For this week, you have no reading or listening activity to prepare for class. You have a stressful few weeks approaching with your exams after the vaccation. So instead of spending an extra hour working, I'd like you to spend an hour doing something you enjoy that has nothing to do with school.
Remember that you have your listening exam in class on April 16th and that you have your final exam for the class on May 7th.
Showing posts with label L1 Lang.. Show all posts
Showing posts with label L1 Lang.. Show all posts
Tuesday, April 6, 2010
Sunday, March 28, 2010
L1 Lang: Social Norms for Apr. 2
Remember that your written homework is due this week in class.
For this week we will be discussing the different ways common social conventions influence the way we think and act. We began a similar discussion at times last week talking about the way the American Dream and the do-it-yourself philosophy influence some American's attitudes towards a national health care plan. This coming week we will begin by talking about the socially conventional idea of a nuclear family. To prepare this discussion, please listen to the following report from the BBC and answer the questions. For those interested in reading more about the way social convention influences the way we think and act, Michel Foucault's Histoire de la sexualité and his Surveiller et punir are great, though a bit sloppy on the level of historical documentation.
BBC on the Nuclear Family
1. Define "nuclear family" either based on the report or by consulting a dictionary.
2. How much longer will the nuclear family last in England according to Katherine Rake's report?
3. Conserving the traditional family system through the tax system would be a ___________ according to Ms. Rake's report.
4. According to the host, what is the typical conservative response to Ms. Rake's report?
5. What are the two points that Ms. Rake makes about "stable loving relationships?"
6. What are the European trends about cohabitation and marriage that Ms. Rake mentions?
7. According to Ms. Rake, tax breaks to support families have no ________________ impact on family stability.
8. "We want to give families support ____________ _______________ ________."
9. What are the positive trends in family life that Ms. Rake mentions near the end of the report?
10. Describe the tone between the interviewer and Ms. Rake.
For this week we will be discussing the different ways common social conventions influence the way we think and act. We began a similar discussion at times last week talking about the way the American Dream and the do-it-yourself philosophy influence some American's attitudes towards a national health care plan. This coming week we will begin by talking about the socially conventional idea of a nuclear family. To prepare this discussion, please listen to the following report from the BBC and answer the questions. For those interested in reading more about the way social convention influences the way we think and act, Michel Foucault's Histoire de la sexualité and his Surveiller et punir are great, though a bit sloppy on the level of historical documentation.
BBC on the Nuclear Family
1. Define "nuclear family" either based on the report or by consulting a dictionary.
2. How much longer will the nuclear family last in England according to Katherine Rake's report?
3. Conserving the traditional family system through the tax system would be a ___________ according to Ms. Rake's report.
4. According to the host, what is the typical conservative response to Ms. Rake's report?
5. What are the two points that Ms. Rake makes about "stable loving relationships?"
6. What are the European trends about cohabitation and marriage that Ms. Rake mentions?
7. According to Ms. Rake, tax breaks to support families have no ________________ impact on family stability.
8. "We want to give families support ____________ _______________ ________."
9. What are the positive trends in family life that Ms. Rake mentions near the end of the report?
10. Describe the tone between the interviewer and Ms. Rake.
Sunday, March 14, 2010
L1 Lang: Types of Comedy for Mar. 19th
This week we will be discussing the different ways we might use language to make each other laugh. To prepare for this discussion, please watch the two following clips and come to class with answers to the comprehension questions.
I. The Daily Show hosted by Jon Stewart is a satirical news program in the United States. Jon Stewart presents news stories in a style similar to the Guignols de l'info or Le Canard enchaine. In 2004, he did a story on Barack Obama's convention speech that we studied last week. Watch the clip, and answer the following questions. This clip does contain some scatological and explicit sexual material. If you fear you might be offended by such material, you may write a paragraph explaining your opinions about sexual language and comedy instead of watching the clip.
Son of a Goat Herder
1. What are the jobs that Jon Stewart compares in the opening of the clip?
2. Based on the clip and our discussion of President Obama's speech, try to define "bootstrap story."
3. Steven Colbert is from ___________ origins?
4. What is the comedy based on in this sketch?
II. Monty Python was a famous troop of English humorists. Their The Life of Brian is a parody of the story of Christ's life. Watch the clip from the end of the movie and answer the following questions. This clip contains comic material based on religious ideas, notably Christian ideas. If you fear you will find this material offensive, you may write a paragraph on your opinions about humor and religion instead of watching the clip.
