you can work on your grammar in the AZAR grammar program.
See you tomorrow!
- Bonnie
Monday, November 19, 2007
Read Current Events
Good morning class! Smile, and follow the link for this week's reading:
http://www.breakingnewsenglish.com/
Here are some articles to read and answer the questions:
http://www.breakingnewsenglish.com/
Here are some articles to read and answer the questions:
- 2007-11-14: London set to ban plastic bags
- 2007-11-11: Girl born with 8 limbs OK after op
- 2007-11-08: Facebook and MySpace start 'hyper-targeting'
PCC-CEC L5 COMPUTER CLASS LESSON
For Slim - "O' Captain, My Captain"
http://www.poets.org/viewmedia.php/prmMID/15754
Directions: Read the poem below. What is it about? Is it about a captain of a ship? Who else could this poem be about? Follow the link above to learn more about Walt Whitman, the poet.
http://www.poets.org/viewmedia.php/prmMID/15754
Directions: Read the poem below. What is it about? Is it about a captain of a ship? Who else could this poem be about? Follow the link above to learn more about Walt Whitman, the poet.
O Captain! My Captain! | |
by Walt Whitman | |
O Captain! my Captain! our fearful trip is done, |
Tuesday, November 6, 2007
Intermediate to Advanced Web Exercises
Here is a great website for all levels, but is particularly good practice for Intermediate and Advanced ESL students.
PCC-CEC L5 - Practice Reported Speech on this website. Go to:
http://www.roadtogrammar.com/
On the menu, scroll down to Reported Speech.
Also, for listening and speaking go to:
http://www.a4esl.org
This is a good website for downloading ESL podcasts for your ipod or mp3 player or just listen on-line.
Enjoy!
PCC-CEC L5 - Practice Reported Speech on this website. Go to:
http://www.roadtogrammar.com/
On the menu, scroll down to Reported Speech.
Also, for listening and speaking go to:
http://www.a4esl.org
This is a good website for downloading ESL podcasts for your ipod or mp3 player or just listen on-line.
Enjoy!
Tuesday, October 2, 2007
UCLA-ALC L100 READING AND DISCUSSION Welcome to Your ESL Class Website!
UCLA Extension Instructor: Bonnie
American Language Center – AIEP
WELCOME TO READING & DISCUSSION ENGLISH CLASS!
CORE II COURSE DESCRIPTION – L101 READING AND DISCUSSION
Ten-Week Quarter
This class meets Monday through Thursday from 1:00 to 2:50 p.m. Here is information about your class.
BOOKS: MANDATORY!
1) Password 2, Linda Butler
2) The Oxford Picture Dictionary (Monolingual)
MATERIALS: * pens, pencils, erasers, *notebook (for vocabulary)
COURSE DESCRIPTION:
This class meets eight hours a week. In this class, you will learn basic reading skills such as finding the main idea and skimming and scanning for information in short passages (1-3 paragraphs). You will also become familiar with basic vocabulary related to survival situations (e.g. asking for repetition) and notions (e.g. numbers, colors). Most of the class time will be spent on reading, vocabulary development, and speaking activities based on the texts. Time permitting we will also use outside sources such as newspapers, magazines, and computer web-sites. You will have homework on most nights.
COURSE REQUIREMENTS: You will be expected to do all of the following:
* Take 2-3 vocabulary / reading skills quizzes (short tests)
* Take a mid-term and a final exam
* Keep a vocabulary notebook, add at least 10 new words each week
* Speak voluntarily in class discussions
* Complete class/homework (even when you are absent)
* Speak only English during lessons
* Arrive on time to class
* Maintain courteous relations with your instructor and your classmates
* Observe all requirements of the Student Conduct Policy
(see ALC Student Handbook, page 4)
COURSE GRADING SYSTEM:
*FINAL & MID-TERM: 25%
*TESTS & QUIZZES: 25%
*HOMEWORK: 25%
*CLASS PARTICIPATION: 25%
*A = EXCELLENT
*B = VERY GOOD
*C = FAIR/AVERAGE
*D = WEAK (not passing)
*F = FAIL (not passing)
*PP = PROVISIONAL PASS (all work completed; eligible for Certificate; requires repeating the course)
American Language Center – AIEP
WELCOME TO READING & DISCUSSION ENGLISH CLASS!
