2015-09-01 Core: 8 nature's mysteries

Greg Malivuk
[email protected]
http://www.pastebin.com/u/gmalivuk
(This is the Core class.)
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REMEMBER: 15-minute breaks today (second half starts at 10:45, modules at 12:30, 1:30, 2:30)
	(I think your email was incorrect.)
ALSO: No School Monday, September 7 (Labor Day). (We will have our test on Tuesday.)
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Are there any specific, special photographs you have taken?
p. 93 - what is interesting about this picture? Do you think it’s real or fake? Why?
part 2 - with a partner, quickly decide what all of the pronouns mean
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You can type “define [word]” in a google search to get an (English) definition of a word. This is much better than using Google Translate, especially for individual words.
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1 the flamingos
2 the shape they are in
3 photographs that had lucky timing
4 the photo
5 the photographer
6 the flamingos
(one flamingo)
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part 3 - tell your group about a time when you were tricked (or almost tricked) by something fake
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propaganda: news stories and other media that tries to confuse people into believing certain positions

April Fool’s Day - April 1st, when many newspapers have fake headlines as a joke
deadpan: when you say something fake or a joke, but you have a very serious poker face
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p. 94 - what are the things in the pictures?
northern lights
carnivorous plant
part 2 - complete the sentences with the words from the box
1 Nitrogen, oxygen, atmosphere
2 butterflies, flies, insects
3 Radiation
4 Ants, beetles
5 stem
6 Particles
7 Predators, species (of animal)
8 spikes
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Merriam-Webster is a pretty good American English dictionary, and it has smartphone apps.
There are also learners’ dictionaries, which give simpler explanations, but usually cost some money.
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keyboarding / touch typing - you can look online for practice for these things, to try to improve your typing
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Some plants have long spiky leaves, but roses have thorns and cactuses have needles or spines, pine trees have needles.
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BREAK
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p. 94 part 3 - listen to explanations of the three photographs, and write the number of the explanation next to the words in part 2
1 atmosphere, particles, nitrogen, oxygen, radiation
2 stem, butterflies, ants, species, predators
3 insects, ants, beetles, flies, spikes
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had, sad, mad, bad, bat, mat, sat, hat (short ‘a’ sound)
them, chem, stem, hem, bet, met, bed, etc. (short ‘e’ sound)
big, wig, wit, bit, sit, with (short ‘i’ sound)
got, hot, rod, sod, cot (short ‘o’ sound)
but, hut, mutt, cut, cud, duck (short ‘u’ sound)

hate, late, made, make, wake, cake, wait, bait (long ‘a’)
meet, see, feet, seat, heat, meat, beat, key (long ‘e’)
bite, white, kite, spike, night, fight, light (long ‘i’)
mote, tote, boat, coat, toast, coast (long ‘o’)
rule, cure, cute, zoo, cool, tooth (long ‘u’)

wood, foot, book, good, would, could, should (not long ‘u’ even though ‘oo’ usually has that sound)
bought, caught, fought, taught, boss, cost, cross (not short ‘o’, at least in my pronunciation)
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part 4 - listen again and decide if the statements are true or false (and remember the correct information if the statement is false)
part 5 - do you remember this information?
1 particles collide in the upper atmosphere
2 for safety from ants and other insects
3 they look like something else (for example water)
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We don’t get along. = We don’t have a good relationship. We always argue or fight.
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p. 95 part 6 - which words are modal verbs?
The colors are so vivid that you think they can’t be natural. - impossible
You imagine that they must be man-made. - strong conclusion
This might be a painting or a work of art. - possibility
It may not seem logical, but there are indeed plants that catch insects. - possibility
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Speculation and Deduction: guessing and making conclusions from evidence

He just ran a marathon. He must be exhausted. = I’m pretty sure, from the evidence, that he is exhausted.
I’m not sure where he is. He may/might/could be at home. = I’m guessing. This is one possibility.
I don’t know why he isn’t answering. He may/might not be home. = I’m guessing. This is one possibility.
He isn’t eating anything. He must not be hungry. = I’m pretty sure about this.
He only left five minutes ago. He can’t/couldn’t be at home already. = I think it’s impossible.

With “must” and “must not”, I would be surprised if my guess was incorrect.

With “may”, “might”, “could”, “may not”, and “might not”, I would not be surprised if my guess was incorrect. I don’t have strong enough evidence to be sure.

With “can’t” and “couldn’t”, I wouldn’t believe you if you told me I was wrong, because I don’t think it’s possible. (I would need more evidence.)
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p. 95 part 8 - read the article about the arctic tern and cross out the options that DON’T make sense
(sometimes both options are okay)
1 can’t be
2 (both are correct)
3 (both are correct)
4 can’t mean
5 may be
Humans have an instinct to learn language, but which language they learn comes from experience.
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unspammability - you’ve never seen this word before, but you can probably figure out what it means if you understand the parts un-, spam, and -ability
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part 9 - “look”, but also “seem”, “sound”, and less commonly “smell”, “taste”, and “feel” can be used in the first three ways, as linking verbs
1 c - looks as though + sentence
2 d - looks + adjective
3 b - look like + noun (sometimes look like + sentence, but this is more informal)
4 a - the action of looking can go with adverbs
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Homework: p. 96-97 - read the article about desert art and do part 1