# data[].attributes.body
Hangman... because you are never too old!

1.In Break Out Rooms, one person, “The Scribe”, copies the Hangman Link and share their screen with the group.

2.Everyone has to call out a letter of the alphabet. Hint: to make it clear, say “E for Elephant” ( or any common animal/ city/ fruit names)

3.The Scribe will press their arrow on the corresponding blue letter of the alphabet.

4.Try to guess the word before the final stroke.

5.Brainstorm possible meanings of the word in your groups before you go on to the next word.

# data[].attributes.attachment_link.description
This is a user created hangman game. All words have been set by an anonymous user.

# data[].attributes.body
1. Read the information and answer the questions.

2. Read the list of items and choose which 7 you think are the most important.

3. Go to a breakout room.

4. Discuss which items are the most important. Come to a consensus.

5. Choose one person in the group to write the list of items that your group has agreed on. They will report back to the class.

# data[].attributes.body
1. Review tutorial and essay tasks

2. Work in your groups to discuss  the reading that you took notes for last week OR discuss a second article for your group.

3. Brainstorm discussion questions related to the article.

4. Go into breakout rooms and take turn being the chairperson. Use the discussion questions to talk about your article.

# data[].attributes.body
Students will:

discuss strategies for interrupting, clarifying and disagreeing in discussions

practice using phrases for interrupting

identify strategies for clarifying and disagreeing in a model discussion

practice using phrases for clarifying and disagreeing

participate in a small group discussion and reflect on this participation

prepare for their tutorial discussion task

# data[].attributes.headline
Group A: Cultural and social adjustment (Reading 1)

# data[].attributes.subject
Group A: Cultural and social adjustment (Reading 1)

# data[].attributes.body
Holmes, P. (2004). Negotiating differences in learning and intercultural communication. Ethnic Chinese students in a New Zealand university. Business and Professional Communication Quarterly, 67(3), 294-307.

# data[].attributes.headline
Group B: Academic communication development (Reading 1)

# data[].attributes.subject
Group B: Academic communication development (Reading 1)

# data[].attributes.body
Hartshorn, K., Evans, N., Egbert, J., & Johnson, A. (2017). Discipline-specific reading expectation and challenges for ESL learners in US universities. Reading in a Foreign Language, 29(1), 36–60.

# data[].attributes.body
1. Listen to the discussion and see which speaker agrees with the statement. Also tick the strategy when you hear the speaker use them.

2. Read the tape script and pay attention to the phrases in bold.

# data[].attributes.body
1. Go to a breakout room.

2. Choose one person to be the writer. That person clicks on the link below and shares their screen.

3. Discuss the questions. Write examples on the Padlet.

# data[].attributes.body
1. Go to a breakout room.

2. One person clicks on the link below and shares their screen.

3. Work together to sort the words

# data[].attributes.attachment_link.provider_name
Wordwall - Create better lessons quicker

# data[].attributes.attachment_link.readable_text
The super polite: May I just say that..., If I may, I'd like to add..., Excuse me for interrupting but..., The imperative attention-getter: Wait. What about..., Listen. I think..., Hang on. Why don't we..., Sorry, but..., The compliment switcheroo: Good point. Now, I think..., Great, but I'm sure..., That's a good idea, but I want, Getting back to the point: Anyway..., In any case..., Where was I?, So what I was saying was..., Good point, but as I was saying..., So, back to the issue...,

# data[].attributes.attachment_link.description
The super polite: May I just say that..., If I may, I'd like to add..., Excuse me for interrupting but..., The imperative attention-getter: Wait. What about..., Listen. I think..., Hang on. Why don't we..., Sorry, but..., The compliment switcheroo: Good point.

# data[].attributes.headline
Group A: Cultural and social adjustment (Reading 2)

# data[].attributes.subject
Group A: Cultural and social adjustment (Reading 2)

# data[].attributes.body
Wright, C., & Schartner, A. (2013). ‘I can’t. I won’t?’ International students at the threshold of social interaction. Journal of Research in International Education, 12(2), 113–128.

# data[].attributes.headline
Group B: Academic communication development (Reading 2)

# data[].attributes.subject
Group B: Academic communication development (Reading 2)

# data[].attributes.body
Knoch, U., Rouhshad, A., & Storch, N. (2014). Does the writing of undergraduate ESL students develop after one year of study in an English-medium university? Assessing Writing, 21, 1-17.

# data[].attributes.body
1. Think about your last holiday. Make some notes.

2. Go to a breakout room. Discuss your last holiday with your group. You have 5 minutes.

3. Interrupt your classmates using the phrases on p. 4 in your booklet. Every time you use a phrase, tick it off (you can only use each phrase once).

4. The winner is the person who has used the most phrases.

# data[].attributes.attachment_link.title
Day 9 Speaking - Interrupting Dis-agree - SM

# data[].attributes.headline
Group A: Cultural and social adjustment (Reading 3)

# data[].attributes.subject
Group A: Cultural and social adjustment (Reading 3)

# data[].attributes.body
Yan, Z. & FitzPatrick, K. (2016). Acculturation and health behaviors among international students: A qualitative approach. Nursing and Health Sciences, 18 (1), 58-63

# data[].attributes.headline
Group B: Academic communication development (Reading 3)

# data[].attributes.subject
Group B: Academic communication development (Reading 3)

# data[].attributes.body
Phakti, A., Hirsh, D., & Woodrow, L. (2013). It's not only English: Effects of other individual factors on English language learning and academic learning of ESL international students in Australia. Journal of Research in International Education, 12, 239-258.