CORE II COURSE DESCRIPTION – L101 READING AND DISCUSSION
Ten-Week Quarter
This class meets Monday through Thursday from 1:00 to 2:50 p.m. Here is information about your class.
BOOKS: MANDATORY!
1) Password 2, Linda Butler
OPTIONAL:
2) The Oxford Picture Dictionary (Monolingual)
MATERIALS: * pens, pencils, erasers, *notebook (for vocabulary)
COURSE DESCRIPTION:
This class meets eight hours a week. In this class, you will learn basic reading skills such as finding the main idea and skimming and scanning for information in short passages (1-3 paragraphs). You will also become familiar with basic vocabulary related to survival situations (e.g. asking for repetition) and notions (e.g. numbers, colors). Most of the class time will be spent on reading, vocabulary development, and speaking activities based on the texts. Time permitting we will also use outside sources such as newspapers, magazines, and computer web-sites. You will have homework on most nights.
COURSE REQUIREMENTS: You will be expected to do all of the following:
* Take 2-3 vocabulary / reading skills quizzes (short tests)
* Take a mid-term and a final exam
* Keep a vocabulary notebook, add at least 10 new words each week
* Speak voluntarily in class discussions
* Complete class/homework (even when you are absent)
* Speak only English during lessons
* Arrive on time to class
* Maintain courteous relations with your instructor and your classmates
* Observe all requirements of the Student Conduct Policy
(see ALC Student Handbook, page 4)
COURSE GRADING SYSTEM:
*FINAL & MID-TERM: 25%
*TESTS & QUIZZES: 25%
*HOMEWORK: 25%
*CLASS PARTICIPATION: 25%
*A = EXCELLENT
*B = VERY GOOD
*C = FAIR/AVERAGE
*D = WEAK (not passing)
*F = FAIL (not passing)
*PP = PROVISIONAL PASS (all work completed; eligible for Certificate; requires repeating the course)
Friday, June 29, 2007
English for Everyday Conversation
Welcome to English for Everyday Conversation!
Description: Course Number 917. This course is for Intermediate and High Intermediate English language who want to improve their conversation skills and learn idiomatic expressions and sharpen their pronunciation skills. Emphasis is on increasing communicative fluency. Discussions are an important component of each class and all are expected to participate.
Instructor: B. Cheeseman
Contact Info: blcheese@ucla.edu or english4work@yahoo.com
Also, www.myeslclass.blogspot.com
Class Location: UCLA American Language Center, Lindbrook Center
June 26 through August 30
Meeting Time: Tuesday and Thursday, 3 hours, 6:30 pm to 9:30pm
Required Text/Materials: All Clear Text Book (listening and speaking), written by Helen Kalkstein Fragiadakis ISBN #9781413017045, and a notebook. Available at the UCLA Extension LuValle Bookstore, UCLA Campus
Description: Course Number 917. This course is for Intermediate and High Intermediate English language who want to improve their conversation skills and learn idiomatic expressions and sharpen their pronunciation skills. Emphasis is on increasing communicative fluency. Discussions are an important component of each class and all are expected to participate.
Instructor: B. Cheeseman
Contact Info: blcheese@ucla.edu or english4work@yahoo.com
Also, www.myeslclass.blogspot.com
Class Location: UCLA American Language Center, Lindbrook Center
June 26 through August 30
Meeting Time: Tuesday and Thursday, 3 hours, 6:30 pm to 9:30pm
Required Text/Materials: All Clear Text Book (listening and speaking), written by Helen Kalkstein Fragiadakis ISBN #9781413017045, and a notebook. Available at the UCLA Extension LuValle Bookstore, UCLA Campus
Monday, April 9, 2007
Listening Exercises on the Web
Here is a really great website to improve your listening comprehension skills:
go to: http://esl-lab.com/
It's called Randall's ESL Cyber Listening Lab. You can choose your skill level and practice your comprehension skills by using the interactive lessons.
go to: http://esl-lab.com/
It's called Randall's ESL Cyber Listening Lab. You can choose your skill level and practice your comprehension skills by using the interactive lessons.
