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Unit One Chapter 1 |
The Population
Assign one group member to write down the questions; all members will help plan and compose the questions. For the lecture on population, write five short-answer questions that can be answered with a few words or a maximum of two sentences.
1. _________________________________________________________
3.
4.
5.
Follow-up: Write your questions on the board to discuss as a class.
Written follow-up: Prepare for the quiz by writing answers to the questions your class has proposed. You have abbreviations in your notes, but do not use abbreviations other than standard ones like U. S. in your answers.
Chapter 2 Immigration: Past and Present
Assign one group member to write down the questions; all members will help plan and compose the questions. For the lecture on immigration, write five short-answer questions that can be answered with a few words or sentences. In addition, write two essay questions,- word the questions so that they can easily be turned into topic sentences.
Short-Answer Questions
3.
4.
5.
Essay Questions
Follow-up: Write your questions on the board to discuss as a class.
Written follow-up: Prepare for the quiz by writing answers to the questions your class has proposed. You have abbreviations in your notes, but do not use abbreviations other than standard ones like U. S. in your answers.
UNIT QUIZ PREPARATION 31
Chapter 3 Americans at Work
Assign one group member to write down the questions; all members will help plan and compose the questions. For the lecture on work, write five short-answer questions that can be answered with a few words or sentences. In addition, write two essay questions; word the questions so that they can easily be turned into topic sentences.
Short-Answer Questions
1.
3.
4.
5.
Essay Questions
1. 2.
Follow-up: Write your questions on the board to discuss as a class.
Written follow-up: Prepare for the quiz by writing answers to the questions your class has proposed. You have abbreviations in your notes, but do not use abbreviations other than standard ones like U. S. in your answers.
Read MoreNow that you have completed the chapters in this unit, your teacher may want you to take a quiz. Your teacher will tell you whether or not you can use your notes to answer the questions on the quiz. If you can use your notes, review them before taking the quiz so that you can anticipate the questions and know where to find the answers. If you cannot use your notes, study them carefully before you take the quiz, concentrating on organizing the information into main ideas and details that support these main ideas.
Work in small groups to help each other anticipate the questions your teacher will ask. Before breaking up into groups, review your notes and highlight important, noteworthy points. After reviewing your notes, break up into groups. Discuss and write specific short-answer questions and more general essay questions. Follow these guidelines in writing the questions:
Writing Short-Answer Questions
• should be specific, easy to answer in a few words or two sentences at most.
• should be clearly stated so that it is obvious what answer is wanted.
• should ask for facts, not opinions or information outside the lecture.
Exercise 1
Judge these questions by the above criteria. Mark each question + if it is good and – if it is bad. Discuss reasons for your choices, citing the criteria above.
___ 1. Talk about the U. S. worker.
___ 2. Do workers in your country work harder than workers in the
United States?
___ 3. What is the basic difference between the service industries and
other industries?
__ 4. In 1999 what percentage of U. S. women were working?
___ 5. Compare the U. S. worker in 1900 with the U. S. worker in 1999.
• are usually in the form of a statement.
• are more general and require at least a paragraph—that is, several sentences—to answer fully.
• usually begin with a headword such as discuss, describe, explain, compare and contrast, list, analyze, or summarize. These headwords explain the writer’s purpose in answering the question:
1. to give all sides of the topic (discuss)
2. to give all the important details of something (describe)
3. to make something clear by giving reasons or by explaining how to do it (explain)
4. to write the similarities and differences (compare and contrast)
5. to name the parts of something, one by one (list)
6. to break something into its logical parts in order to explain it (analyze)
7. to write something in a shorter form, giving the main ideas and omitting the details (summarize)
Exercise 2
Judge these questions by the above characteristics. Mark each question + if it is good and – if it is bad. Discuss reasons for your choices, citing the characteristics above.
___ 1. Compare the U. S. worker in 1900 and 1999.
___ 2. List the percentage of U. S. women who were working in 1999.
___ 3. Discuss the child labor laws that were in place by 1999.
___ 4. Discuss the U. S. workers today in terms of productivity and
wages.
