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Tuesday,November 11, 2018. Skills 4. Infomercial. Task number 3. 

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Tuesday,November 11, 2018. Skills 4. Infomercial. Task number 3. 

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By: Yesica Meneses.

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Friday. November 2, 2018. TV Show. skills 4. Task 2. 

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Friday. November 2, 2018. TV Show. skills 4. Task 2. 

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By: Yesica, Cristian and Paula.

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After watching the video coach of Gloria Starr, the following is the new vocabulary that I am acquiring to refer to table manners.
Guidelines - /ˈgaɪdlaɪnz/ - general rules
Napkin -  /ˈnæpkɪn/ - serviette
Lap - /ˈlæp/ - knees
Linen - /ˈlɪnɪn/ fabric woven from flax yarns.
Fold portion - /ˈfəʊld/ - (crease, double over)
Shirt collar -  /ˈkɒlər/ - (neck of shirt, jacket)
Beverages - /ˈbɛvərɪdʒ/ - US (drink)
Cutlery - /ˈkʌtləri/ - (knives, forks, spoons)
Drip - /ˈdrɪp/ - (drop of liquid)
Tablecloth - /ˈteɪbəlklɒθ/ - (fabric table cover)
Underneath - /ˌʌndərˈniːθ/ - (below)
Stem of the wine glass
Pinot Noir - is a red wine
Edge - /ˈɛdʒ/- (limit, border, extremity)
Waitstaff - (waiters, waitresses)
Overlay - (place over top)
Chew - /ˈtʃuː/ - (eat, masticate)
Shaker - /ˈʃeɪkə/ - (condiment mixer)
Dilly-dallying - /ˈdɪlɪdælɪɪŋ/ - lost of time
clink - /ˈklɪŋk/ - (make tinkling sound)

Sparkling - /ˈspɑːrklɪŋ/ - (beverage: fizzy)
Saucer - /ˈsɔːsər/ - (small plate for a cup)
Stirring - /ˈst3ːrɪŋ/ - (rousing the emotions)
Licking that spoon - /ˈlɪkɪŋ/ - (lapping with tongue)
Enhance - /ɪnˈhɑːns/ - (improve)

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In this post I want to delve into the Cultural Literacy as concept, since I am especially interested in it. In addition, I understood the other terms presented in lesson three of unit one.
Below I will attach the definition of cultural literacy on the page of the Western Sydney University. Cultural literacy is a term coined by E. D. Hirsch, but is currently much broader.

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You have cultural literacy when you know what an average member of that culture would be expected to know, which is usually assumed and often unstated (Hirsch, 1983). Hirsch (1983) developed the term "cultural literacy" because people can't learn reading, writing, and other communication as skills separate from the culturally assumed knowledge that shapes what people communicate about. For example, the meaning of many words is culture-specific. Telling someone you wear thongs to the beach in Australia is common, but it would have a very different reaction in the USA!

Cultural literacy is culture-specific. There are too many different cultures to be literate in all of them. Most people have a fluent cultural literacy in their culture of origin, as they will have been learning their culture's assumed knowledge from childhood. You will need to develop new cultural literacies when you enter a new culture, or interact with members of that culture.

What is the assumed knowledge of a culture?

Culture is often described as being like an iceberg. Above the water are the aspects of the culture that you can easily see and experience: language, dress, food, festivals and the like. Below the water, where you can't see it, are the aspects of the culture that those within the culture know and understand, often without thinking about it or questioning it.

The unspoken aspects of a culture are influenced by its history, values, and assumptions, and range from perceptions of right and wrong, gender and other roles, and customs like use of personal space, to idiomatic language use (language based on assumed knowledge). For example, people from English-speaking cultures usually know what a "white elephant" is (a possession or gift that has no use and is expensive or difficult to keep), but the term makes no sense unless you know what its meaning is in the culture.

Assumed knowledge and values have real impact on people's lives. One example is racism, in which people do not have an understanding or valuing of the other culture or peoples, and negatively stereotype its members. Racism can lead to discrimination, exclusion, and even violence.

Another example is gender and gender roles. Many cultures recognise only male and female genders, and have assumptions about what a man or a woman should be, or do: how to behave, what to wear, what kinds of work they can do. "Men are strong" and "women are caring" are two examples of cultural assumptions about gender. People who don't match up to the assumptions may be judged negatively.

Culture can also be specific to workplaces or institutions. When you first arrived at university, did you feel like you didn't understand much of what was going on? The values, customs, and language and terminology used at university have to be learned like any other culture. Words such as 'referencing' have meanings, expectations, assumptions, and right-and-wrongs that may often be unstated.

'Cultural iceberg' image adapted from "Activity 1: Exploring your Cultural Iceberg," by Together for Humanity Foundation Ltd, n.d. ( http://www.differencedifferently.edu.au/everyone/part_1b.php). Creative Commons License ( CC BY-NC 3.0 (opens in a new window)).

References

Hirsch, E. (1983). Cultural literacy. The American Scholar, 52(2), 159-169. Retrieved from http://www.jstor.org/stable/41211231

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You have cultural literacy when you know what an average member of that culture would be expected to know, which is usually assumed and often unstated (Hirsch, 1983). Hirsch (1983) developed the term "cultural literacy" because people can't learn reading, writing, and other communication as skills separate from the culturally assumed knowledge that shapes what people communicate about.

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Task number one.

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The grammar topic was interesting, functional to improve our expressions and I understood it clearly. The following are some sentences in which the authors used past perfect. I looked for them because they can help me memorize the importance of the subject and its different uses.

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I understood the topic very well. I can add to the topic, the following information that I found and can be for my help.
Am not = aren't / ain't            Is not = isn't
Are not = aren't                   Was not = wasn't
Were not = weren't                 Will not = won't      Shall not = shan't                 Can not = can't
Could not = couldn't               May not = mayn't
Might not = mightn't               Must not =mustn't
Has not = hasn't                   Have not = haven't
Had not = hadn't                   Do not = don't
Does not = doesn't                 Did not = didn't
Ought not = oughtn't               Dare not = daren't
Need no = need't

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In this class we saw the Preview of the book, I easily understood the topics and what I have left as a reflection is to look for strategies to improve my listening skills. That since there were many details and concepts about the topic Small talk, that does not reach to hear in the projected video. For this reason, here is a map of the content of the video: How to Make Small Talk With Strangers.

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This day was the presentation of the contents of this cycle. First of all, I felt that it was an enriching class, since there was a lot of space to talk and begin to control our speaking.
In that order of ideas I conclude that although I worked in the classroom to participate with advanced structures, and in general I have strengthened myself in my learning process to advance effectively. I must challenge myself to use a more advanced level of English each time. I say this because one of my goals is to emigrate and study abroad, and for that I need an academic English and in general the highest level that I can reach with this language.