Wednesday, April 4, 2007
WEBSITES FOR ESL STUDENTS
Hi Students! Follow the link below to a website which is good for reading comprehension and vocabulary development. The articles are topical news stories from around the world with exercises based on the readings. Also, there are listening components to some of the readings. Enjoy!
http://www.breakingnewsenglish.com
http://www.breakingnewsenglish.com
Sunday, March 18, 2007
For PCC-CEC L5 ESL
Subject and Object Complements
http://www.arts.uottawa.ca/writcent/hypergrammar/objcompl.html
Objects
A verb may be followed by an object that completes the verb's meaning. Two kinds of objects follow verbs: direct objects and indirect objects. To determine if a verb has a direct object, isolate the verb and make it into a question by placing "whom?" or "what?" after it. The answer, if there is one, is the direct object:
Direct Object
The advertising executive drove a flashy red Porsche.
Direct Object
Her secret admirer gave her a bouquet of flowers.
The second sentence above also contains an indirect object. An indirect object (which, like a direct object, is always a noun or pronoun) is, in a sense, the recipient of the direct object. To determine if a verb has an indirect object, isolate the verb and ask to whom?, to what?, for whom?, or for what? after it. The answer is the indirect object.
Not all verbs are followed by objects. Consider the verbs in the following sentences:
The guest speaker rose from her chair to protest.
After work, Randy usually jogs around the canal.
Transitive and Intransitive Verbs
Verbs that take objects are known as transitive verbs. Verbs not followed by objects are called intransitive verbs.
Some verbs can be either transitive verbs or intransitive verbs, depending on the context:
Direct Object
I hope the Senators win the next game.
No Direct Object
Did we win?
Subject Complements
In addition to the transitive verb and the intransitive verb, there is a third kind of verb called a linking verb. The word (or phrase) which follows a linking verb is called not an object, but a subject complement.
The most common linking verb is "be." Other linking verbs are "become," "seem," "appear," "feel," "grow," "look," "smell," "taste," and "sound," among others. Note that some of these are sometimes linking verbs, sometimes transitive verbs, or sometimes intransitive verbs, depending on how you use them:
Linking verb with subject complement
He was a radiologist before he became a full-time yoga instructor.
Linking verb with subject complement
Your homemade chili smells delicious.
Transitive verb with direct object
I can't smell anything with this terrible cold.
Intransitive verb with no object
The interior of the beautiful new Buick smells strongly of fish.
Note that a subject complement can be either a noun ("radiologist", "instructor") or an adjective ("delicious").
Object Complements
(by David Megginson)
An object complement is similar to a subject complement, except that (obviously) it modifies an object rather than a subject. Consider this example of a subject complement:
The driver seems tired.
In this case, as explained above, the adjective "tired" modifies the noun "driver," which is the subject of the sentence.
Sometimes, however, the noun will be the object, as in the following example:
I consider the driver tired.
In this case, the noun "driver" is the direct object of the verb "consider," but the adjective "tired" is still acting as its complement.
In general, verbs which have to do with perceiving, judging, or changing something can cause their direct objects to take an object complement:
Paint it black.
The judge ruled her out of order.
I saw the Prime Minister sleeping.
In every case, you could reconstruct the last part of the sentence into a sentence of its own using a subject complement: "it is black," "she is out of order," "the Prime Minister is sleeping."
Subject and Object Complements
http://www.arts.uottawa.ca/writcent/hypergrammar/objcompl.html
Objects
A verb may be followed by an object that completes the verb's meaning. Two kinds of objects follow verbs: direct objects and indirect objects. To determine if a verb has a direct object, isolate the verb and make it into a question by placing "whom?" or "what?" after it. The answer, if there is one, is the direct object:
Direct Object
The advertising executive drove a flashy red Porsche.
Direct Object
Her secret admirer gave her a bouquet of flowers.
The second sentence above also contains an indirect object. An indirect object (which, like a direct object, is always a noun or pronoun) is, in a sense, the recipient of the direct object. To determine if a verb has an indirect object, isolate the verb and ask to whom?, to what?, for whom?, or for what? after it. The answer is the indirect object.