The Life of Brian
1. Always ____________________________________ of life.
2. If life seems jolly rotten
There's something you've ____________
And that's to ______________________________________.
3. For life is quite ______________.
And death's the final _____________.
4. Always ____________________________________ of death
Just before you draw ______________________.
5. Life's a ____________
And death's a _______________ it's true.
6. The last laugh is ___________________.
7. Which of the two clips do you find more amusing?
I. The Daily Show hosted by Jon Stewart is a satirical news program in the United States. Jon Stewart presents news stories in a style similar to the Guignols de l'info or Le Canard enchaine. In 2004, he did a story on Barack Obama's convention speech that we studied last week. Watch the clip, and answer the following questions. This clip does contain some scatological and explicit sexual material. If you fear you might be offended by such material, you may write a paragraph explaining your opinions about sexual language and comedy instead of watching the clip.
Son of a Goat Herder
1. What are the jobs that Jon Stewart compares in the opening of the clip?
2. Based on the clip and our discussion of President Obama's speech, try to define "bootstrap story."
3. Steven Colbert is from ___________ origins?
4. What is the comedy based on in this sketch?
II. Monty Python was a famous troop of English humorists. Their The Life of Brian is a parody of the story of Christ's life. Watch the clip from the end of the movie and answer the following questions. This clip contains comic material based on religious ideas, notably Christian ideas. If you fear you will find this material offensive, you may write a paragraph on your opinions about humor and religion instead of watching the clip.
The Life of Brian
1. Always ____________________________________ of life.
2. If life seems jolly rotten
There's something you've ____________
And that's to ______________________________________.
3. For life is quite ______________.
And death's the final _____________.
4. Always ____________________________________ of death
Just before you draw ______________________.
5. Life's a ____________
And death's a _______________ it's true.
6. The last laugh is ___________________.
7. Which of the two clips do you find more amusing?
Friday, March 12, 2010
L1 Langue: Letter Format
FORMAL CORRESPONDENCE
LETTER OPENINGS
When writing to someone you know very little or not at all, the standard opening for formal correspondence is Dear.
If the name of the recipient is unknown usually you should write:
Dear Sir
Dear Madam
Dear Sir or Madam
If the name of the recipient is known you should write Dear followed by their surname:
Dear Mr Smith
Dear Mrs Smith
Dear Ms Smith
USEFUL PHRASES
Some useful phrases to begin your letter are:
I am writing in response to your advertisement in… (Publication e.g. The New York Times/The Guardian etc)
I wish to enquire about the vacancy for a (job title e.g. teaching assistant/swimming instructor etc.)
After having seen your advertisement in…., I would like….
With reference to…
Some useful phrases to end your letter are:
I look forward to hearing from you
Closure
If you know the name of the recipient e.g. Mrs Smith:
Yours sincerely,
If you do not know the name of the recipient e.g. Madam
Some points to remember about the English format of a letter
* The address of the sender i.e. you, goes in the top right-hand corner (unlike the French format whereby it is on the left).
* The date the letter is written is situated just below the address and you do not write the town you are sending the letter from.
* The recipient’s address is placed on the left side, one or two lines below the level of the date.
* When closing the letter, ‘yours sincerely/yours faithfully is written on the left side of the page, below the last line.
All the best
Love
Lots of love
See you soon
With love and best wishes
Monday, March 8, 2010
L1 Lang: Grade Breakdown and Homework
Like last semester, four grades will factor into your overall grade for the semester.
1) Written Homework 15%-description below.
2) Listening Exam 25% -In class on April 16th. You will hear a passage similar to the ones you prepare for class three times and answer comprehension questions. The passage will be linked to one of the topics we have studied during the semester.
3) Final Written Exam 40%-in class on May 7th. You will have sections on the different language points we have studied (ex. describing personality, giving instructions), a reading section, and a written essay. The material for the reading and essay will also be linked to topics we have discussed in class.
4) Oral Participation 20%. This grade will measure how efficiently you have tried to improve your spoken English during the 13 weeks in class.
