Gambits for #5

1. Expressions that can be used In describing the problem
(1)    The man's problem is...    
(2)    The problem is that...
(3)    The main issue for the woman is...
(4)    What’s bothering the man is...
(5)    What happened to the man is...    
(6)    The woman’s complaint is...
(7)    The primary issue is...    
(8)    The    female student has a problem in that...
(9)    The issue the woman is dealing with is...
(10)    The problem the man Is dealing with Is...

2. Expressions that can be used in telling about solutions
(1)    The female student believes that...
(3)    The man suggests that...
(5)    The man encourages the woman to...
(7)    The woman tells the man to...
(9)    According to the man,
(2)    In order to solve the problem, the man...
(4)    One suggestion the man makes is to...
(6)    The man thinks the woman ought to...
(8)    One solution the woman proposes Is to...
(10)    The better solution the man can make Is...

3. Expressions that can be used in referring and quoting remarks
(1)    The woman says,
(2)    Saying,
(3)    The man suggests the woman...
(4)    In their conversation, the man tells the woman to...
(5)    He mentions,
(6)    In her opinion,
(7)    The man says that...
(8)    While proposing solutions, the man says, “...”
(9)    During the conversation, the woman says,
(10)    The woman proposes that the man...

4. Expressions that can be used in giving opinions and suggestions
    
(1) I agree with the man’s suggestion that..    
(2) The better option is to...
(3) I strongly feel that...    
(4) What should happen is...
(5) The man needs to...    
(6) I agree with the woman that...
(7) i support this decision because...    
(8) Furthermore, he should...
(9) The woman should decide to...    
(10) What the woman should be thinking of is...

5. Expressions that can be used in giving reasons for the opinion    
(1) The reason for this is...    
(2) First (Second) of all,
(3) To begin with,    
(4) By doing this, the man could...
(5) One reason she should do this is...    
(6) This is important since (because)...
(7) Additionally,    
(8) Furthermore,
(9) The woman should do this because...    
(10) In addition,

Gambits for #6

1. Expressions that can be used in telling about the subject
(1) The professor discussed...    
(2) The lecturer talked about...    
(3) The entire lecture covered...    
(4) The topic of the lecture was...    
(5) The majority of the talk was about...    
(6) The professor told her students about...    
(7) The professor’s lecture mentions...    
(8) He focused on...    
(9) The main idea was...    
(10) The professor looked into...    
                
2. Expressions that can be used in telling about the first example        
(1) The first example is...    
(2) He first cites...    
(3) First, the lecturer...    
(4) In her first example, she mentions...    
(5) The first is that...    
(6) First, he discusses...    
(7) First of all, he covers...    
(8) She first discusses...    
(9) The first one he mentions is...    
(10) His first explanation is...    

3. Expressions that can be used in telling about the second example        
(1) The second example is about...    
(2) Next, the professor mentions...    
(3) On the other hand,    
(4) The lecturer then discusses...    
(5) Another thing she covers Is...    
(6) The second example cited Is...    
(7) After that, the professor talks about...    
(8) The second theory Is that...    
(9) The professor’s next point is...    
(10) The second explanation deals with...     

4. Expressions that can be used in telling about relations
(1) Another similarity is... 
(2) Something else similar is... 
(3) On the same topic, 
(4) This Is connected to... 
(5) You can see the relationship between... 
(6) The two are connected by... 
(7) They are related because... 
(8) By the same token, 
(9) Another thing to consider Is...    
(10) This Is just like...    

5. Expressions that can be used In telling details        
            
(1) He declares that...    
(2) What happens is...    
(3) However, she...    
(4) As a matter of fact,    
(5) The professor points out that...    
(6) The reason Is that...    
(7) Once this happens,    
(8) Because of this,    
(9) He brings up the point that...    
(10) This leads to...    

For homework:

(If you do not have a phone, use the computer lab or use your friend's phone.)

Each TPO is worth 4 points.  

You can only earn 4 points if you speak for the full time and you use the gambits that we practiced in class.

#1

What do you miss most about your home when you are away? Use specific details in you explanation.

