Appendix C - Peace Corps: China
A Semester of Oral English:
Understanding American Youth and Relevant Aspects of American Pop Culture
By Cassandra Frantz
Table of Contents
Textbook
Oral English Syllabus (includes rules, course outline, and teacher contact info)
Class 1: Introduction to course material
Class 2: Schedules, Routines, and Daily Life in America
Class 3: American Pop Music
Class 4: Understanding Jokes and American Humor
Class 5: American Celebrity Obsession
Class 6: Terrorism in America
Class 7: Understanding American Advertisements
Class 8: “What Women Want”
Class 9 & 10: Vacation
Class 11: American Games
Class 12: Families and Children in America
Class 13: American High School Life
Class 14: “High School Musical”
Class 15: Underage Drinking and Drugs in America
Class 16: Body Image and Eating Disorders in the States
Class 17: American College Life
Class 18: “Real Women Have Curves”
Class 19: Midterm Exam
Class 20: Chinese Americans
Class 21: “Red Doors”
Class 22: How Americans Eat
Class 23: “Planes, Trains, and Automobiles”
Class 24: The Real Story of Thanksgiving
Class 25: Illegal Immigration and Racism & Prejudice in the States
Class 26: Holiday Projects
Class 27: “Freedom Writers”
Class 28: Cursing like an American
Class 29: HIV/AIDS in America
Class 30: “Philadelphia”
Class 31: Final Exam Work Day
Class 32: “The Family Stone”
Class 33: Christmas Party
Class 34: Exam Prep
Class 35 & 36: Final Exam- Roundtable
Appendix A- Grading and Evaluation Materials
Personal Expectations Pre-Survey Form
Grade Record Sheet
Midterm Exam Project Form
Holiday Project Form
Final Exam Project Form
Personal Expectations Post-Survey Form
Class and Teacher Evaluation
Appendix B- Supplemental Material for Oral English
Tips for Improving Your Oral English
Explanation of Teaching Methods
List of Non-Count Nouns
“Chinglish” Guide
Appendix C- Pronunciation Material for Oral English
Minimal Pairs Guidelines for Chinese Students of English
Tongue Twisters
Poems for Pronunciation
Oral English Syllabus
Semester 3: Understanding American Youth and Aspects of American Pop Culture
Teacher, Cassandra Frantz Class 1, 06 English Majors
Classroom 1111 Wednesday 1&2, Thursday 5&6
CassandrainChina@ Class 2, 06 English Majors
Office Hours- Tuesday & Thursday, 2-3 PM Tuesday 5&6, Wednesday 5&6
Class Description:
This term, our study of oral English will focus on the ability to discuss American youth culture, including daily life, relevant social issues, and popular culture, especially media and music. Each lesson will be supplemented with the necessary vocabulary and grammar constructions, and the students will be expected to write weekly journal entries in order to speak more freely in class as well as doing vocabulary extension exercises. The goal of this class is to enable students to understand the perspective of American youth and apply this knowledge to understanding films, humor, daily conversations with slang and idioms, and to speak more fluently about American pop culture, with both Chinese people and foreigners.
Supplies for class:
I expect you to come prepared for each and every class. If you come without your supplies, you are unprepared for my class and unable to participate. I will take away participation points from people who come to class without supplies. Every week, bring the following supplies:
1. Textbook
2. Pens or pencils (of 2 different colors, for projects and grading)
3. Scratch paper or a notebook
4. Completed homework (when assigned)
5. English-English dictionary (optional)
Classroom Rules:
1. Absolutely no cell phones or electronic dictionaries. (This semester, English-English dictionaries will be allowed, but no electronic Chinese-English dictionaries.)
2. No cheating! (You will fail my class. NO EXCEPTIONS.)
3. No talking when others are speaking. This includes your classmates and your teacher.
4. No smoking, spitting, or eating in the classroom.
5. Come to class prepared or don’t come.
6. Participate every day.
7. Have fun and make mistakes!
8. No teasing anyone attempting to speak English. (Any student who makes fun of another student will be kicked out of my class. I refuse to tolerate meanness.)
Grades:
Your grades this semester will be a compilation of many different projects, quizzes, homework assignments, and daily attendance and participation. Remember, that regardless of how high your quiz and exam grades are, you cannot pass my class without participating every day and coming to class. Frequent absences will drastically lower your grade. If you are absent on a day when there is homework, you can turn it in at the BEGINNING of the next class. If you are absent on a day of a quiz, you can make it up the next class if you have a signed note from the English Department IN ENGLISH. I will NOT accept notes in Chinese this semester. (See the last page of textbook for your grade sheet. Throughout the semester, you will be able to track your grades so you know how you are doing in the class.) The percentages that make up your final grade are listed below:
1. 5% - Daily attendance (coming to class on time, with your supplies, homework finished, and not missing excessive classes)
2. 15%- Daily participation (refraining from using Chinese, speaking English in your groups when asked to, volunteering answers in class, and not being forced to speak)
3. 10%- Homework grades (includes having your homework completed in full BEFORE coming to class)
4. 10%- Quizzes- (grades from vocabulary, grammar, and context quizzes given over the semester)
5. 20%- Midterm- (the midterm project will be assigned in October)
6. 40%- Final Exam- (the final exam will consist of two different parts, with the video being worth 30 % and the roundtable discussion worth 10%)
Personal Statement:
I, ______________________________:
1. have read the entire syllabus for Cassie’s oral English class and I understand it.
2. understand that I must bring my supplies and be prepared for class every day.
3. understand the rules for classroom behavior and pledge to abide by them.
4. understand how my final grade for the class is calculated.
5. understand that I am responsible for what I learn this semester, not the teacher.
6. understand that whether or not my oral English improves depends on how hard I work.
7. will never say, “My oral English is very poor” at any time during this semester.
Signature _____________________________________ Date _____________________
Semester 3 Course Outline
Week One:
Class One: Introduction to the Course
HMW: reread syllabus, read “Teaching Methods Explained, fill out “Personal Expectations”, and sign Personal Statement at the end of the syllabus
Class Two: Schedules, Routines, and Daily American Life
HMW: review phrasal verbs, do 2 VW, journal entry
Week Two:
Class One: American Pop Music
HMW: write ten sentences using phrasal verbs and review the rest of the phrasal verbs- you will need them for next class
Class Two: Understanding Jokes and American Humor- IN CLASS QUIZ
HMW: do 2 VW and free journal entry
Week Three:
Class One: American Celebrity Obsession
HMW: read the article on terrorism
Class Two: Terrorism in America
HMW: BRING CHINESE MAGAZINES FOR NEXT WEEK, do 2 VW, review superstitions
Week Four:
Class One: Understanding American Advertisements
HMW: review proverbs
Class Two: “What Women Want”
HMW: answer movie discussion questions, and do 2 VW
Week Five:
No class! Enjoy your vacation! (No homework)
Week Six:
Class One: American Games
HMW: no homework today! Have a great day!
Class Two: American Families and Children- IN CLASS QUIZ
HMW: do 2 VW and read article on American high schools
Week Seven:
Class One: American High School Life
HMW: do 2 V W and short journal entry
Class Two: “High School Musical”- MIDTERM EXAM ASSIGNED
HMW: read article on Lindsay Lohan
Week Eight:
Class One: Underage Drinking and Drugs in the States
HMW: read article about eating disorders and do 2 VW
Class Two: Body Image and Eating Disorders in America
HMW: do 2 VW and free journal entry
Week Nine:
Class One: American College Life
HMW: do 2 VW
Class Two: “Real Women Have Curves”
HMW: answer movie questions and prepare for midterm next week
Week Ten:
Class One: Midterm Exam- Volunteerism Roundtable
HMW: do journal entry
Class Two: Chinese Americans
HMW: do 2 VW
Week Eleven:
Class One: “Red Doors”
HMW: do 2 VW and answer movie discussion questions
Class Two: How Americans Eat
HMW: read the article about Thanksgiving and do 2 VW
Week Twelve:
Class One: “Planes, Trains, and Automobiles”
HMW: read article about the real story of Thanksgiving
Class Two: The Real Story of Thanksgiving- ASSIGN HOLIDAY PROJECT
HMW: work on holiday project with your group outside of class
Week Thirteen:
Class One: Illegal Immigration & Racism and Prejudice in America
HMW: work on holiday project with your group outside of class
Class Two: Holiday Project Day – HOLIDAY PRESENTATIONS
HMW: review holiday projects given by classmates- you will need this information later, and do 2 VW
Week Fourteen:
Class One: “Freedom Writers”
HMW: finish movie discussion questions
Class Two: Cursing like an American- IN CLASS QUIZ, ASSIGN FINAL PROJECT TOPICS
HMW: do 2 VW, outside of class group work on final project
Week Fifteen:
Class One: HIV/AIDS in America
HMW: Outside of class group work on final project
Class Two: “Philadelphia”
HMW: do 2 VW, write a journal entry about the movie and outside of class group work on final project
Week Sixteen:
Class One: In-Class Prep Day for Final
HMW: Outside of class group work on final project
Class Two: “The Family Stone”
HMW: Answer questions about movie on and outside of class group work on final project, BRING PRESENT FOR PARTY NEXT WEEK – see details in textbook!
Week Seventeen:
Class One: Christmas Party- Class 1 & 2 together
HMW: Outside of class group work on final project
Class Two: Final Exam Prep- VIDEO PROJECTS DUE
HMW: prepare for final exam roundtable
Week Eighteen:
Class One: Final Exam Roundtable (Second Half of Class)
HMW: Fill out class survey and turn it in (with no names,) complete personal expectations post survey and turn in textbooks before leaving class – ENJOY YOUR VACATION!
Class Two: Final Exam Roundtable (Second Half of Class)
HMW: Fill out class survey and turn it in (with no names,) complete personal expectations post survey and turn in textbooks before leaving class – ENJOY YOUR VACATION!
Class 1- Welcome to Oral English!
|Find Someone Who… | |
| |Name |
|likes the same movie star as you | |
|is the same age as you | |
|is wearing a red shirt | |
|likes Western food | |
|has two or more siblings | |
|likes spinach | |
|does not have a middle name | |
|knows how to drive a car | |
|lives in the same town as you | |
|knows all 7 dwarfs from Sleeping Beauty | |
|has a birthday the same month as yours | |
|can speak a foreign language (other than English) | |
|does NOT like chocolate | |
|has glasses | |
|works part-time | |
|does NOT have a cell phone | |
|does NOT know how to use a computer | |
|likes the color purple | |
|has seen the movie Star Wars | |
Project: Put together a poster that represents your group and shows the spirit of all of the group members using acrostics. (Example, Cassie- Crazy, Able, Sassy, Silly, Intelligent, Energetic). The posters should be colorful and decorated with as much English as possible.
HMW: reread syllabus and Teaching Methods, fill out Personal Expectations, sign syllabus
Class 2- Schedules, Routines, and Daily Life
1. Construct a daily schedule for yourself showing your routine. (Ex. 7 AM get up 7:30 AM eat breakfast, etc.) Start from the time you get up and end when you go to sleep.