For your writing assignment this semester, you will be writing a cover letter for a job in the English speaking world. The first step will be for you to find a job posting that interests you. To do this, you might search on the internet or in English language newspapers. You will turn in a copy of the job posting with your letter. Once you have found a job that interests you, you will write a letter that describes:
1) What skills and qualities would be required in order to do this job? How can you present your skills as attractive to a potential employer?
2) What personality traits make you an attractive candidate?
3) What experience do you have that would help prepare you for the job?
You have the option of doing a first draft and receiving feedback from me before turning in the final version. If you would like for me to read your draft and propose suggestions, you need to have it for me in class on March 19th. The final version will be due in class on April 2nd. We will cover business letter forms at the end of class on March 12th. Your letter should be between 250 and 500 words, and you can contact me at njs2g@virginia.edu if you have any questions.
1) Written Homework 15%-description below.
2) Listening Exam 25% -In class on April 16th. You will hear a passage similar to the ones you prepare for class three times and answer comprehension questions. The passage will be linked to one of the topics we have studied during the semester.
3) Final Written Exam 40%-in class on May 7th. You will have sections on the different language points we have studied (ex. describing personality, giving instructions), a reading section, and a written essay. The material for the reading and essay will also be linked to topics we have discussed in class.
4) Oral Participation 20%. This grade will measure how efficiently you have tried to improve your spoken English during the 13 weeks in class.
For your writing assignment this semester, you will be writing a cover letter for a job in the English speaking world. The first step will be for you to find a job posting that interests you. To do this, you might search on the internet or in English language newspapers. You will turn in a copy of the job posting with your letter. Once you have found a job that interests you, you will write a letter that describes:
1) What skills and qualities would be required in order to do this job? How can you present your skills as attractive to a potential employer?
2) What personality traits make you an attractive candidate?
3) What experience do you have that would help prepare you for the job?
You have the option of doing a first draft and receiving feedback from me before turning in the final version. If you would like for me to read your draft and propose suggestions, you need to have it for me in class on March 19th. The final version will be due in class on April 2nd. We will cover business letter forms at the end of class on March 12th. Your letter should be between 250 and 500 words, and you can contact me at njs2g@virginia.edu if you have any questions.
L1 Lang: Persuasive Language for Mar. 12
This week in class we will be practicing with different ways of using language persuasively. We often encounter persuasive language in the political context and so we will begin with an extract from one of President Obama's most famous political speeches. In 2004, then Senator Obama gave the keynote speech at the Democratic National Convention during John Kerry's election campaign. This is the speech that first brought Mr. Obama national attention. Read the following excerpt from the speech and write 3 or 4 observations on how he structured his remarks that night. If you would like to listen to the speech you can here.
Barack Obama's 2004 Democratic Convention Speech
Democratic National Convention on July 27, 2004:
"On behalf of the great state of Illinois, crossroads of a nation, land of Lincoln, let me express my deep gratitude for the privilege of addressing this convention. Tonight is a particular honor for me because, let's face it, my presence on this stage is pretty unlikely.
My father was a foreign student, born and raised in a small village in Kenya. He grew up herding goats, went to school in a tin- roof shack. His father, my grandfather, was a cook, a domestic servant to the British. But my grandfather had larger dreams for his son. Through hard work and perseverance my father got a scholarship to study in a magical place, America, that's shown as a beacon of freedom and opportunity to so many who had come before him. While studying here my father met my mother. She was born in a town on the other side of the world, in Kansas. Her father worked on oil rigs and farms through most of the Depression. The day after Pearl Harbor, my grandfather signed up for duty, joined Patton's army, marched across Europe. Back home my grandmother raised a baby and went to work on a bomber assembly line. After the war, they studied on the GI Bill, bought a house through FHA and later moved west, all the way to Hawaii, in search of opportunity. And they too had big dreams for their daughter, a common dream born of two continents. My parents shared not only an improbable love; they shared an abiding faith in the possibilities of this nation. They would give me an African name, Barack, or "blessed," believing that in a tolerant America, your name is no barrier to success. They imagined me going to the best schools in the land, even though they weren't rich, because in a generous America you don't have to be rich to achieve your potential. They're both passed away now. And yet I know that, on this night, they look down on me with great pride. And I stand here today grateful for the diversity of my heritage, aware that my parents' dreams live on in my two precious daughters.
I stand here knowing that my story is part of the larger American story, that I owe a debt to all of those who came before me, and that in no other country on Earth is my story even possible.