Write your group’s questions on the following pages.
|
29 |
UNIT QUIZ DIRECTIONS
Read MoreListen to the following questions, and write short answers. You will hear each question one time only.
1. _
2. __
3. ________________________________________________________________
4. ________________________________________________________________
5. ________________________________________________________
6. ___________________________________________________________________________
7. T____________________________
8.
10.__________________________________________________________________
Follow-up: Check your answers with your teacher. If your score is less than 70 percent, you may need to listen to the lecture again or rewrite your notes so that you can understand and use them later.
In pairs, use your notes to reproduce sections of the lecture. Student A will present the introduction and subtopic 1 including details to Student B. Student В will present subtopic 2 including details. Check what you hear against your notes. If you don’t understand or you disagree with what you hear, wait until your partner finishes. Then bring your notes into agreement by seeking clarification, as follows:
• I don’t think the lecturer said 60 percent of the workforce were women in 1999.
• Could you repeat what you said about the average per capita income in 1999?
• Did you understand the meaning of "a rising trend"?
If you and your classmates come from different countries, prepare a short oral report about work in your country, covering the points below. Work with other students from your country.
If your classmates are all from the same country, discuss work in your country as a class, covering the points below.
• how work changed over the last century
• what kind of work most people in your country do
• what percentage of women arc employed
• how many hours a week most people work
• whether things are getting better for workers or not
Discuss the following questions in small groups. Appoint one person to report your group’s opinions to the class.
1. Do you think most people are happy to leave farms to go work in industry? Explain your answer.
2. Is there ever a good reason for children to work? Why or why not?
3. Should women have the same opportunities to be employed as men, both before and after they are married? Give reasons.
4. Should the government set the number of weeks of vacation workers get each year? Why or why not?
5. Should workers share in the profits of the companies they work for? Explain your answer.
The following are recommended for a closer look at work in the United States:
Schor, Juliet B. The Overworked American. New York: Basic Books, 1993.
In her best-selling book, Schor concluded that Americans worked an average of one month more per year in 1990 than in 1970.
Ciulla, Joanne B. The Working Life. New York: Times Books, 2000. Ciulla concludes that Americans let their work define them, which is dangerous as companies generally see workers as replaceable cogs.
Fraser, Jill Andresky. The White-Collar Sweatshop. New York: W. W. Norton St Company, 2002.
From her five years of interviews across the country with white – collar workers, Frazier describes what she believes has gone wrong and suggests possible solutions for workers.
American Dream, Barbara Kopple, director; 100 minutes, no rating.
The film shows the attempts of workers at a huge meat-packing plant to negotiate salaries with the help of their union.
Interview an American who has worked at a job for at least five years. Beforehand, prepare interview questions as a class to ask. Here are some suggestions:
• where the person works
• how long he or she has worked there
• how he or she feels about the job
• what the person’s favorite and least favorite parts of the job are
• four to five additional questions the class is interested in •
During the interview, write down the answers to the questions, and later share the information with your classmates.
Variation: Invite an American to visit your class, and have the whole class interview him or her by using the questions you wrote.
Read MoreDiscuss the following questions with your classmates:
• What is the name of the famous CEO (chief executive officer) in one of the photos?
• In which photo are the workers offering a service?
• Do you think U. S. workers are more, equally, or less productive than workers in other industrialized countries?
• How many weeks a year of vacation do you think the average U. S. worker has?
B. Vocabulary and Key Concepts
Read through the sentences, trying to imagine which words would fit in the blanks. Then listen to a dictation of the full sentences, and write the missing words in the blanks.
1. As we look at the changes over the last century, we’ll use a lot of to describe these changes.
2. While the number of people in these___________________
__________________ industries went down, the number of people
in the___________________ industries went up.
3. Over the years, child labor laws became much_________________
and by 1999, it was___________________ for anyone under sixteen
to work full-time in any of the fifty states.
4. In 1900 the average____________________________________
income was $4,200.
5. One of the important__________________ most workers received
later in the century was___________________
6. Whereas__________________ and salaries rose over the century,
the average__________________ dropped.