2. Show your group mates your schedule. Are your schedules relatively the same? What are the differences?
3. Do you think this schedule is similar to an typical day for an American teenager?
4. Read this:
a) Schedules in America are different than schedules in other parts of the worlds. As children, Americans go to school from early September until mid-December, with one week off in November for Thanksgiving break. There is a one-month vacation from Christmas until after New Year’s, and then the students return to school, with a one-week holiday in April for spring break. Summer vacation starts at the end of May, so children have June, July, and August to relax and play. The school day is normally from 8:30 AM to about 3 PM from Monday to Friday. If students are involved in extra-curricular activities, like soccer, band, or drama club, these events normally run until about 5 or 5:30. After that, most high school students are home with their families. In college, the schedule changes. The fall semester starts in mid-September and ends in mid- December. After about a two-month break, classes for the spring semester start in mid-February and run until the end of May. A normal college student spends about four hours in class every day, sometimes less. The rest of their time is often spent working a part-time job or studying and doing homework. An American adult normally works Monday through Friday from about 9 PM to 5 PM, but more and more companies are introducing “flextime.” This is a system that allows the employs to work whenever they want to (in the evening, or even early morning) as long as they put in a certain number of hours per week.
b) How is this schedule different than a Chinese schedule?
c) Which schedule would you prefer to have? Why?
5. “Too Late” vs “Too Early”
Phrasal Verbs
Match the phrasal verbs with their meanings.
beat up call off do over give up hand in let down
make out make up put away put off try on turn down
break down get around get over look after pass out
put up with run into show up take after take off wait on
fill out get up give back look into come back come over
talk back to break into
______________ - faint
______________ - resemble
______________ - put in the customary place
______________ - lower (sometimes in a negative way)
______________ - stop functioning
______________ - avoid
______________ - take care of someone
______________ - arouse from bed
______________ - return (sthg to sb)
______________ - recover
______________ - visit informally
______________ - enter forcibly
______________ - do again
______________ - cancel
______________ - reject
______________ - hurt physically
______________ - complete
______________ - test fit and appearance
______________ - tolerate
______________ - abandon
______________ - meet accidentally
______________ - appear
______________ - submit
______________ - postpone
______________ - answer rudely
______________ - distinguish
______________ - serve
______________ - compose, invent
______________ - leave
______________ - investigate
______________ - return (yourself)
HMW: do 2 VW and journal entry for the next class
Directions: The “Working Vocabulary Section” will be something you will see often as homework this semester. Each time I assign vocabulary for homework, I expect you two look up two new words. I would prefer these are words that you hear on television or in a movie or words from another class that you do not understand. UNDER NO CIRCUMSTANCES should you copy vocab words for exam prep books, like the CET-4 and CET-6 books. If you copy from these books, your homework grade will be a ZERO. When you choose two new words, I want you to define them in ENGLISH. If you do not have an English- English dictionary, you can use the dictionary online at m-. Then, below each vocabulary word, write two sentences using this word correctly. (Remember, it is VERY easy for me to tell if you have copied these sentences or written them yourself.) Then, you will bring your new vocab words to class the next week and present them to your group. Each person will take a turn dictating their vocab words to the group. Then you will check for correct spelling. Finally, you will give your group mates the definition of the new word.
Working Vocabulary Section:
My new vocab words:
1. ____________ ______________________________________________
*
*
2. _____________ ______________________________________________
*
*
My group’s new vocab words:
Dictation Correct Spelling Definition
____________ _______________ __________________________________
____________ _______________ __________________________________
____________ _______________ __________________________________
____________ _______________ __________________________________
____________ _______________ __________________________________
____________ _______________ __________________________________
Journal Entry-
Today’s journal entry should be about music. You can choose or topic or you can answer the following questions: When you think of American pop music, what do you think? Are there specific musicians you like to listen to? What genres of music are your favorites? When and how do you listen to music? What does music do for you? Is music an important part of your life.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Class 3- American Popular Music
1. What popular American artists do you know?
2. Where you can you find American music?
Come Away With Me lyrics- Norah Jones
Come away with me in the ________
Come away with me
And I will write you a __________
Come away with me on a _________
Come away where they can't __________ us
With their lies
I want to _________ with you
On a ________ day
In fields where the ________ grass grows knee-high
So won't you try to __________
Come away with me and we'll ________
On a _____________
Come away with me
And I'll never stop _________ you
And I want to wake up with the__________
Falling on a tin roof
__________ I'm safe there in your arms
So all I ask is for _________
To come away with me in the _________
Come away with me
Candy Man lyrics- Christina Aguilera
(Tarzan and Jane were swingin' on a vine)
Candyman, candyman
(Sippin' from a bottle of vodka double wine)
Sweet, sugar, candyman
Hey, uh
I met him out for _________on a Friday night
He really got me working up an __________
He had tattoos up and down his arm
There's nothing more ____________ than a boy with charm
He's a one stop _______, makes the panties drop
He's a sweet _______ sugar coated candyman
A sweet talkin' sugar coated candyman
Ooh, yeah, yeah
He took me to the Friday Club at Hollywood &________
We drank ________ and we danced all night
We shook the paparazzi for a big _________ (a big surprise)
The __________ tonight will be tomorrow's headlines
He's a one stop shop, makes my cherry pop
He's a sweet talkin' sugar coated candyman (ooh yeah)
A sweet talkin' sugar coated candyman
Shoo-Doo-bee-do-wee-dop-bop-shoo-be-wow-ba-wow (repeat)
ba-wow
Hey, yeah
Oh, yeah yeah yeah yeah ohhhhhhh
He's a one stop shop, makes my cherry pop
He's a sweet talkin' sugar coated candyman (Oh!)
A sweet talkin' sugar coated candyman
Whoa, yeah
Well, by now I'm getting all _________ and hot
When he kissed my mouth he really hit the spot
He got lips like ____________, oh
Good things come for boys who wait
(Tarzan and Jane were swingin' on a vine)
Candyman, candyman
(Sippin' from a bottle of vodka double wine)
Candyman, candyman
(Sweet, sugar, candyman)
He's a one stop, gotcha hot, makin' all the panties drop
(Sweet, sugar, candyman)
He's a one stop, got me hot, makin' my "uh" pop
(Sweet, sugar, candy man)
He's a one stop, get it while it's hot, baby don't stop
(Sweet, sugar)
He got those lips like sugar cane
Good things come for boys who __________
He's a one stop shop with a real big "uh"
He's a sweet talkin' sugar coated candyman
(Say what) a sweet talkin' sugar coated candyman
(Say) a sweet talkin' sugar coated candyman, wooo
A sweet talkin' sugar coated candyman
Oooh, whoa
Candyman, candyman
Candyman, candyman
Candyman, candyman...
Candyman, candyman
Candyman, Candyman...
Tarzan and Jane were swingin' on a vine
(Tarzan and Jane were swingin' on a vine)
Sippin' from a bottle of vodka double wine
(Sippin' from a bottle of vodka double wine)
Jane lost her grip and a down she _________
(Jane lost her grip and a down she fell)
Squared herself away as she let out a __________
(Squared herself away as she let out a yell)
Do You Know lyrics- by Enrique Iglesias
Do you know?
Do you know?
Do you know what it feels like_________ someone that’s in a rush to throw you away?
Do you know, do you know, do you know, do ya?
Do you know what it feels like to be the__________to know the lock on the door has changed?
Do you know, do you know, _____________, do ya?
If birds flying _________ is a sign of changes
At least you can predict this every __________
Love, you never know the minute it ends suddenly
I can’t get it to ________
Maybe if I knew all the things it took to save us
I could fix the pain that bleeds inside of me
Look in your eyes to see something _________
I’m standing on the _______ and I don’t know what else to ________
Do you know what it feels like loving someone ___________ rush to throw you away?
Do you know, do you know, do you know, do ya?
Do you know what it feels like to be the last one to know the ________on the door has changed?
Do you know, do you know, do you know, do ya?
How can I love you?
How can I love you?
How can I love you?
How can I love you?
If you just don’t talk to me, ______.
I flow through my act
There's a question: Is she ________?
And decide all the man I can ever be.
Looking at the last______ years like I did
I could never see us ending like this.
Seeing your face no more on my __________
Is a scene that’s never ever happened to me.
(Do you know?)
But after this episode I don’t see
You could never tell the next thing life ________
Do you know _______like loving someone that’s in a rush to throw you away?
Do you know, do you know, do you know, do ya?
Do you know what it feels like to be the last one to know the lock on the door has changed?
Do you know, do you know, do you know, do ya?
Do you know what it feels like loving someone that’s in a rush to throw you away?
Do you know, do you know, do you know, do ya?
Do you know what it feels like to be the last one to know the lock on the door has changed?
Do you know, do you know, do you know, do ya?
(Do you know?)
(Do you know?)
(Do you know?)
(Do you know?)
Do you know what it feels like loving someone that’s in a rush to throw you away?
Do you know, do you know, do you know, do ya?
Do you know what it feels like to be the last one to know the lock on the door has changed?
Do you know, do you know, do you know, do ya?
Do you know what it _________loving someone that’s in a rush to__________ away?
(Do you know how it feels?)
Do you know what it feels like to be the last one to know the lock on the door has changed?
Do you know, do you know, __________, do ya?
(Do you know how it feels?)
(Do you know? Do you know? Do you know? Do ya?)
(Do you know? Do you know? Do you know? Do ya?)
Umbrella lyrics - by Rihanna with Jay-Z
Jay-Z:
Ahuh Ahuh (Yea Rihanna)
Ahuh Ahuh (Good girl gone bad)
Ahuh Ahuh (Take three... Action)
Ahuh Ahuh
No clouds in my storms
Let it rain
I hydroplane into fame (Eh eh)
Come'n down with the Dow Jones
When the clouds come we gone
We Rocafella (Eh eh)
She fly higher than weather
And she rocks it better
You know me
An anticipation for precipitation
stacks chips for the rainy day (Eh eh)
Jay, rain man is back with lil Ms. Sunshine
Rihanna where you at?
[VERSE 1]
You had my _________
and we'll never be world apart
Maybe in ___________
but you'll still be my star
Baby cause in the Dark
You can see shiny Cars
And that's when you need ____________
With you I'll always share
Because
[CHORUS]
When the sun shines
We’ll shine _________
Told you I'll be here forever
Said I'll always be your ________
Took an oath
I'mma stick it out 'till_____________
Now that it's raining more than ever
Know that we_________ each other
You can stand under my Umbrella
You can stand under my Umbrella
(Ella ella eh eh eh)
Under my umbrella
(ella ella eh eh eh)
Under my umbrella
(ella ella eh eh eh)
Under my umbrella
(ella ella eh eh eh eh eh eh)
[VERSE 2]
These fancy things,
will never come ___________
You're part of my entity
Here for__________
When the war has took it's part
When the world has dealt it's _______
If the hand is hard
[Umbrella lyrics on ]
Together we'll mend your heart
Because ...