Tonight, we gather to affirm the greatness of our nation not because of the height of our skyscrapers, or the power of our military, or the size of our economy; our pride is based on a very simple premise, summed up in a declaration made over two hundred years ago: "We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain inalienable rights, that among these are life, liberty and the pursuit of happiness."
That is the true genius of America, a faith in simple dreams, an insistence on small miracles; that we can tuck in our children at night and know that they are fed and clothed and safe from harm; that we can say what we think, write what we think, without hearing a sudden knock on the door; that we can have an idea and start our own business without paying a bribe; that we can participate in the political process without fear of retribution; and that our votes will be counted -- or at least, most of the time.
This year, in this election, we are called to reaffirm our values and our commitments, to hold them against a hard reality and see how we are measuring up, to the legacy of our forbearers and the promise of future generations."
Barack Obama's 2004 Democratic Convention Speech
Democratic National Convention on July 27, 2004:
"On behalf of the great state of Illinois, crossroads of a nation, land of Lincoln, let me express my deep gratitude for the privilege of addressing this convention. Tonight is a particular honor for me because, let's face it, my presence on this stage is pretty unlikely.
My father was a foreign student, born and raised in a small village in Kenya. He grew up herding goats, went to school in a tin- roof shack. His father, my grandfather, was a cook, a domestic servant to the British. But my grandfather had larger dreams for his son. Through hard work and perseverance my father got a scholarship to study in a magical place, America, that's shown as a beacon of freedom and opportunity to so many who had come before him. While studying here my father met my mother. She was born in a town on the other side of the world, in Kansas. Her father worked on oil rigs and farms through most of the Depression. The day after Pearl Harbor, my grandfather signed up for duty, joined Patton's army, marched across Europe. Back home my grandmother raised a baby and went to work on a bomber assembly line. After the war, they studied on the GI Bill, bought a house through FHA and later moved west, all the way to Hawaii, in search of opportunity. And they too had big dreams for their daughter, a common dream born of two continents. My parents shared not only an improbable love; they shared an abiding faith in the possibilities of this nation. They would give me an African name, Barack, or "blessed," believing that in a tolerant America, your name is no barrier to success. They imagined me going to the best schools in the land, even though they weren't rich, because in a generous America you don't have to be rich to achieve your potential. They're both passed away now. And yet I know that, on this night, they look down on me with great pride. And I stand here today grateful for the diversity of my heritage, aware that my parents' dreams live on in my two precious daughters.
I stand here knowing that my story is part of the larger American story, that I owe a debt to all of those who came before me, and that in no other country on Earth is my story even possible.
Tonight, we gather to affirm the greatness of our nation not because of the height of our skyscrapers, or the power of our military, or the size of our economy; our pride is based on a very simple premise, summed up in a declaration made over two hundred years ago: "We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain inalienable rights, that among these are life, liberty and the pursuit of happiness."
That is the true genius of America, a faith in simple dreams, an insistence on small miracles; that we can tuck in our children at night and know that they are fed and clothed and safe from harm; that we can say what we think, write what we think, without hearing a sudden knock on the door; that we can have an idea and start our own business without paying a bribe; that we can participate in the political process without fear of retribution; and that our votes will be counted -- or at least, most of the time.
This year, in this election, we are called to reaffirm our values and our commitments, to hold them against a hard reality and see how we are measuring up, to the legacy of our forbearers and the promise of future generations."
Sunday, February 28, 2010
L1 Lang: Describing Personality ctd. job search for Mar. 5
This week we will continue working on describing personalities, particularly in the context of looking for jobs in the anglophone world. To prepare, please listen to the following report on internet job sites and answer the following questions.
http://www.npr.org/templates/player/mediaPlayer.html?action=1&t=1&islist=false&id=123534055&m=123556190
1. How many people were out of work last month according to the latest reports?
2. These internet job sites claim to play _________________?
3. How long has Michalyn Bauman been looking for a job?
4. For Ms. Bauman, applying for all those jobs has been like________________?
5. What is it that makes Ms. Bauman feel exhausted?
6. What site does Rob McGovern compare jobfox to?
7. What do jobfox users do instead of simply posting a resume?
8. Has jobfox worked for Mark Ciabattari?
9. What is the big obstacle that job search sites face even with their improved technology?
http://www.npr.org/templates/player/mediaPlayer.html?action=1&t=1&islist=false&id=123534055&m=123556190