Preparation Time: 15 Seconds
Response Time: 45 Seconds

#2

Many universities now offer academic courses over the Internet. However, some people still prefer learning in traditional classrooms. Which do you think is better? Explain why

Preparation Time: 15 Seconds
Response Time: 45 Seconds

#3 

Evening Computer Classes May Be Added

The computer department is considering offering evening classes in the fall. The proposal to add the classes is a response to student complaints that daytime computer classes have become increasingly overcrowded and there are no longer enough computers available. The department has decided that despite some added expense, the most cost-effective way of addressing this problem is by adding computer classes in the evening. It is hoped that this change will decrease the number of students enrolled in day classes and thus guarantee individual access to computers for all students in computer classes.

Narrator
Now listen to two students discussing the article.

Student A
I just don’t think this will work.

Student B
Why not?

Student A
Because it’s not gonna solve the problem. Students are busy at night. I mean, we have jobs, families, clubs, social events... Most of us already have something to do every single night of the week.

Student B
I see your point. I sure couldn’t fit anything into my schedule during the week. I’ve got swimming practice most nights.

Student A
Right, and as far as expense goes, I think they are going about it the wrong way. I mean, it cost money to hire more teachers and keep the academic building open late, which is a lot more expensive than just simply buying more computers.

Student B
More computers?

Student A
That’s right. Computer prices have come way down the past few years. So the department won’t have to spend as much now as they did in the past. Besides, the computer department classrooms, you know, the rooms themselves, they are actually very big. There’s plenty of space to add more computers.

๏ Reading keys
• Announcement: college will start offering evening computer classes
• Reason 1: not enough classes to meet the needs
• Reason 2: new plan is cost efficient
 

๏ Listening keys
• Man disagrees with it
• Reason 1: students are busy at night
• Details: families, clubs, social events
• Reason 2: it’s cheaper to buy new computers
Details: computer prices have come way down; expensive to keep the building open late; there’s room for the new equipment

Question: 
The computer department is considering a scheduling change. Explain the man’s opinion of the change and reasons he gives for holding that opinion.

Preparation Time: 30 Seconds
Response Time: 60 Seconds

#4

Verbal and Nonverbal Communication

When we speak with other people face-to-face the nonverbal signals we give---our facial expressions, hand gestures, body movements, and tone of voice---often communicate as much as, or more than, the words we utter. When our nonverbal signals, which we often produce unconsciously, agree with our verbal message, the verbal message is enhance and supported, made more convincing. But when they conflict with the verbal message, we may be communicating an entirely different and more accurate message than what we intend.

Professor
Last month my favorite uncle paid me a surprise visit. I hadn’t seen him for many years. The doorbell rang, I opened the door and there was Uncle Pete. Now I am sure when I saw him, I said something like “Uncle Pete, what a surprise! How nice to see you!” Anyway, my wife was standing next to me, and according to her, I wasn’t really aware of this, my eyes got really wide and I broke into a huge big smile. She said I was actually jumping up and down like a little boy. Well, anyway, later that evening uncle Pete told me how very very good he felt when he saw how happy I was to see him.

But compare that with this, my daughter, she is six. We were building a birdhouse together last week. And I was showing her how to use a hammer and nail. And of course, stupid me, I wasn’t being very careful and I smashed my thumb with the hammer. Boy did it hurt! I almost felt like screaming, but I didn’t want to upset my daughter, so I said, “Don’t worry, honey, it’s nothing.” Meanwhile, I was shaking my hand as if that would stop my thumb from hurting, and my face was contorted in pain. My voice was trembling too. So even though I told my daughter I was okay, I’m sure she didn’t believe me because she kept asking me if I was okay.

๏ Reading key
• Main idea: relationship between verbal and nonverbal communication
• Agree with one another: enhance and support each other
• Conflict with one another: nonverbal is more accurate
 

๏ Listening key
• Example 1:
• Uncle visits
• Verbal: so happy to see you!
• Nonverbal: jumping up and down, huge big smile, eyes got really wide
• Nonverbal signals enhance verbal message
• Example 2:
• Teaches daughter how to use a hummer and nail
• Verbal: it’s fine, it’s alright
• Nonverbal: shakes hand, face full of pain
• Nonverbal signals are telling the truth

Question:

Explain how the examples from the professor’s lecture illustrate the relationship between verbal and nonverbal communication.