[CHORUS]
When the sun shines
We'll shine together
Told you I'll be here forever
Said I'll always be your friend
Took an_________
I'mma stick it out 'till the end
Now that it's raining more ________
Know that we still have each other
You can stand under my Umbrella
You can stand under my Umbrella
(Ella ella eh eh eh)
Under my umbrella
(ella ella eh eh eh)
Under my umbrella
(ella ella eh eh eh)
Under my umbrella
(ella ella eh eh eh eh eh eh)
[BRIDGE]
You can run into my Arms
It's okay don't be alarmed
(Come into Me)
(There's no distance in between our love)
So Gonna let the rain pour
I'll be all you need and more
Because ...
[CHORUS]
When the sun shines
We'll shine Together
Told you I'll be here _____________
Said I'll always be your friend
Took an oath
I'mma stick it out 'till the end
Now that __________more than ever
Know that we still have each other
You can stand under my Umbrella
You can stand under my Umbrella
(Ella ella eh eh eh)
Under my umbrella
(ella ella eh eh eh)
Under my umbrella
(ella ella eh eh eh)
Under my umbrella
(ella ella eh eh eh eh eh eh)
It's raining (raining)
Ooo baby it's raining
baby come into me
Come into me
It's raining (raining)
Ooo baby it's raining
You can always come into me
Come into me
HMW:
Using the phrasal verbs from last class, write ten sentences using different phrasal verbs correctly. Carefully review the meaning of the words you do not use.
1. ____________________________________________________________________________________________________________________________________
2. ____________________________________________________________________________________________________________________________________
3. ____________________________________________________________________________________________________________________________________
4. ____________________________________________________________________________________________________________________________________
5. ____________________________________________________________________________________________________________________________________
6. ____________________________________________________________________________________________________________________________________
7. ____________________________________________________________________________________________________________________________________
8. ____________________________________________________________________________________________________________________________________
9. ____________________________________________________________________________________________________________________________________
10. ____________________________________________________________________________________________________________________________________
Class 4 – Understanding Jokes and American Humor
Jokes
Jokes often depend on the humour of the unexpected, the mildly taboo (which can include the distasteful or socially improper), or playing off stereotypes and other cultural beliefs. Many jokes fit into more than one category.
Political jokes are usually a form of satire. They generally concern politicians and heads of state, but may also cover the absurdities of a country's political situation. Two large categories of this type of jokes exist. The first one makes fun of a negative attitude to political opponents or to politicians in general. The second one makes fun of political clichés, mottos, catch phrases or simply blunders of politicians. Some, especially the you have two cows genre, derive humour from comparing different political systems.
Professional humour includes caricatured portrayals of certain professions such as lawyers, and in-jokes told by professionals to each other.
Mathematical jokes are a form of in-joke, generally designed to be understandable only by insiders.
Ethnic jokes exploit ethnic stereotypes. They are often racist and frequently considered offensive.
For example, the British tell jokes starting "An Englishman, an Irishman and a Scotsman..." which exploit the supposed parsimony of the Scot, stupidity of the Irish, or some combination. Such jokes exist among numerous peoples.
Racially offensive humour is increasingly unacceptable, but there are similar jokes based on other stereotypes such as blonde jokes.
Religious jokes fall into several categories:
• Jokes based on stereotypes associated with people of religion (e.g. nun jokes, priest jokes, or rabbi jokes)
• Jokes on classical religious subjects: crucifixion, Adam and Eve, St. Peter at The Gates, etc.
• Jokes that collide different religious denominations: "A rabbi, a medicine man, and a pastor went fishing..."
• Letters and addresses to God.
Self-deprecating or self-effacing humour is superficially similar to racial and stereotype jokes, but involves the targets laughing at themselves. It is said to maintain a sense of perspective and to be powerful in defusing confrontations. Probably the best-known and most common example is Jewish humour. The egalitarian tradition was strong among the Jewish communities of Eastern Europe in which the powerful were often mocked subtly. Prominent members of the community were kidded during social gatherings, part a good-natured tradition of humour as a leveling device. A similar situation exists in the Scandinavian "Ole and Lena" joke.
Self-deprecating humour has also been used by politicians, who recognize its ability to acknowledge controversial issues and steal the punch of criticism - for example, when Abraham Lincoln was accused of being two-faced he replied, "If I had two faces, do you think this is the one I’d be wearing?".
Dirty jokes are based on taboo, often sexual, content or vocabulary. Many dirty jokes are also sexist.
Other taboos are challenged by sick jokes and gallows humour; to joke about disability is considered in this group.
Surrealist or minimalist jokes exploit semantic inconsistency, for example: Q: What's red and invisible? A: No tomatoes..
Anti-jokes are jokes that aren't funny in regular sense, and often can be decidedly unfunny, but rely on the let-down from the expected joke to be funny in itself.
An elephant joke is a joke, almost always a riddle or conundrum and often a sequence of connected riddles, that involves an elephant.
Some examples of different English jokes
1. Lawyer jokes-
a) A man who died was supposed to go to Heaven, but ended up in Hell. So, God called Satan, protesting to have that man returned to Heaven where he belonged. When Satan rejected the request, God said he would go to court to get the man back, to which Satan replied, "Where are you going to get a lawyer? They are all down here!"
2. Blonde jokes-
a) Q: How do you make a blonde's eyes twinkle?
A: Shine a flashlight in their ear.
b) Q: How do you confuse a blonde?
A: Ask her to alphabetize a bag of M&Ms
3. Knock-Knock jokes-
a) Knock Knock. Who’s there? Doris. Doris Who? Doris locked, that’s why I knocked.
b) Knock Knock. Who’s there? The interrupting cow. The interrupt- MOO!
4. Elephant jokes-
a) Q: What time is it when ten elephants are chasing you?
A: Ten after one..
5. Crossing the road jokes-
a) Q: Why did the chicken cross the road?
A: To get to the other side.
b) Q: Why did the turkey cross the road?
A: To prove he wasn’t a chicken.
HMW: do 2 VW and free journal entry
Working Vocabulary Section:
My new vocab words:
1. ____________ ______________________________________________
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2. _____________ ______________________________________________
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My group’s new vocab words:
Dictation Correct Spelling Definition
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______________ _________________ _______________________________________
Journal Entry- This short journal entry can be about any subject. You choose. If you would like met to read it personally, feel free to ask me.
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Class 5- American Celebrity Obsession
HMW: read the following article on terrorism for the next class
U.S. President George W. Bush articulated the goals of the "war on terrorism" in a September 20, 2001 speech, in which he said it "will not end until every terrorist group of global reach has been found, stopped and defeated."[1] In that same speech, he called the war "a task that does not end." To critics, such goals create a state of perpetual war. They have argued that terrorism is itself only a tactic which can never be defeated.[2] It is further disputed that the "War on Terrorism" qualifies as a war as there is no party whose defeat can bring victory. Ira Chernus, professor at the University of Colorado, argues that the ideology underlying the war on terrorism inevitably leads to a state of perpetual war, because it is based on Bush's domestic crusade against sin and evil.[3] The notion of a perpetual war during which governments could take whatever actions they liked to maintain themselves in power, using the state of war as a pretext, forms a major theme in 1984, an influential book by George Orwell. Gore Vidal also subscribes to this notion in Perpetual War for Perpetual Peace, first in a critical trilogy against the Dubya Bush Administration.
The Bush administration has given various answers concerning what would constitute victory. In a news conference on September 20, 2001, Defense Secretary Donald Rumsfeld said, "I say that victory is persuading the American people and the rest of the world that this is not a quick matter that's going to be over in a month or a year or even five years. It is something that we need to do so that we can continue to live in a world with powerful weapons and with people who are willing to use those powerful weapons. And we can do that as a country. And that would be a victory, in my view".[4]
Jacob Levenson wrote, "Three years after the United States attacked Afghanistan, it is extremely difficult for the press to gauge where the United States stands in the war on terror because the term itself obscures distinction".[5]
It has also been noted that by formally styling the situation as a "war", some semblance of legitimacy is offered to many subsequent retaliatory acts undertaken by terrorists, since they simply become acts of war, wherin offensive strikes are permitted.
In May 2005 a new designation was introduced, "Global Struggle Against Violent Extremism (GSAVE)", but it was soon dropped quietly after the scathing public reception it met. The "Long War" has been launched as an alternative slogan, and was used by president Bush in his 2006 State of The Union speech.
The justification given for the invasion of Iraq (prior to its happening) was to prevent terrorist or other attacks by Iraq on the United States or other nations. This can be viewed as a conventional warfare realisation of the war on terror.
A major criticism levelled at this justification is that, according to war opponents, it does not fulfill one of the requirements of a just war and that in waging a war pre-emptively, the United States has undermined international law and the authority of the United Nations, particularly the United Nations Security Council. On this ground it has been advocated that by invading a country that does not pose an imminent threat and without UN support, the US has violated international law, including the UN Charter and the Nuremberg principles and is guilty of committing a war of aggression, which is considered to be a war crime. A fact for which officials and members of the Bush administration are potentially criminally culpable under the command responsibility.
Another criticism that has been raised is that the United States has set a precedent, under the premise of which any nation could justify the invasion of other states.
The "War on terror" has been seen as a pretext for reducing civil liberties.
Within the United States, critics argue that the Bush Administration and lower governments have restricted civil liberties and created a "culture of fear". Bush introduced the USA PATRIOT Act legislation to the United States Congress shortly after the 11 September 2001 attacks, which significantly expanded U.S. law enforcement's power. It has been criticized as being too broad and having been abused for purposes unrelated to counter-terrorism. President Bush had also proposed Total Information Awareness, a federal program to collect and process massive amounts of data to identify behaviors consistent with terrorist threats. It was heavily criticized as being an "Orwellian" case of mass surveillance.
Many opponents focus on the domestic aspects, complaining that the government is systematically removing civil liberties from the population or engaging in racial profiling. They also allege that this approach increases public hostility to dissenting voices by encouraging the view that such people are being unpatriotic or even treasonous for simply disagreeing with the administration. Some, such as Giorgio Agamben, criticize a "generalised state of exception", which could be followed by a more or less deliberate strategy of tension (using false flags terrorist attacks and other ruse of war tactics).
Class 6- Terrorism in America
Superstitions: These are some common American superstitions. Most people in America no longer believe these sayings, but everyone knows them.