1. How many people were out of work last month according to the latest reports?
2. These internet job sites claim to play _________________?
3. How long has Michalyn Bauman been looking for a job?
4. For Ms. Bauman, applying for all those jobs has been like________________?
5. What is it that makes Ms. Bauman feel exhausted?
6. What site does Rob McGovern compare jobfox to?
7. What do jobfox users do instead of simply posting a resume?
8. Has jobfox worked for Mark Ciabattari?
9. What is the big obstacle that job search sites face even with their improved technology?
Sunday, February 21, 2010
L1 Lang: Describing Personality for Feb. 26
Scientists have done a lot of research on how birth order (whether a child is the 1st born, 2nd born, 3rd born...) impacts personality. Read the descriptions below. Underline the adjectives you don't know and look them up in a dictionary. Once you have a good grasp of the vocabulary try to match the descriptions with birth order position. Which passage do you think describes the first born, the second born, the youngest child, and the only child?
1. The initiators, ideas people and the challengers. This group are the creative, live-for-the moment types who can put some fun and verve into activities. While the message for one group of children is to lighten up it seems that this group need to take things more seriously sometimes. Great initiators and very impatient doers, they persevere to get something started but often are not the greatest of finishers. This group will often do anything to be noticed so make sure you pay attention to their efforts. Above all else, they will surprise you.
2. The quiet achievers, the finishers, they expect nothing less than the best. This group will raise the standard of judgement for everyone around them as nothing but the best will do. Their great strength is their ability to work for long periods of time on their own so they make great project finishers and strategic thinkers but they can be secretive and don't deal well with conflict. Recognition is important to this group. Above all else, they aim to please.
3. The leaders, the drivers and the responsible types. These people like to manage others but first they need to manage themselves. They love to feel in control and can feel uncomfortable with surprises or feeling out of their depth. They are conservative in their outlook, which is both a strength and a weakness. Their ability to focus on a goal and their propensity to organise others means they can achieve whatever they put their minds to. Their tendency toward perfectionism can mean they can be low risk-takers but they can be the strong foundation around which organisations can be built. Approval of authority is important for this group so don't expect them to break too many rules. Above all else, they want to advance.
4. The 'people' people, the compromisers, and the flexible operators. They are likely to be motivated by a cause and will enjoy working alongside people. They will often choose tasks or even a job that will give them a feeling of belonging. Friendships are important to this group so they will learn to get along and will help keep the peace in a group or organisation. They often need others to drive them but they are the glue that holds groups together. Relationships are important to this group so make sure they included in all activities. Above all else, they put people first.
.
1. The initiators, ideas people and the challengers. This group are the creative, live-for-the moment types who can put some fun and verve into activities. While the message for one group of children is to lighten up it seems that this group need to take things more seriously sometimes. Great initiators and very impatient doers, they persevere to get something started but often are not the greatest of finishers. This group will often do anything to be noticed so make sure you pay attention to their efforts. Above all else, they will surprise you.
2. The quiet achievers, the finishers, they expect nothing less than the best. This group will raise the standard of judgement for everyone around them as nothing but the best will do. Their great strength is their ability to work for long periods of time on their own so they make great project finishers and strategic thinkers but they can be secretive and don't deal well with conflict. Recognition is important to this group. Above all else, they aim to please.
3. The leaders, the drivers and the responsible types. These people like to manage others but first they need to manage themselves. They love to feel in control and can feel uncomfortable with surprises or feeling out of their depth. They are conservative in their outlook, which is both a strength and a weakness. Their ability to focus on a goal and their propensity to organise others means they can achieve whatever they put their minds to. Their tendency toward perfectionism can mean they can be low risk-takers but they can be the strong foundation around which organisations can be built. Approval of authority is important for this group so don't expect them to break too many rules. Above all else, they want to advance.
4. The 'people' people, the compromisers, and the flexible operators. They are likely to be motivated by a cause and will enjoy working alongside people. They will often choose tasks or even a job that will give them a feeling of belonging. Friendships are important to this group so they will learn to get along and will help keep the peace in a group or organisation. They often need others to drive them but they are the glue that holds groups together. Relationships are important to this group so make sure they included in all activities. Above all else, they put people first.
.