7. People often tend to__________________ the past and talk about
"the good old days."
8. According to a 2003__________________ released by the United
Nations International Labor Organization, U. S. workers are the most in the world.
9. Longer working horns in the United States is a________________
trend, whereas the trend in other industrialized countries is the
10. Workers in some European countries actually__________________
American workers per hour of work.
11. This higher rate of productivity might be because European workers are less than U. S. workers.
12. Between 1949 and 1974, increases in productivity were by increases in wages.
13. After 1974, productivity increased in manufacturing and services,
but real wages__________________ .
14. According to a recent book, the money goes for salaries to., to the stock market, and to corporate
15. Some people say that labor__________________ have lost power
since the beginning of the 1980s, and that the government has
passed laws that__________________ the rich and weaken the
rights of the workers.
Follow-up: Check the spelling of the dictated words with your teacher. Discuss the meaning of these words and any other unfamiliar words in the sentences.
Using the photographs and the vocabulary exercise as a starting point, write three questions that you think will be answered in the lecture.
Examples: • How much money did U. S. workers make at the
beginning of the last century?
2.
3.
Follow-up: After you have written your questions, share them with your teacher and your classmates.
To save time and get down more information when you listen to a lecture, it is helpful to abbreviate words. It is important to abbreviate them in a way that will allow you to remember what the full form is, of course. Another person’s abbreviation may not help you remember. Practice abbreviating the following terms you will hear in the lecture in a way that you will know what each abbreviation stands for a few days or a few weeks later. Look at the examples to see how some terms from the lecture have been abbreviated.
Examples: historical look at work: hist lk at wk
statistics: stats
a. agriculture
b. mining, manufacturing, and construction ________
c. service industries
d. wages and salaries
e. average per capita income
f. health insurance
g. working conditions
h. increased productivity
i. stock market
j. labor unions
Follow-up: With a partner, take turns covering up the left column. Looking at the right column, practice saying the terms that your abbreviations stand for. Your partner will check your accuracy.
Lecturers usually use rhetorical cues to help their listeners follow the lecture. A rhetorical cue is a word or even a sentence that lets us know that some important information is coming or that a new subtopic or point is being introduced. Look at these rhetorical cues, and decide in which order you will probably hear them in today’s lecture. Order them from first (1) to fourth (4).
___ a. Then we’ll look at how U. S. workers are doing today.
___ b. First, we’ll take an historical look at work in America.
___ c. First, let’s consider how the type of work people were
involved in changed over the last century.
___ d. Now let’s turn our attention to the current situation for U. S.
workers.
Follow-up: Discuss your answers as a class.
». LISTENING_______________________________________________
Listen for general ideas. In a brief introduction the lecturer makes a few remarks about how Americans look at work, and then goes on to mention his two main subtopics.
NOTES
Introduction:
ST1
Follow-up: Now check your major subtopics with your teacher.
While listening again, write down necessary relevant details below the main subtopics to which they belong. Remember to use proper number notation and abbreviations to save time.
Follow-up: Check your notes. If you missed important information or have doubts about your notes, (1) verify them by asking a classmate questions to fill the gaps in your notes or (2) listen to the lecture a third time. When verifying your notes with a classmate, do not show each other your notes; ask specific questions to get the information you need.
Examples: • How many children were in the workforce in 1900?
• What is the name of the book the lecturer mentioned?
This is also a good time to check to see if the lecturer answered your Predictions questions about the lecture.
Read MoreDiscuss the following questions with your classmates:
• Do you think there is more or less immigration to the United States now than in the past?
• Have the countries of origin of the immigrants changed over the years?
• Do you think people’s reasons for immigrating to the United States are the same today as they were in the past?
• Have people from your country immigrated to the United States? If so, how many? Why?
0 B. Vocabulary and Key Concepts
Read through the sentences, trying to imagine which words would fit in the blanks. Then listen to a dictation of the full sentences, and write the missing words in the blanks.
1. Throughout history, people have moved, or__________________ ,
to new countries to live.