1. Getting out of bed on the wrong side means you’ll have a bad day.
2. Letting a black cat cross your path brings you bad luck.
3. The bride should not see the groom on the morning before the wedding.
4. The number 13 is bad luck.
5. If you make a wish on a falling star (comet,) your wish will come true.
6. If you find a four leaf clover, it’s good luck.
7. Carrying a rabbit’s food brings good luck.
8. Spilling salt is unlucky, but a pinch of salt thrown over your right shoulder will keep evil spirits away.
9. Finding a penny brings good luck. (“See a penny, pick it up, all day long you’ll have good luck.”)
10. Breaking a mirror brings seven years of bad luck.
11. Walking underneath a ladder brings bad luck. You should walk around.
HMW: do 2 VW and bring in Chinese magazines for next week’s class, the magazines should have large, colorful advertisements in them
Working Vocabulary Section:
My new vocab words:
3. ____________ ______________________________________________
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4. _____________ ______________________________________________
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My group’s new vocab words:
Dictation Correct Spelling Definition
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Class 7 – Understanding American Advertisements
1. Define “metrosexual.” _______________________________________________
2. What does the Chinese ad want you to believe about masculinity?
__________________________________________________________________________________________________________________________________________
3. What does the American add want you to believe about masculinity?
__________________________________________________________________________________________________________________________________________
4. How are they alike? Which one is more effective?
__________________________________________________________________________________________________________________________________________
5. How can the media affect our views of masculinity and femininity?
_______________________________________________________________________________________________________________________________________________________________________________________________________________
Draw an advertisement here:
Proverbs:
What is a proverb? What are some Chinese proverbs you know?
American Proverbs
1. Variety is the spice of life.
2. Too many cooks spoil the broth.
3. That’s the pot calling the kettle black.
4. Don’t bit the hand that feeds you.
5. You can’t have your cake and eat it too.
6. There’s no place like home.
7. People in glass houses shouldn’t throw stones.
8. Two is company, three is a crowd.
9. Spare the rod and spoil the child.
10. He who hesitates is lost.
11. Honesty is the best policy.
12. Haste makes waste.
13. Boys will be boys.
14. Dead men tell no tales.
15. Time heals all wounds.
16. Never put off till tomorrow what you could do today.
17. Rome was not built in a day.
18. Better late than never.
19. Save it for a rainy day.
20. His bark is worse than his bite.
21. You can’t teach an old dog new tricks.
22. Don’t let the cat out of the bag.
23. Curiosity killed the cat.
24. When the cat’s away the mice will play.
25. You can lead a horse to water but you can’t make it drink.
26. Don’t look a gift horse in the mouth.
27. The early bird catches the worm.
28. Kill two birds with one stone.
29. Actions speak louder than words.
30. Birds of a feather flock together.
HMW: review proverbs, you will need these later
Class 8- “What Women Want”
HMW: answer movie discussion questions, and do 2 VW
Movie Discussion Questions
1. At the beginning of the movie, it is said that Nick has an “alpha male” attitude. What do you think this means? How is it evidenced in the movie?
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2. How does Nick feel when he finds out his new boss is Darcy, a woman? How can you tell he is uncomfortable working under a woman?
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3. How would you describe Nick’s relationship with his daughter, Alex?
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4. How does Nick use his new “talent”? Do think he behaves in an ethical manner? Would you do the same thing if you could read the minds of the opposite sex?
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5. How does Nick feel when Darcy is fired?
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6. What do you think this movie tells us about the “typical American male”?
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Working Vocabulary Section:
My new vocab words:
3. ____________ ______________________________________________
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4. _____________ ______________________________________________
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My group’s new vocab words:
Dictation Correct Spelling Definition
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_____________ _________________ _______________________________________
Class 9 & 10- Vacation
Enjoy your vacation!
No homework!
Cassie (
Class 11- Game Day
Today in class you will learn some American card games, a board game called “Cranium,” and some other games that are typical in the US.
BS- An American card game
The dealer deals each player an equal number of cards. If there are remainders or too little cards to finish a full revolution of players, those cards are discarded.
Alternatively, if the game is played with only two players, one should not use all of the cards, because both players will know what cards the other player has; instead, both players should be dealt about a dozen cards each, and the rest go unused.
As the number of players grows, so can the number of decks. Instead of having 7 cards for 8 people with one deck, two decks would give everyone 14 cards. This makes the game more interesting, since one could play up to 8 cards of the same rank.
The Stack
The center of the table will hold a pile of cards played during the game. Play starts differently according to different rules. Some people play with whoever has the two of clubs, others start with ace of clubs, or spades, and yet others start with the makers card in some versions of the game in their hand and continues clockwise.
Player turns
On each turn, the player must play the cards he has of a certain rank. There are two common variants of the game. In the first, the rank must be one above the rank played by the previous player (twos, then threes, then fours). The player selects the cards to play, announces how many are being played (any number) and their rank ("two fours"), and places them facedown in the pile in the centre. If the player doesn't actually have the cards needed to play at least one of the correct rank, he is still required to play, and so must bluff, or bullshit (lie about it), hence the names of the game. It is also permissible to bluff if the player does have cards of the given rank, for example, by playing and announcing "two Kings" when he has only one, or announcing "two Kings" and he can play two of any other card.
Optionally, jokers may be used as either a "wild card" or as an automatic bullshit.
In a much rarer version of the game the players should only play one card and play the same suit that the previous player. The version's tactical elements are very different from the one dealt with in this article.
The next part of the game is subject to two major variations. After each player takes his turn and before the next player has, one of two things can happen. In the first variant, any of the other players can yell out "Cheat" or "Bullshit" or "BS" to challenge the cards that were just played. In the second variant, only the player about to lay down cards can yell out "Cheat" to challenge the cards laid down instead. In some games, the players agree to either wait before playing their turn so other players can think carefully about challenging, or to rapidly take their turns to put more pressure on challengers. Also, some games require a player who bluffs and gets away with it to announce the word "popcorn" or "peanut butter" after the next player's turn. When a player yells out to challenge, they turn over enough cards from the top of the pile to decide if the cards just played were legitimate (this should be the number of the cards that the player who just took his turn announced; however, it is generally acceptable to turn over more if cheating as described later is suspected). If it turns out that the player played the amount and rank of cards that he announced, the challenger takes the whole pile that had accumulated in the centre. If the player was bluffing and did not put down what he announced, he takes the whole pile.
Depending on the version of the game, either the first player to get rid of all their cards (and not lose any challenge on their final play) is the winner, or the game may continue to determine second place, third, etc. Since cheat is almost never played for money or other stakes, players who don't have cards because they've already won may decide to a challenge that they intend to lose so they can get cards to continue playing.
HMW: no homework today, relax!
For more card games go to:
Class 12- American Families and Children
1. Draw a picture of what you think a typical American family looks like
2. In what ways are American families different than Chinese families?
3. In what ways are the two similar?
4. What do you know about the relationship between parents and children in America? Is this similar or different than in China?
5. If you could choose, would you rather raise a family in China or America? Why?
Common American Idioms and Collocations:
1. give your best
2. give ‘em hell
3. give the benefit of the doubt
4. give a whipping
5. take a snooze, take a nap
6. take a fall, take a tumble
7. take a crack at
8. take offense
9. take a back seat
10. take advantage of
11. take the blame
12. take a breather
13. have a ball
14. have a heart
15. have an interest in
16. have lots to do
17. get lost
18. get well
19. get some rest, get some sleep
20. get with it
21. get pregnant
22. get over
23. make up your mind
24. make out with
25. do time
26. do your best
HMW: do 2 VW and read article on American high schools
American High School, Wikipedia
In the United States high school generally refers to the later portion of compulsory secondary education, whereas the broader term "secondary education", in many contexts, may also mean and include various voluntary post-high school education or vocational schools, including colleges and university degree programs. High school is preceded by an earlier age-grouped phase of compulsory secondary education known variously as "middle school" or "junior high school". Depending upon the local government system, elementary schools generally educate pre-teenaged children covering up to eight years of education, middle or junior high schools two to four years, ages from young teen to ages 13-14, and high schools the last three or four years of thirteen compulsory grade levels. A division into three groupings of 6-3-4 years or 7-3-3 are the most common breakdown by ages, typically grouped together. The minimum age at the start of elementary schooling varies widely between states with some students starting Kindergarten as young as 4½ years and others as old as 6 years.
High schools can usually be sub-classed as general high schools, vocational high schools ("VoTech schools"), and college preparatory high schools ("prep schools") and alternative high schools.
Most high schools are general high schools. These schools offer a wide range of educational opportunities intended for the widest range of students possible. These general population schools offer college prepatory classes for advanced students, general education classes for average students and remedial courses for those who are struggling. Students can "mix and match" course levels according to their own abilities or interests.
In some school districts exceptionally high-performing students are offered enrollment at a district college prepatory high school. Traditionally "Prep schools" in North America were usually private institutions, though most medium or large public (state) school districts now offer prep schools for advanced students. Public prep schools draw the top students from their district and have strict entrance requirements. All academic classes offered in these schools are classified as "honors", International Baccalaureate, or Advanced Placement.
Vocational high schools offer training to students who prefer to go directly into a trade rather than attend college. Vocational high schools are sometimes classified as "alternative schools" because vocational students often choose vocational training due to social or academic difficulties with the general or prepatory educational styles. These schools are often used to complete the education of low-performing students (not special education students) or those at risk of dropping out of traditional schools in order to offer these students the chance to earn their diploma and have marketable skills after graduation.
Alternative high schools are offered for students who have major disciplinary or mental health difficulties that make it problematic to educate them in traditional high school settings. Some alternative high schools are assigned as security risks, where the school houses students who are not yet old enough to legally leave school and are considered a danger to other students or teachers, but have not been convicted of a crime. Some alternative high schools are dedicated to students with drug or mental health difficulties and have medical and psychological staff on site. A few of these schools include a nursery and a child care staff so that teen parents to finish their education without having to find child care during the school day. Alternative high schools may have their own campus, but are often located in a section or wing of a general high school.
Alternative school can also refer to a school with a more flexible program of study or teaching methods.
High schools generally consist of grades 9, 10, 11, and 12, although the inclusion of grade 9 varies by school district. Students will generally graduate from high school in the year of their 18th birthday if they were born between January 1 and August 31, but this varies by state depending on the kindergarten cut-off date, which ranges from August 1 in Missouri to January 1 in Connecticut [2]. A few American schools still incorporate grades 7 through 12, but it is usually either grades 9-12 or grades 10-12 although some states split grades 9-10 and 11-12 into a high school and senior high school. For purposes of the GPA and subject requirements used for college admission, grade 9 is usually considered the first year of high school regardless of whether the student is in the last year of a 7-9 junior high program, or the first year of a 9-12 high school program. While high school is generally defined as being grades 9-12, there are some senior high schools that cover only grades 10-12, and typically accept students from a junior high school that includes grades 7-9. Some states consider grades 7-12 to be secondary education, while others consider grades 6-12 to be secondary education.
Previous to attending a high school or senior high school, students attend a middle school or junior high school (usually grades 5-8, 6-8, or 7-8), or an elementary school (usually grades K-6), which may also be known as a grammar school. Individual states, counties, and school districts have considerable leeway in how they choose to divide their school levels.
About 90% of American students complete high school, however in some cities the graduation rate is much lower (such as in Santa Ana and Los Angeles, California, where fewer than 50% of students graduate), and in some much higher (such as Bucks County, Pennsylvania, with a graduation rate of 99%). [3] [4] A high school diploma or GED certificate is usually required for entrance into a two or four-year college or university and to other post-secondary education programs.