Preparation Time: 30 Seconds
Response Time: 60 Seconds

#5

Task 5 
 Narrator  Now listen to a conversation between two students on campus. 
 Student A  Hi, good morning! Could you help me with something? 
 Student B  Uh...maybe. What’s up? 
 Student A  Well, I’m a first year student. 
 Student B  Everything going okay? 
 Student A  Actually no... um...this is a little embarrassing. I think I left my class schedule back in my dorm. 
 Student B  Hm...not a good thing to do on the first day of classes. 
 Student A  Yeah...so I’m not sure where my class is. I think I remember it was supposed to be here in Smith Hall. 
 Student B  There is a computer for student use in the student center. You can go over there, look it up and check the room number. But... you’d have to hurry. 
 Student A  Hm... that’s not a bad idea. I could check my schedule for the whole rest of the day at the same time. I don’t know where any of my other classes are either, but I don’t wanna be late, make a bad impression with the professor on the first day. It’s actually my very first class - Introduction to Psychology. 
 Student B  Psychology? Oh? Okay, you’re definitely in the right building. And if it’s introduction to Psychology, it’s gonna be a big class, in which case it probably meets in a big lecture hall. There’re only three lecture halls in the building, one on every floor. Just check each floor till you find yours. There is an elevator, so you should be able to move fast. 
 Student A  Yeah, but I don’t know what the professor looks like or anything. How will I know whether it’s my class or not? It’d be sort of embarrassing, sticking my head into each lecture hall, asking if I was in the right place

Student B  Well... you might luck out and find it the first time. 

๏    Listening key
•    Problem: left class schedule back in the dorm, can’t find class
•    Solution 1: go to the student center and check on the computer
•    Pro: find the schedule for the whole day
•    Con: might be late for class and leave a bad impression on the prof.
•    Solution 2: check all the lecture halls one by one
•    Pro: saves time; there’s an elevator
•    Con: embarrassing to pop in and ask if it’s the right class

Question:

The speakers discuss two possible solutions to the man’s problem. Briefly summarize the problem. Then sate which solution you recommend and explain why. 

Preparation Time:       20 Seconds
Response Time:          60 Seconds
 

 
#6 

 Narrator  Listen to part of a talk in an art appreciation class. 
 Professor  In order for art to communicate, to appeal to the emotions or the intellect, it has to combine various visual elements to express meaning or emotion. It’s really the visual components of the work, things like color, texture, shape, lines and how these elements work together, that tell us something about the work. Artists combine and manipulate these visual elements to express a message or to create a mood. 
 Think about how a painter might use color, for example. You all know from experience that different colors appeal in different ways to the senses and can convey different meanings. An artist chooses certain colors to evoke a particular mood and make powerful statements. The color red, for example, is a strong color and can conjure up strong emotions, such as extreme joy or excitement or even anger. Blue, on the other hand, is considered a cool color. Blue colors tend to have a calming effect on viewers. 
 Another visual element important to art is texture. By texture, I mean the surface quality or feel of the work - its smoothness or roughness or softness. Now, of course, in some types of art, the texture’s physical - it can actually be touched by the fingers. But in painting, for example, texture can be visual. The way an artist paints certain areas of the painting can create the illusion of texture, an object’s smoothness or roughness or softness. A rough texture can evoke stronger emotions and strength, while a smooth texture is more calming and less emotional. 
 As I said earlier, artists often combine elements to convey a message about the work. Take a painting that, say, uses a lot of strong colors like reds and oranges and uses brush strokes that are broad - wide, sweeping brush strokes that suggest a rough texture. Well, these elements together can convey a wilder, more chaotic emotion in the viewer than, more than, say, a painting with tiny, smooth brush strokes and soft or pale colors. Artists use these visual effects and the senses they arouse to give meaning to their work.  
๏    Listening key
•    Main idea: how artists use color and texture to express emotions
•    Color
•    Color red: strong emotions like joy or excitement
•    Color blue: ease and comfort
•    Texture
•    Rough texture: strong emotions and strength
•    Fine texture: less emotional
•    Combined
•    Red+ wide brush strokes: chaotic and wild
•    Pale color+ smooth brush strokes: peaceful emotions
 

Using points and examples from the lecture, explain the importance of visual elements in painting. 

Preparation Time:       20 Seconds
Response Time:          60 Seconds