Not all verbs are followed by objects. Consider the verbs in the following sentences:
The guest speaker rose from her chair to protest.
After work, Randy usually jogs around the canal.
Transitive and Intransitive Verbs
Verbs that take objects are known as transitive verbs. Verbs not followed by objects are called intransitive verbs.
Some verbs can be either transitive verbs or intransitive verbs, depending on the context:
Direct Object
I hope the Senators win the next game.
No Direct Object
Did we win?
Subject Complements
In addition to the transitive verb and the intransitive verb, there is a third kind of verb called a linking verb. The word (or phrase) which follows a linking verb is called not an object, but a subject complement.
The most common linking verb is "be." Other linking verbs are "become," "seem," "appear," "feel," "grow," "look," "smell," "taste," and "sound," among others. Note that some of these are sometimes linking verbs, sometimes transitive verbs, or sometimes intransitive verbs, depending on how you use them:
Linking verb with subject complement
He was a radiologist before he became a full-time yoga instructor.
Linking verb with subject complement
Your homemade chili smells delicious.
Transitive verb with direct object
I can't smell anything with this terrible cold.
Intransitive verb with no object
The interior of the beautiful new Buick smells strongly of fish.
Note that a subject complement can be either a noun ("radiologist", "instructor") or an adjective ("delicious").
Object Complements
(by David Megginson)
An object complement is similar to a subject complement, except that (obviously) it modifies an object rather than a subject. Consider this example of a subject complement:
The driver seems tired.
In this case, as explained above, the adjective "tired" modifies the noun "driver," which is the subject of the sentence.
Sometimes, however, the noun will be the object, as in the following example:
I consider the driver tired.
In this case, the noun "driver" is the direct object of the verb "consider," but the adjective "tired" is still acting as its complement.
In general, verbs which have to do with perceiving, judging, or changing something can cause their direct objects to take an object complement:
Paint it black.
The judge ruled her out of order.
I saw the Prime Minister sleeping.
In every case, you could reconstruct the last part of the sentence into a sentence of its own using a subject complement: "it is black," "she is out of order," "the Prime Minister is sleeping."
HOW TO SUMMARIZE ANYTHING:
1) Ask yourself these information questions about the reading,
visual or spoken materials:
WHO?
WHAT?
WHERE?
WHEN?
WHICH?
WHY?
HOW?
2) If you ask yourself at least 3 of these questions about the material you read, heard, or saw then you can create an instant summary of the information presented.
1) Ask yourself these information questions about the reading,
visual or spoken materials:
WHO?
WHAT?
WHERE?
WHEN?
WHICH?
WHY?
HOW?
2) If you ask yourself at least 3 of these questions about the material you read, heard, or saw then you can create an instant summary of the information presented.
Reading and Discussion Class Definitions
These are definitions you will need to know for this class:
Chapters: Large divisions of a book; also called Units
Details: Specific pieces of information such as facts or reasons.
Key point: Main point or Main idea; Important information
Main idea: Subject or focus of a written piece; Key point
Important information: details; descriptions
In context: Words or information understood from the other words in the sentence or paragraph.
Paragraph: A group of sentence containing one idea or one type of information
Scan: Read quickly for key phrases or ideas and information
Structure: organization or form of a written piece.
Summary: a short statement of the main points and important information from the reading materials.
Title: A phrase or sentence that contains the overall main idea of a written piece.
Topic: the subject of a writing or speech; contains the Main Idea
These are definitions you will need to know for this class:
Chapters: Large divisions of a book; also called Units
Details: Specific pieces of information such as facts or reasons.
Key point: Main point or Main idea; Important information
Main idea: Subject or focus of a written piece; Key point
Important information: details; descriptions
In context: Words or information understood from the other words in the sentence or paragraph.
Paragraph: A group of sentence containing one idea or one type of information
Scan: Read quickly for key phrases or ideas and information
Structure: organization or form of a written piece.
Summary: a short statement of the main points and important information from the reading materials.
Title: A phrase or sentence that contains the overall main idea of a written piece.
Topic: the subject of a writing or speech; contains the Main Idea
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