As a practical matter, while laws in most states mandate school attendance at least until graduation or age 16, many require attendance until age 17 or 18. (However, enforcement of truancy laws is sometimes sporadic.) Conversely, students who have failed a grade may remain in high school past the age of 18. In general, students over 19 attend alternative classes to receive a GED. State laws vary on the cut-off age for students to receive free public education services. Many states have adult high schools for people generally 19 and over.
Working Vocabulary Section:
My new vocab words:
5. ____________ ______________________________________________
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6. _____________ ______________________________________________
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My group’s new vocab words:
Dictation Correct Spelling Definition
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Class 13- American High School Life
There is wide variance in curriculum for students in the United States. Unlike their counterparts in other developed nations, many do not begin to specialize into a narrow field of study until their sophomore year of college. Many high schools have always offered a choice of vocational or college prep curriculum. Schools that offer vocational programs include a very high level of technical specialization, Eg; auto mechanics or carpentry, with a half-day instruction/approved work program the senior year as the purpose of the program is to prepare students for gainful employment without a college degree. The level of specialization allowed varies depending on both the state and district the school is located in.
A class period is the time allotted for one class session, usually in schools and colleges. A period may vary in time, but is usually 30-90 minutes long.
There is wide variance in the curriculum required each year but, many American high schools require that courses in the areas of English, science, social science, and mathematics be taken by the students every year although other schools merely set the required number of credits and allow the student a great deal of choice as to when the courses will be taken after 10th grade.
Generally, three science courses are required. Biology, chemistry, and physics are standard options. Other science studies include geology, the environment and forensics.
High school mathematics subjects include topics such as algebra, geometry, and trigonometry. Advanced study options can include precalculus, calculus and statistics, with or without Advanced Placement (AP) or International Baccalaureate (IB) accreditation.
English/Language classes are usually required for four years of high school although many schools count journalism, public speaking/debate, foreign language, literature, drama, and writing (both technical and creative) classes as English/Language classes .
Required social science classes often include American history, civics, state history, and world history. Additional study options can include classes in law (constitutional, criminal or international) economics, sociology, and psychology.
A year of physical education (usually referred to as "gym," "PE" or "Phys-Ed" by students) is commonly required, although some states and school districts require that all students take Physical Education every semester. Many states require a "Health" course in which students typically learn anatomy, nutrition, first aid, the basic concepts of sexuality and birth control, and how to make clear decisions concerning illegal drugs, cigarettes, and alcohol. In some places contraception is not allowed to be taught for religious reasons. In some places, the health and physical education class are combined into one class.
In some private schools, such as Catholic schools, theology is required before a student graduates.
High schools offer a wide variety of elective courses, although the availability of such courses depends upon each particular school's financial situation. Some schools and states require students to earn a few credits of classes considered electives, most commonly foreign language and physical education.
Common types of electives include:
• Visual arts (drawing, sculpture, painting, photography)
• Performing arts (choir, drama, band, orchestra, dance, film)
• Vocational education (woodworking, metalworking, automobile repair)
• Computer science/business education (word processing, programming, graphic design, computer club, Web design)
• Physical education (American football, weight training, baseball, basketball, cheerleading,tennis, track and field, swimming, gymnastics, water polo, soccer)
• Journalism/publishing (school newspaper, yearbook, television production)
• Foreign languages: (French, German, Italian, and Spanish are common; Chinese, Japanese, Russian, Greek, Latin, and American Sign Language are less common, though the latter two are gaining increased popularity; however not all states consider sign language a foreign language and can, therefore, hamper students ability to go to an out of state college were they require a foreign language in high school but do not count American Sign Language.)
• Family and consumer science/health ("home economics"; nutrition, child development)
Some American high schools offer drivers' education. At some schools, a student can take it during school as a regular course for a credit. At some, however, drivers education courses are only available after school.
A major characteristic of American schools is the high priority given to sports, clubs and activities by the community, the parents, the schools and the students themselves. Extracurricular activity is educational activities not falling within the scope of the regular curriculum but under the supervision of the school. These activities can extend to large amounts of time outside the normal school day; home-schooled students, however, are not normally allowed to participate. Student participation in sports programs, drill teams, bands, and spirit groups can amount to hours of practices and performances. Most states have organizations which develop rules for competition between groups. These organizations are usually forced to implement time limits on hours practiced as a prerequisite for participation. Many schools also have non-varsity sports teams, however these are usually afforded less resources and attention. The idea of having sports teams associated with high schools is relatively unique to the United States in comparison with other countries.
Sports programs and their related games, especially football and/or basketball, are major events for American students and for larger schools can be a major source of funds for school districts. Schools may sell "spirit" shirts to wear to games; school stadiums and gymnasiums are often filled to capacity, even for non-sporting competitions.
High school athletic competitions often generate intense interest in the community. Inner city schools serving poor students are heavily scouted by college and even professional coaches, with national attention given to which colleges outstanding high school students choose to attend. State high school championship tournaments football and basketball attract high levels of public interest.
In addition to sports, numerous non-athletic extracurricular activities are available in American schools, both public and private. Activities include musical groups, marching bands, student government, school newspapers, science fairs, debate teams, and clubs focused on an academic area, such as the Spanish Club.
HMW: do 2 VW and short journal entry
Working Vocabulary Section:
My new vocab words:
1. ____________ ______________________________________________
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2. _____________ ______________________________________________
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My group’s new vocab words:
Dictation Correct Spelling Definition
____________ _______________ __________________________________
____________ _______________ __________________________________
____________ _______________ __________________________________
____________ _______________ __________________________________
____________ _______________ __________________________________
____________ _______________ __________________________________
Journal Entry- What do you think it would be like attending an American high school? What would be different? Would you enjoy it? Why or why not?
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Class 14- “High School Musical”
HMW: After the movie, read this article for our next class
Lindsay Lohan: Typical adolescent or budding addict? By Hayley Mick
From Wednesday's Globe and Mail, July 25, 2007
She's barely legal to drink and already a two-time veteran of rehab, a regular on the Hollywood club scene, and yesterday - less than two weeks after exiting a Malibu rehab treatment centre - was arrested a second time for driving under the influence.
But despite 21-year-old starlet Lindsay Lohan's constant problems with cocaine, booze and the law, her feuding parents have very different opinions about how serious their daughter's problem is.
Michael Lohan, recently released from a two-year stint in a New York State prison over a drinking and driving-related offence, says he feels "partly responsible" for his daughter's downfall.
His estranged wife, Dina, on the other hand, has claimed in the past that Ms. Lohan's partying is "normal" - even after photos of her daughter snorting cocaine in a bathroom stall surfaced on the Internet.
How do parents tell the difference between normal experimentation and addiction?
Carleton Kendrick, a family therapist in Boston, says it's not easy - especially when binge drinking has turned into a routine rite, and kids are experts at keeping it secret.
"It's astonishing how many kids can get drunk every weekend and maintain being on the honour roll," says Mr. Kendrick, who has counselled teen addicts for 30 years.
Teens use plenty of tricks to keep their substance use under their parents' radar - whether Visine to hide red eyes or lying about where they've been, he says.
But when they cross the line from experimentation to addiction, telltale signs include falling grades, changing friends and an inability to keep up with regular life.
"You really have to be in a state of fear and denial with your teenager not to notice repeat alcoholic binges," says Mr. Kendrick, who has counselled alcoholics as young as 12. "There are just too many side effects not to pick up on your kid's chronic abuse."
Other signs of trouble include changes in sleeping and eating patterns, and moodiness, says Silvia Vajushi, executive director of youth services for the Alberta Alcohol and Drug Abuse Commission, which has provided substance-abuse programming to 5,000 teens over the past year.
The tricky part is maintaining an open dialogue in order to differentiate between those behaviours and typical teenage rebellion, Ms. Vajushi says.
Some parents hesitate to step in because they experimented with drugs and alcohol in their youth, says Koren Zailckas, 27, author of Smashed: Story of a Drunken Girlhood, which outlines her own history of binge drinking. She says her drinking problems, which began when she was 14 and ended at age 23, reflect a problem with underage drinking that is happening increasingly in North America.
While society may quietly condone underage drinking as a rite of passage, Ms. Zailckas says that these days "it's an increasingly dangerous world."
Underage drinking can lead to blackouts, date rape or death from traffic accidents, she says. Parents need to talk to their kids about the pitfalls of alcohol use when they are as young as 12 - and often.
Increasingly, treatment programs are targeting youth with substance-abuse problems. Some costly programs in the United States offer to take youths - often against their will - to rehabilitation treatment centres or camps.
In Alberta, the Protection of Children Abusing Drugs Act allows parents to visit a judge and get a court order to have their child forced into a five-day stint at rehab.
Since the law came into effect last July, 393 families have used it to get treatment for children under 18 years old.
"The young adults are the ones we're really concerned about," Ms. Vajushi says. "They're old enough to make their own decisions and they aren't always making the best ones. And they have some really poor media role models."
Class 15- Underage Drinking and Drugs
American slang popular with youth: How many of these slang expressions can you recognize? Can you use them in a sentence?
1. ain’t
2. chill (chill out)
3. get lucky
4. S’up?
5. ace
6. action (get action)
7. all-nighter
8. bent out of shape
9. blow
10. blow a fuse
11. booze
12. catch some rays
13. cheesy
14. come up for air
15. couch potato
16. cram
17. flaky
18. flick
19. get with it
20. go bananas
21. grub
22. guts
23. have a buzz
24. hot
25. jerk someone around
26. kegger
27. knocked-up
28. lame
29. melt-down
30. piece of cake
31. plastered
32. psycho
33. on the rocks
34. run out of gas
35. hit the sack
36. schmuck
37. screw up
38. take a hike
HMW: Read the following article before the next class. Then find two new vocabulary words.
Anorexic and Bulimic American Teenagers
Hayley used to love going to the food court with her friends, but now just the thought of it fills her with dread. Besides, she doesn't really even have time to hang with her friends anymore — she needs more time for her running and cardio. It feels like every time she looks in the mirror she looks fat, although the scale says she's losing weight. Hayley doesn't feel like herself anymore. She's having a hard time concentrating in school and she's always so tired.
Hayley has an eating disorder. Eating disorders are common in America — between 5 and 10 million people have them, and experts estimate that 1% of American teens have an eating disorder. That means if your class has 400 students, probably about four of them have this condition. Other studies suggest the number may be as high as 10 out of every 100 teens.
Anorexia nervosa and bulimia nervosa are more commonly known as anorexia and bulimia. The two disorders can be difficult to distinguish from each other because they have similar characteristics: With both anorexia and bulimia, the person will have a distorted image of his or her body. That person will seem to be obsessed with what he or she eats.
Both anorexia and bulimia tend to affect girls more than guys, but 10% of the people with eating disorders are guys. And, because we typically think of eating disorders as only affecting girls, they often go unrecognized in guys. Guys with eating disorders also tend to focus more on athletic appearance or success than on just looking thin.
People with anorexia have an intense fear of being fat. When a person has anorexia, he or she hardly eats at all — and the small amount of food that is eaten becomes an obsession. A person with anorexia may weigh food before eating it or compulsively count the calories of everything. It is not unusual for a person with anorexia to also exercise excessively in an attempt to lose weight.