2. ____________________________________ can take many forms:
those that are characterized by a shortage of rain or food are called and, respectively.
3. Sometimes people immigrate to a new country to escape political
or religious___________________ .
4. Rather than immigrants, the early___________________ from
Great Britain considered themselves___________________ ; they
had left home to settle new land for the mother country.
5. The so-called Great Immigration, which can be divided into three
__________________ , or time periods, began about 1830 and
lasted till about 1930.
6. The Industrial Revolution, which began in the nineteenth century, caused as
machines replaced workers.
7. The__________________ of farmland in Europe caused many peo
ple to immigrate to the United States, where farmland was more abundant.
8. Land in the United States was plentiful and available when the
country was__________________ westward. In fact, the U. S. government offered free public land to_________________ in 1862.
9. The__________________ of the Irish potato crop in the middle of
the nineteenth century caused widespread starvation.
10. The Great Depression of the 1930s and World War II contributed
to the noticeable___________________ in immigration after 1930.
11. The first law that__________________ the number of immigrants
coming from a certain part of the world was the Chinese Exclusion Act of 1882.
12. It is important to note that in 1965 strict___________________
based on nationality were eliminated.
13. At the end of the 1940s, immigration began to increase again and
has, in general, risen___________________ since then.
14. Will the__________________ continue for non-Europeans to
immigrate to the United States?
15. The U. S. immigration laws of today in general require that new
immigrants have the___________________ necessary to succeed in
the United States because industry no longer requires large numbers of workers.
Follow-up: Check the spelling of the dictated words with your teacher.
Discuss the meanings of these words and any other unfamiliar words
in the sentences.
Using the photographs and the vocabulary exercise as a starting point, write three questions that you think will be answered in the lecture.
Examples: • Is immigration to the United States increasing or
decreasing?
• How many immigrants return to their countries of origin after a short time?
1.
3.
Follow-up: After you have written your questions, share them with your teacher and your classmates.
In dates, teens and tens (1815 and 1850, for example] are sometimes confused in listening. For teens, as in 1815, both syllables of 15 (FIF TEEN) are stressed, with heavier stress on the second syllable. For tens, as in 1850, only the first syllable is stressed (FIF ty). Write down the dates and phrases you hear. For a whole decade like the nineteen forties, write the 1940s.
f.
|
g* |
b.
c._________________________ h________________________________
d_________________________________ і_____________________________
e—————————————– j———————————————-
Follow-up: Check your answers with your teacher by saying each one as you write it on the board.
The lecturer uses the names of several countries as well as the names of the people who come from those countries. Check your knowledge of these names by completing the following chart in three minutes. A knowledge of the names of these countries and their people will help you recognize them when you hear them. Ask your instructor to pronounce the names of these countries and their people before you listen to the lecture. You will probably want to abbreviate some of these names as you take notes.
|
Country |
People |
|
French |
|
|
Germany |
|
|
Scotch-lrish |
|
|
Britons; the British |
|
|
Danes |
|
|
Norwegians |
|
|
Swedes |
|
|
Greece |
|
|
Italians |
|
|
Spaniards |
|
|
Portuguese |
|
|
China |
|
|
Filipinos |
|
|
Mexicans |
|
|
India |
|
|
Russians |
|
|
Poles |
Follow-up: After you check your answers with your teacher, answer these questions: Which of the above are Scandinavian countries? Which are Southern European countries? Which are Eastern European countries? Check your answers with your teacher.
Q A First Listening
After a rather long introduction in which the lecturer discusses what immigration is, some general reasons that people immigrate, and the kinds of people who came to what is now the United States while it was still a colony of Great Britain, he goes on to discuss three main subtopics. In the first listening, make sure you get down the main subtopics; take down relevant details that you have time for, including those in the introduction.
NOTES
Introduction:
ST1
ST2
ST3
Follow-up: Now check your major subtopics with your teacher.
While listening again, write down necessary relevant details below the main subtopic to which they belong. Remember to use proper number notation to save time.