Saturday, February 13, 2010
L1 Lang: Ideas about love for Feb 19
In honor of Valentine's Day, we will discuss different notions of love this week. To begin thinking about the topic, listen to the Magnetic Field's "Love is like a Bottle of Gin" and fill in the missing lyrics.
Love is like a Bottle of Gin
1. It has a __________ odor and a __________, __________ taste.
.
2. It makes you think you're __________ __________.
3. It makes you say things __________ the __________.
4. It's very small and made of __________.
5. And grossly __________ __________.
6. It could make you __________ your __________.
7. or turn __________ in your best __________.
8. They keep it on a __________ __________.
9. It can make you see __________.
10. A bottle of gin __________ not __________ __________.
Now invent one more line that the singer might have added to the song to compare love and a bottle of gin.
It....?
Love is like a Bottle of Gin
1. It has a __________ odor and a __________, __________ taste.
.
2. It makes you think you're __________ __________.
3. It makes you say things __________ the __________.
4. It's very small and made of __________.
5. And grossly __________ __________.
6. It could make you __________ your __________.
7. or turn __________ in your best __________.
8. They keep it on a __________ __________.
9. It can make you see __________.
10. A bottle of gin __________ not __________ __________.
Now invent one more line that the singer might have added to the song to compare love and a bottle of gin.
It....?
Saturday, February 6, 2010
L1 Lang: Sport and Society for Feb 12
Read the following article from the New York Times. Come to class with written answers to the comprehension questions below.
The Sporting Mind
1. What made Prof. Rosenstock-Huessy difficult to understand for American students when he first came to the U.S.?
2. What makes the world of sport a particulary useful way of explaining a concept according to Prof. Rosenstock-Huessy?
3. What is the key element of Greek, Roman, and British sport tradition according to Prof. Gillespie?
4. What values do students learn from sports according to Gillespie?
5. What does Gillespie want to change about U.S. sports at the university level?
6. What is the author's response to Gillespie's ideas about mass sports?
7. Give your own reaction to the following description of a crowd gathering for a sporting event: "... I noticed people dressed in red walking in the same direction. At first it was a trickle, then thousands. It looked like the gathering of a happy Midwestern cult, though, of course it was the procession to a football game."
The Sporting Mind
1. What made Prof. Rosenstock-Huessy difficult to understand for American students when he first came to the U.S.?
2. What makes the world of sport a particulary useful way of explaining a concept according to Prof. Rosenstock-Huessy?
3. What is the key element of Greek, Roman, and British sport tradition according to Prof. Gillespie?
4. What values do students learn from sports according to Gillespie?
5. What does Gillespie want to change about U.S. sports at the university level?
6. What is the author's response to Gillespie's ideas about mass sports?
7. Give your own reaction to the following description of a crowd gathering for a sporting event: "... I noticed people dressed in red walking in the same direction. At first it was a trickle, then thousands. It looked like the gathering of a happy Midwestern cult, though, of course it was the procession to a football game."
Saturday, January 30, 2010
Listening Instructions: Feb. 5
Click on the link below to watch a video about testing the temperature of meat. You should watch several times and come to class with written answers to the questions below.
Checking meat
1. What is a diva according to the commercial at the beginning of the clip?
2. What should you never do to check if meat is done?
3. You should compare the meat firmness to which part of the hand to test it according to the video?
4. Give the names of the different fingers the speaker mentions. Ex. What is the English word for "pouce?"
5. Give the names of the different levels of doneness in English from least done to most done.
6. What color is rare meat in the center? What color is well done meat in the center?
7. Opinion question, do you think the speaker does a good job of giving instructions? Why or why not?
Please remember that you will be explaining to the class this week in good, descriptive English how to do something you know how to do well. 2-3 minutes each.
See you Friday
Checking meat
1. What is a diva according to the commercial at the beginning of the clip?
2. What should you never do to check if meat is done?
3. You should compare the meat firmness to which part of the hand to test it according to the video?
4. Give the names of the different fingers the speaker mentions. Ex. What is the English word for "pouce?"
5. Give the names of the different levels of doneness in English from least done to most done.
6. What color is rare meat in the center? What color is well done meat in the center?
7. Opinion question, do you think the speaker does a good job of giving instructions? Why or why not?
Please remember that you will be explaining to the class this week in good, descriptive English how to do something you know how to do well. 2-3 minutes each.
See you Friday
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