A unique feature of anorexia is not only the strong desire to be very thin, but also the altered body perception that goes with it. Even though they might be shedding pounds at a dangerous rate, people with anorexia don't see themselves as thin. A person with the condition can look in the mirror and actually see a fat person.
Bulimia is a bit different from anorexia because the person with bulimia doesn't avoid eating. Instead, he or she eats a large amount of food then gets rid of it quickly by vomiting or taking laxatives. This is commonly known as "binge and purge" behavior. Like anorexia, bulimia tends to affect girls and young women more than guys. Unlike anorexia, you can't always tell by looking whether a person has bulimia. In fact, someone with bulimia may appear average or even above average in weight.
Warning Signs
So how can you tell if a person has anorexia or bulimia? You can't only tell by looking, of course — someone who loses a lot of weight may have another health condition. But if you know of someone who fits the patterns described below, you may want to try to help your friend.
Anorexia:
• drops weight to about 20% below normal
• denies feeling hungry
• exercises excessively
• feels fat
• withdraws from social activities
Bulimia:
• makes excuses to go to the bathroom immediately after meals
• eats huge amounts of food, but doesn't gain weight
• uses laxatives or diuretics
• withdraws from social activities
Effects of Eating Disorders
Whatever the cause of an eating disorder, the effects can be damaging — if not downright devastating and life threatening. People who weigh at least 15% less than the normal weight for their height may not have enough body fat to keep their organs and other body parts healthy.
A person with anorexia can do damage to the heart, liver, and kidneys by not eating enough. The body slows everything down as if it were starving, causing a drop in blood pressure, pulse, and breathing rate. (For girls, this starvation mode may mean they stop getting their periods.) Lack of energy can lead people with anorexia to feel light-headed and unable to concentrate. Anemia (lack of red blood cells) and swollen joints are common in people with anorexia, as are brittle bones. Anorexia can cause a person's hair to fall out, fingernails to break off, and a soft hair called lanugo to grow all over the skin. In severe cases, eating disorders can lead to severe malnutrition and even death.
People with bulimia often have constant stomach pain. In fact, bulimia can actually damage a person's stomach and kidneys as a result of constant vomiting. Bulimia can also cause a person's teeth to decay because of the acids that come up into the mouth while vomiting. The person may also develop "chipmunk cheeks," which occur when the salivary glands permanently expand from throwing up so often. Like girls with anorexia, girls with bulimia may stop getting their periods. And, most dangerous of all, the constant purging can lead to a loss of the mineral potassium, which can contribute to heart problems and even death.
The emotional pain of an eating disorder can take its toll, too. When a person becomes obsessed with weight, it's hard to concentrate on much else. Many times people with eating disorders become withdrawn and less social. Teens with anorexia can't join in on snacks and meals with their friends or families, and they often don't want to break from their intense exercise routine to have fun. Individuals with bulimia often spend a lot of mental energy on planning their next binge, spend a lot of their money on food, and hide in the bathroom for a long time after meals.
Eating disorders are not fun. Both anorexia and bulimia can lead to feelings of guilt and depression. Some individuals with eating disorders begin using drugs or other substances to help mask their feelings, which only makes the situation worse.
Working Vocabulary Section:
My new vocab words:
6. ____________ ______________________________________________
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My group’s new vocab words:
Dictation Correct Spelling Definition
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Class 16- Body Image and Eating Disorders in American Teenagers
“American Idol Runner-up Struggles with Eating Disorder” by Jennifer Vineyard
Katharine McPhee doesn't want to hide anymore. The "American Idol" runner-up comes out as a recovering bulimic in the new issues of People and Teen People, which hit newsstands Friday and June 30, respectively.
Ardent observers may have noticed that McPhee dropped three dress sizes from when she first auditioned for "American Idol," but the singer attributes the weight loss to her recovery, not her illness. Her battle with bulimia started her junior year in high school, and McPhee said her real problem was avoiding her emotions.
"Food was my crutch," McPhee told People. "It was how I dealt with emotions and uncomfortable situations. It was literally a drug."
The singer said she thinks her body-image issues started when her body changed at age 13. Before then, she said, she didn't think about food. She was a "stick" and "could eat all I wanted." Then, seemingly overnight, she had "womanly curves," which made her uncomfortable. Though she had always been athletic, taking dance classes and competing on the school swim team, she started exercising compulsively and starving herself.
"I got more and more obsessed with trying to lose weight and looking like other 14- and 15-year-olds," she told Teen People. "I think it has to do with growing up in L.A. where more people are body-conscious."
She didn't force herself to vomit until she was 17, she said, and she was able to hide the behavior for about six months, at which point she told her mom. She tried going to therapists and dieticians and then relapsed. She tried going to Food Addicts Anonymous but only lasted two weeks.
"It always starts off with a diet," she told Teen People. "The more I dieted, the more I became obsessed with food. Food was like a drug to me. It was such a miserable life."
McPhee's problem got worse when she went to college, studying musical theater at the Boston Conservatory, where her behavior was encouraged by her dorm-mates. "I definitely put on the 'freshman 20,' " she told Teen People. "We would [go out], get back to the dorm at 2 in the morning, have three slices of Little Steve's House of Pizza — which were big — and go to bed."
McPhee recognized that her behavior was self-destructive, but she thought it was the only way to succeed as a singer. She likens the purging to "putting a sledgehammer to your vocal cords." When she was rejected from 195 of 200 auditions she went to in the 18 months before "Idol," she attributed the failures to her weight, not a lack of talent. Her manager reinforced this perception, telling her, "Just lose 10 to 15 pounds, and we'll start booking stuff," she said.
"She looked beautiful but felt she wasn't camera-ready," her mother Peisha told Teen People. "It's unfortunate our society is obsessed with being so stick-thin."
But the 22-year-old finally realized she needed help. When she auditioned for "Idol," she was vomiting seven times a day, and she knew if she made the show, that couldn't continue — not if she wanted to win.
"Food — my eating disorder — was the one thing holding me back," she told People. "I mean, here I am, this singer, and it was so horrible on my vocal cords. So when I got on the show, I said, 'You know what? I can do well. Let me give myself a chance and just get a hold of this thing.' "
McPhee entered a three-month program at the Los Angeles Eating Disorder Center of California in October so she could start shooting the show in December. She did group and individual therapy six days a week and read "Intuitive Eating." She lost her fear of so-called "bad" foods by allowing herself to eat ice cream, peanut butter and mini Snickers bars (four with each meal). Now she doesn't want Snickers anymore, and she hasn't binged since two weeks before entering the program.
"I was actually addressing the issue, not trying to lose weight," McPhee told Teen People. "I was letting my body do what it naturally wanted to do, by eating normally."
While McPhee doesn't consider herself completely healed, she's thrilled at the progress she's made so far — and is hopeful that by coming forward now, she'll "encourage other people not to hide."
"I've learned to deal with my emotions differently," she told People, "to deal with them, instead of with food."
HMW: do 2 VW and free journal entry for next class
Working Vocabulary Section:
My new vocab words:
7. ____________ ______________________________________________
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My group’s new vocab words:
Dictation Correct Spelling Definition
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Journal Entry- You can write about any topic you’d like. If you want me to read it personally, just ask.
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Class 17- American College Life
College Financial Situation
The vast majority of students (up to 70 percent) lack the financial resources to pay tuition up front and must rely on student loans and scholarships from their university, the federal government, or a private lender. All but a few charity institutions charge all students tuition, although scholarships (both merit-based and need-based) are widely available. Generally, private universities charge much higher tuition than their public counterparts, which rely on state funds to make up the difference. Because each state supports its own university system with state taxes, most public universities charge much higher rates for out-of-state students. Private universities are generally considered to be of higher quality than public universities, although there are many exceptions.
Annual undergraduate tuition varies widely from state to state, and many additional fees apply. A typical year's tuition at a public university (for residents of the state) is about $5,000. Tuition for public school students from outside the state is generally comparable to private school prices, although students can generally get state residency after their first year. Private schools are typically much higher, although prices vary widely from "no-frills" private schools to highly specialized technical institutes. Depending upon the type of school and program, annual graduate program tuition can vary from $15,000 to as high as $40,000. Note that these prices do not include living expenses (rent, room/board, etc.) or additional fees that schools add on such as "activities fees" or health insurance. These fees, especially room and board, can range from $6,000 to $12,000 per academic year (assuming a single student without children).
College Dorm Life
Dorm life at college can be exhilarating, and it can be exasperating. Most of the time, though, it’s somewhere in between. Ah, memories of my freshman year in the dorms: all-night bull sessions about everything from childhood fears to our ideal jobs, sleeping on the floor of a friend’s room because my roommate deposited his supper on our room’s floor after some hard partying, getting to know people with whom, even today (three decades later), I correspond, and the dances, football games, spring days, and . . .
You get the picture. Dorms are sort of a benign boot camp for young, idealistic freshmen. Every year, all across America, millions of strangers are asked to share their lives and living habits for nine months during a year of stress and adventure. ‘Almost sounds like a recruiting ad for the Navy, doesn’t it?
The truth about dorm life is that it’s mostly what you make of it. Sure, you can get stuck with a roommate whom you not only dislike but who is also the biggest slob (or neat freak) you’ll ever see. Colleges and universities have ways to fix problems between terminally incompatible roomies. They usually reassign the parties involved, but only after the situation has been judged to be beyond repair.
Most dorms are co-ed, meaning boys and girls live in the same dormitory. Some floors are female only, some floors are male only, and some floors are mixed. Two or three students share each room with a bathroom on the side or a communal bathroom at the end of the hall. Some dorms have kitchens for cooking, and living area for entertaining large groups of people. After midnight, you may have to show your ID to get into your dorm, but there is no curfew, for boys or girls. Guests (of either sex) are allowed into the dorm as long as the person living there signs them in. Parties are common in the dorms, especially the first two years.
Dorm life is about patience, compromise, and giving. When both parties (or sometimes three or four in the same room complex) have these qualities, life can be a whole lot less stressful. Dorm rooms are a combination of library, recreation room, bedroom, and haven from the storms of the first year of college. They’re truly an all-purpose room.
So, get ready to live in the dorms. You may be able to live off campus next year, or the year after that. Even though you may think that’s the way to go, don’t waste the big chance to experience life in the dorm lane.
Articles and Determiners
Halloween is celebrated on 31 October. It is______exciting event in ______United States and in Great Britain. Halloween has ancient Celtic origins. At Halloween American children in elementary schools take their costumes and masks to school. Typical Halloween costumes are ____witch, ghost, skeleton, monster, vampire or alien. Young people have fun making their own costumes, but some prefer to buy them. In ______afternoon ______children put on their costumes and have_____Halloween party at school. Schools are decorated with pumpkins, ghosts, witches and bats. It is _______popular tradition to make jack o'lanterns out of pumpkins. People put them in front of _____ windows of their homes. ______ jack o'lantern is of Celtic origin too. There are funny Halloween games such as "bobbing for apples". Favorite Halloween foods are candied apples, nuts, liquorice, popcorn and pumpkin pie. American and British children and teenagers go "trick-or-treating" on Halloween evening. They go from house to house in their costumes and ring doorbells. When _______ door opens they shout, "Trick or treat?". People usually give them sweets or money. If not, _______ children play _______trick! They write on windows with soap or spray shaving cream on cars and people!