Follow-up: Check your notes. If you missed important information or have doubts about your notes, (1) verify them by asking a classmate questions to fill the gaps in your notes or (2) listen to the lecture a third time. When verifying your notes with a classmate, do not show each other your notes; ask specific questions to get the information you need.
Examples: • Could you please tell me what the lecturer said about the
composition of the U. S. population in the Colonial Period? • Wflhat was said about Ireland and the crop failure?
This is also a good time to check to see if the lecturer answered your Predictions questions about the lecture.
Listen to the following questions, and write short answers. Use your notes. You will hear each question one time only.
1. _________________________________________________________________
2. ____________________________________________________________________________
3.
4.
5. .________________________________
6.
7.
8.
9.
10.__________________________________________________________________
Follow-up: Check your answers with your teacher. If your score is less than 70 percent, you may need to listen to the lecture again or rewrite your notes so that you can understand and retrieve the information in them.
In groups of four, practice giving sections of the lecture to each other. Take turns practicing different sections until everyone has had a chance to speak. Student A will give the introduction, Student В will give subtopic 1, and so on. Check what you hear against your notes. If you don’t understand or you disagree with what you hear, wait until the speaker finishes. Then bring your notes into agreement by clarifying points of disagreement, as follows:
• Could you repeat what you said about the population during the Colonial Period?
• My notes are different from yours. You said the famine was in England, but I think you’re wrong. Let’s see what the others have in their notes.
Discuss with your teacher and classmates reasons why people either leave your country or come to your country. Do people leave your country for economic reasons? For educational reasons? Do they usually return home? Do people come to your country to work or to study? If so, who are these people? Do any of these people become citizens? How long do they stay in your country? What are some of the benefits of having immigrants in a country? What are some of the disadvantages?
C. Collaboration: Writing Answers to Essay Questions
On the quiz at the end of this unit, there will be short-answer questions and essay questions. You will answer the short-answer questions with a few words or a sentence or two. You will answer the essay questions with a complete paragraph.
In groups of three or four, plan and write essay answers to the following questions on immigration. Appoint one member to write; all members will participate in planning and helping with the answer.
Use these guidelines:
1. Take the question and turn it into a general topic sentence to start your paragraph. For Question #1 below, you might begin: Between 1830 and 1930, Europeans immigrated to the United States for a number of reasons.
2. Choose specific relevant points from the lecture to support the topic sentence.
3. Make a brief outline of your answer so that when you write it you can concentrate on writing rather than remembering.
4. Write full sentences to develop your answer. (On a quiz, do not simply list points of support unless you run out of time.)
5. Write only the information that the question asks for. (If you do not know or are unsure of the answer to a quiz question, write a quick, brief answer to get some points, and concentrate on the other questions.)
Questions:
1. Discuss the reasons why Europeans immigrated to the United States between 1830 and 1930.
2. Describe the population of the United States during the Colonial Period.
Follow-up: Share your answers with at least one other group. Or share your answers orally as a class, and discuss the strengths in each answer.
The following are recommended for a closer look at immigration in the United States:
Sowell, Thomas. Ethnic America: A History. New York: Basic Books, 1981.
Sowell discusses the contributions of different ethnic and racial groups in the United States.
The U. S. Citizenship and Immigration Services Web site contains statistics on immigration, interesting articles, and information on processing immigrant visas, naturalization, and so forth.
Wernick, Allan. U. S. Immigration and Citizenship, revised 3rd edition. New York: Crown Publishing Group, 2002.
A guide for those interested in immigrating to the United States.
Avalon, Barry Levinson, director; 126 minutes, PG.
The film spans fifty years in the lives of a Russian immigrant family.
Malcolm X, Spike Lee, director; 201 minutes, PG-13.
Biographical film of a famous African American civil rights leader-, the film shows the influences, including painful white influences, on the leader’s life.
Interview someone whose parents or grandparents immigrated to the United States. Beforehand, prepare interview questions as a class to ask
• where the person immigrated from
• when and why the person immigrated
• other questions your class is interested in
Write down the answers to the questions, and share the information with your classmates.
Variation: Invite an American to visit your class, and have the whole class interview him or her by using the questions you wrote.
Read More