HMW: do 2 VW
Working Vocabulary Section:
My new vocab words:
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2. _____________ ______________________________________________
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My group’s new vocab words:
Dictation Correct Spelling Definition
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Class 18- “Real Women Have Curves”
HMW: answer movie discussion questions and prepare for midterm exam next week
Movie Discussion Questions:
1. After watching the movie, what do know about Hispanic families living in the United States? Do you think their experience is typical? Why or why not?
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2. At the beginning of the movie, how does Ana feel about her body? What makes her feel this way?
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3. What is it like working in the dress factory? Why are all of the women so sad?
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4. How is Ana’s life different from the other teenagers at her high school?
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5. How does Ana feel about dating? How does her mother feel?
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6. At the end of the movie, how do you think Ana feels about her body? What has changed?
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Class 19- Midterm Exam
Please come on time and prepared to discuss your volunteerism experience.
HMW: Journal Entry- What do you think about volunteering? Did you enjoy it? Will you do it again? Do you think all people should volunteer? Why or why not? How did volunteering make you feel? Is volunteering important?
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Class 20- Chinese Americans
Chinese Americans (Chinese language: 美籍華人 or 華裔美國人) are Americans of Chinese descent. Chinese Americans constitute one group of Overseas Chinese and are a subgroup of Asian Americans. The first Chinese immigrants arrived in 1820 according to U.S. government records. Fewer than 1,000 arrived before the 1848 California Gold Rush which drew the first significant number of laborers from China who performed menial work for the gold prospectors. There were 25,000 immigrants by 1852, and 105,465 by 1880, most of whom lived on the West Coast. Most of the early immigrants were young males with low educational levels from the Guangdong province.
Analysis indicated that most non-Asian Americans do not differentiate between Chinese Americans and Asian Americans generally, and stereotypes towards both groups are nearly identical.[3] A 2001 survey of Americans' attitudes toward Asian Americans and Chinese Americans indicated that 68% of the respondents had somewhat or very negative attitude toward Chinese Americans in general.[4] The study did find several positive perceptions of Chinese Americans: strong family values (91%); honesty as business people (77%); high value on education (67%).
The Chinese American community is the largest ethnic group of Asian Americans, comprising of 22.4% of the Asian American population. They constitute 1.2% of the United States as a whole. In 2005, the Chinese American population numbered approximately 3.4 million.[5]
As a whole, Chinese American populations continue to grow at a rapid rate due to immigration. However, they also on average have birth rates lower than those of White Americans, and as such their population is aging relatively quickly. In recent years, adoption of young children, especially girls, from China has also brought a boost to the numbers of Chinese Americans, although most of the adoptions appear to have been done by white parents.
Cities with large Chinese American populations include Boston, New York, San Francisco, Los Angeles, Houston, Seattle, Chicago, Philadelphia, and Portland. In these cities, there are often multiple Chinatowns, an older one and a newer one which is populated by immigrants from the 1960s and 1970s. In some areas, Chinese Americans maintain close relationships with other Asian groups.
In addition to the big cities, smaller pockets of Chinese Americans are also dispersed in rural towns, often university towns, throughout the United States. Chinese Americans formed nearly three percent of California's population in 2000, and over one percent in the Northeast. Hawaii, with its historically heavily-Asian population, was nearly ten percent Chinese American
Chinese Americans have made many large strides in American society. Today, Chinese Americans engage in every facet of American life including the military, elected offices, media, academia, and sports. Over the years, many Chinese Americans have blended the American lifestyle with a more natively Chinese one, further enhancing the accuracy of the term, melting pot.
Perhaps the most common landmark of the Chinese impact in America are the prolific Chinese restaurants that have cropped up in every corner of the U.S. Along with these culinary traditions, Chinese heritage is celebrated not only by most Chinese Americans, but also mainstream America; the most prominent of these is the Chinese New Year celebration.
Chinese American income and social status varies widely. Although many Chinese Americans in Chinatowns of large cities are often members of an impoverished working class, others are well-educated upper-class people living in affluent suburbs. The upper and lower-class Chinese are also widely separated by social status. In California's San Gabriel Valley, for example, even though the cities of Monterey Park and San Marino are both Chinese American communities lying geographically close to each other, they are separated by a large socio-economic and income gap.
Although Chinese Americans grow up learning English, some of them tend to make their children learn Chinese too, due to a feeling of pride in their cultural ancestry. However, some Chinese Americans make assimilation a priority and prefer not to make their children learn Chinese, instead letting them completely immerse in an English-speaking environment, while others make it the top priority for their children to speak both the native tongue and English together.
ABCs were found to assimilate as rapidly into the American culture as other previous generation immigrants, such as the Irish and the Italians. They also were less likely to speak Chinese. In some first-generation households, ABCs may be able to speak the Chinese dialect of their parents, but may not know how to read or write Chinese. The majority of American-born Chinese are native English speakers, with some bilingual to varying degrees with Chinese. Usually, only the children of immigrants speak Chinese daily at home. Some parents have taken steps to ensure their children retain ties to their heritage, such as sending them to Chinese school.
The connection ABCs have with the Chinese culture is varied, depending very much on the area where they live. The coastal areas on both sides of the United States tend to have strong Chinese communities, due to large Chinese populations and continuing immigration from Chinese speaking countries, allowing ABCs to maintain stronger connection with Chinese culture. In middle America, where Chinese communities are more sporadic, the ABCs assimilate into the mainstream more quickly. Assimilated latter generation Chinese Americans may often adopt a broader pan-Asian American identity. The large Asian American population in Hawaii is an example of such a community.
Traditionally, American-born Chinese have not been well-represented in mainstream media in the United States. Martial artist Bruce Lee, a native of San Francisco, is the foremost icon of middle America's view of Chinese people. Before Bruce Lee came onto the scene, Asians (women in particular) were mostly viewed as docile, obedient, and feminine. Asian men were regarded as asexual and powerless but hard-working as servants. Lee broke some of the stereotypes by demonstrating that they can be tough and masculine; but in opening new doors, he created new stereotypes. This time, the stereotype was that all Chinese men know Kung Fu or other forms of martial arts. Although their characters may be heroes in movies, they never seem to "get the girl" at the end.[citation needed] Surprisingly, some American-born Chinese believe in these stereotypes of Asians, due to their disconnection with their Chinese culture.
There are few American-born Chinese actresses who become famous for their work. Examples include Lucy Liu, who starred in the Charlie's Angels movies and the television series Ally McBeal.
For more information about this topic, see Wikipedia:
Working Vocabulary Section:
My new vocab words:
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My group’s new vocab words:
Dictation Correct Spelling Definition
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Class 21 – “Red Doors”
HMW: do 2 VW and answer movie discussion questions
Movie Discussion Questions
1. Before this movie, what was your opinion about Chinese people living in America?
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2. After watching the movie, did your opinion change? Why or why not?
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3. Why is their door painted red? Why do they think they need it?
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4. Do you think you would adapt well to being a Chinese-American? Why or why not?
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5. What do you think the hardest challenges are for Chinese-Americans?
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6. What is your opinion of Ed Wong?
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7. What is your opinion of the three daughters?
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Working Vocabulary Section:
My new vocab words:
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My group’s new vocab words:
Dictation Correct Spelling Definition
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Class 22- How Americans Eat
Eating terminology-
1. Vegetarian- won’t eat any meat products or fish. (Some vegetarians eat eggs and milk.)
2. Vegan- won’t eat anything that comes from an animal at all, includes: milk, eggs, honey, gelatin, cheese, etc.)
3. Raw foodist- doesn’t eat food cooked above a certain degree. Believes that food that has been cooked loses its nutrients and minerals.
4. Local eater- won’t eat food that has been flown in from other countries. Tries to only buy food from local growers to reduce environmental footprint.
A List of American Table Manners
• Chew with your mouth closed.
• When a dish is presented, the food is served to one's plate and then passed on to the next person.
• Do not talk at an excessively loud volume.
• Never leave home hungry. Leave for your destination at least half full just in case your host is late in preparing dinner or the food is displeasing.
• If at all possible, refrain from coughing or sneezing at the table.
• Never tilt back your chair while at the table, or at any other time.
• Tea or coffee should never be poured into the saucer to cool but should be sipped from the cup. Alternatively, ice may be used to cool either.
• Do not make noises while eating, like slurping or hawking.
• Do not play with food or table utensils.
• Do not single out or chastise someone who has shown poor table manners.
• Do not put your elbows on the table.
• The fork is used to convey any solid food to the mouth.
• Eat soup noiselessly and with the side of the spoon.
• Do not eat food with your fingers unless you are eating foods customarily eaten with fingers, such as bread, french fries, chicken wings, pizza, etc.
• Do not start eating until every person is served. Alternatively, wait until the host/hostess lifts his/her fork (or spoon).
• The fork may be used by either the left or the right hand.
• When serving, serve from the left and pick up the dish from the right. Beverages are both served and removed from the right.
• Always ask the host or hostess to be excused before leaving the table.
• A prayer may be customary in some families, and the guests should join in even if they are not religious or do not follow the same religion. Most prayers are made before the meal is eaten. The Hutterites pray both before and after a meal.
• Utensils are used either in the American or the Continental fashion -- either is correct.
• When using paper napkins, never ball them up or allow stains to show.
• Do not look at anyone while he or she is eating. It is very rude.
• Keep your napkin on your lap.
• Do not ask to take some of your uneaten food away from the meal after it ends, especially when having a formal dinner.
• Never talk on your phone at table. If urgent, ask host or hostess to be excused, and go outside. Apologize when returned.
• It is acceptable in most places to not finish all of the food on your plate.
• Bread plates are to the left of the main plate, beverage glasses are to the right.
• Use your silverware from the outside moving inward toward the main plate. Salad fork, knife and soup spoon are further from the main plate than the main course knife, fork and spoon. Dessert utensils are either placed above the main plate or served with dessert.
• Do not place your napkin on your lap until the host does. This signals the beginning of dinner.
• Follow the Always Sometimes Never rule. Hands should always be visible, forearms sometimes visible, and elbows never visible. This is to be as culturally aware as possible.
• The knife blade should be placed on the small edge of your plate when not in use. The blade should always face inward.
• When finished with your meal, place your knife and fork with handles at the 4 o'clock position and the tines of the fork down to signal to the server you are done.
HMW: read this article before the next class about Thanksgiving and do 2 VW
Traditional Celebrations of Thanksgiving
In the United States, certain kinds of food are traditionally served at Thanksgiving meals. First and foremost, turkey is usually the featured item on any Thanksgiving feast table (so much so that Thanksgiving is sometimes referred to as "Turkey Day"). Stuffing, mashed potatoes with gravy, sweet potatoes, cranberry sauce, Indian corn, other fall vegetables, and pumpkin pie are commonly associated with Thanksgiving dinner. All of these primary dishes are actually native to the Americas or were introduced as a new food source to the Europeans when they arrived.
In the Northeastern United States, the Wednesday night before Thanksgiving is one of the busiest nights of the year for bars and pubs, as it is the first night back to their hometowns for many college students returning from the semester.[1]
On Thanksgiving Day, families and friends usually gather for a large meal or dinner, the result being that the Thanksgiving holiday weekend is one of the busiest travel periods of the year.
In New York City, the Macy's Thanksgiving Day Parade (often erroneously referred to as the "Macy's Day Parade") is held annually every Thanksgiving Day from the Upper West Side of Manhattan to Macy's flagship store in Herald Square. The parade features parade floats with specific themes, scenes from Broadway plays, large balloons of cartoon characters and TV personalities, and high school marching bands. The float that traditionally ends the Macy's Parade is the Santa Claus float. This float is a sign that the Christmas season has begun. Thanksgiving parades also occur in many cities such as Plymouth, Houston, Philadelphia (which claims the oldest parade), and Detroit (where it is the only major parade of the year). Within the New York metropolitan area, the city of Stamford, Connecticut holds an alternative parade to the Macy's parade (with different characters on the balloons) the Sunday before Thanksgiving that has attracted over 250,000 people in recent years. The Houston parade was renamed in 2006 to a "holiday Parade" due to new sponsorship of the H-E-B grocery chain.
Traditional Thanksgiving Dinner
The American winter holiday season (generally the Christmas shopping season in the U.S.) traditionally begins the day after Thanksgiving, known as "Black Friday", although most stores actually start to stock for and promote the December holidays immediately after Halloween, and sometimes even before. Opponents of consumerism in some places protest this behavior by declaring the day after Thanksgiving Buy Nothing Day.
American football is often a major part of Thanksgiving celebrations in the U.S. Professional games are traditionally played on Thanksgiving Day; until recently, these were the only games played during the week apart from Sunday or Monday night. The tradition is referred to as the Thanksgiving Classic. The Detroit Lions of the National Football League have hosted a game every Thanksgiving Day since 1934, with the exception of 1939–1944 (due to World War II). The Dallas Cowboys have hosted every Thanksgiving Day since 1966, with the exception of 1975 and 1977 when the then-St. Louis Cardinals hosted. The Kansas City Chiefs hosted games during their days in the American Football League, and revived that tradition in 2006 when they hosted the Denver Broncos on Thanksgiving. Additionally, many college and high school football games are played over Thanksgiving weekend, often between regional or historic rivals.
U.S. tradition compares the holiday with a meal held in 1621 by the Wampanoag and the Pilgrims who settled in Plymouth, Massachusetts. This element continues in modern times with the Thanksgiving dinner, often featuring turkey, playing a large role in the celebration of Thanksgiving. Some of the details of the American Thanksgiving story are myths that developed in the 1890s and early 1900s as part of the effort to forge a common national identity in the aftermath of the Civil War and in the melting pot of new immigrants.
Working Vocabulary Section:
My new vocab words:
1. ____________ ______________________________________________
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My group’s new vocab words:
Dictation Correct Spelling Definition
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Class 23- “Planes, Trains, and Automobiles”
Enjoy the movie!
HMW: read this article about what really happened the first Thanksgiving before the next class
Why I Hate Thanksgiving, by Mitchel Cohen
When the Pilgrims came to New England they too were coming not to vacant land but to territory inhabited by tribes of Indians. The story goes that the Pilgrims, who were Christians of the Puritan sect, were fleeing religious persecution in Europe. They had fled England and went to Holland, and from there sailed aboard the Mayflower, where they landed at Plymouth Rock in what is now Massachusetts.
The Puritans lived in uneasy truce with the Pequot Indians, who occupied what is now southern Connecticut and Rhode Island. But they wanted them out of the way; they wanted their land. And they seemed to want to establish their rule firmly over Connecticut settlers in that area.
In 1636 an armed expedition left Boston to attack the Narragansett Indians on Block Island. The English landed and killed some Indians, but the rest hid in the thick forests of the island and the English went from one deserted village to the next, destroying crops. Then they sailed back to the mainland and raided Pequot villages along the coast, destroying crops again.
The English went on setting fire to wigwams of the village. They burned village after village to the ground. As one of the leading theologians of his day, Dr. Cotton Mather put it: "It was supposed that no less than 600 Pequot souls were brought down to hell that day." And Cotton Mather, clutching his bible, spurred the English to slaughter more Indians in the name of Christianity.
Three hundred thousand Indians were murdered in New England over the next few years. It is important to note: The ordinary Englishmen did not want this war and often, very often, refused to fight. Some European intellectuals like Roger Williams spoke out against it. And some erstwhile colonists joined the Indians and even took up arms against the invaders from England. It was the Puritan elite who wanted the war, a war for land, for gold, for power. And, in the end, the Indian population of 10 million that was in North America when Columbus came was reduced to less than one million.
The way the different Indian peoples lived -- communally, consensually, making decisions through tribal councils, each tribe having different sexual/marriage relationships, where many different sexualities were practiced as the norm -- contrasted dramatically with the Puritan's Christian fundamentalist values. For the Puritans, men decided everything, whereas in the Iroquois federation of what is now New York state women chose the men who represented the clans at village and tribal councils; it was the women who were responsible for deciding on whether or not to go to war. The Christian idea of male dominance and female subordination was conspicuously absent in Iroquois society.
There were many other cultural differences: The Iroquois did not use harsh punishment on children. They did not insist on early weaning or early toilet training, but gradually allowed the child to learn to care for themselves. And, they did not believe in ownership of land; they utilized the land, lived on it. The idea of ownership was ridiculous, absurd. The European Christians, on the other hand, in the spirit of the emerging capitalism, wanted to own and control everything -- even children and other human beings. The pastor of the Pilgrim colony, John Robinson, thus advised his parishioners: "And surely there is in all children a stubbornness, and stoutness of mind arising from natural pride, which must, in the first place, be broken and beaten down; that so the foundation of their education being laid in humility and tractableness, other virtues may, in their time, be built thereon." That idea sunk in.
These are the Puritans that the Indians "saved", and whom we celebrate in the holiday, Thanksgiving. Tisquantum, also known as Squanto, a member of the Patuxet Indian nation. Samoset, of the Wabonake Indian nation, which lived in Maine. They went to Puritan villages and, having learned to speak English, brought deer meat and beaver skins for the hungry, cold Pilgrims. Tisquantum stayed with them and helped them survive their first years in their New World. He taught them how to navigate the waters, fish and cultivate corn and other vegetables. He pointed out poisonous plants and showed how other plants could be used as medicines. He also negotiated a peace treaty between the Pilgrims and Massasoit, head chief of the Wampanoags, a treaty that gave the Pilgrims everything and the Indians nothing. And even that treaty was soon broken. All this is celebrated as the First Thanksgiving.
Class 24- The Real Story of Thanksgiving
1. What did you think about the new story of Thanksgiving? Were you surprised?
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2. What do you know about what the settlers did to the Native Americans?
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3. How do you think you would feel if you were a Native American living in the US today?
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4. Do you know other examples of countries hurting indigenous peoples?
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5. Would you celebrate Thanksgiving if you were an American? Why or why not?
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HMW: work on holiday project with your group outside of class
Class 25- Illegal Immigration and Racism & Preduce in America
Illegal Immigration Facts
In March 2006 the Pew Hispanic Center estimated the undocumented population ranged from 11.5 to 12 million individuals[1], a number supported by the US Government Accountability Office (GOA)[2]. Pew estimated that 57% of this population comes from Mexico; 24% from Central and, to a lesser extent, South America; 9% from Asia; 6% from Europe, and the remaining 4% from elsewhere.
According to the Pew Hispanic Center somewhat more than half of the undocumented migrant population entered the country without a visa: "[s]ome evaded customs and immigration inspectors at ports of entry by hiding in vehicles such as cargo trucks. Others tracked through the Arizona desert, waded or swam across the Rio Grande or American Canal in California or otherwise eluded the United States Border Patrol which has jurisdiction over all the land areas away from the ports of entry on the borders with Mexico and Canada."[6]
The unfenced rural mountainous and desert border between Arizona and Mexico has become a major entrance area for illegal immigration to the United States, due in part to the increased difficulty of crossing illegally into California.[7] Each year there are several hundred immigrant deaths along the U.S.-Mexico border. The number of deaths has been steadily increasing since the middle 1990s with exposure (including heat stroke, dehydration, and a leading cause.[8]
The tightening of border enforcement has disrupted the "traditional" circular movement of many migrant workers from Mexico by increasing the costs and risks of crossing the border, thereby reducing their rate of return migration to Mexico. The difficulty and expense of the journey has prompted many migrant workers to stay in the United States longer or indefinitely.[9] The percentage of illegal immigrants who used to routinely return home and no longer do is unknown.
Momentum builds for fence along U.S.-Mexican border
By Mimi Hall, USA TODAY
A once-radical idea to build a 2,000-mile steel-and-wire fence on the U.S.-Mexican border is gaining momentum amid warnings that terrorists can easily sneak into the country.
In Congress, a powerful Republican lawmaker this week proposed building such a fence across the entire border and two dozen other lawmakers signed on. And via the Internet, a group called has raised enough money to air TV ads warning that the border is open to terrorists.
Even at the Homeland Security Department, which opposes building a border-long fence, Secretary Michael Chertoff this fall waived environmental laws so that construction can continue on a 14-mile section of fence near San Diego that has helped border agents stem the flow of illegal migrants and drug runners.
"You have to be able to enforce your borders," says California Rep. Duncan Hunter, the Republican chairman of the House Armed Services Committee. He's proposing a fence from San Diego to Brownsville, Texas. "It's no longer just an immigration issue. It's now a national security issue."
Colin Hanna of says "there is incredible momentum on this issue," fueled by the specter of another Sept. 11. His group aired TV ads in Washington, D.C., this fall and plans more next year.
Fencing the border, originally proposed in the debate over how to stop illegal immigration, is controversial. The Bush administration argues that a Berlin Wall-style barrier would be a huge waste of money — costing up to $8 billion.
Border Patrol Chief David Aguilar says it makes more sense to use a mix of additional agents, better surveillance and tougher enforcement of immigration laws — and fences.
But Hunter points to the experience in San Diego, where the number of illegal migrants arrested is one-sixth of what it was before the fence was built.
"People have made stupid editorial comments about the Great Wall of China," he says, "but the only thing that has worked is that fence."
1. What do you think about building a border fence? Will it work?
2. How do you think Mexicans feel about this fence?
3. If you were a resident in Texas or California, would you want this fence? Why or why not?
4. Why do you think there is so much fear in the US about illegal immigration?
HMW: work on your holiday project with your group, presentations are next class
Class 26- Holiday Projects
Group 1- Holiday _____________________________________________________
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Group 2- Holiday ______________________________________________________
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Group 3- Holiday ______________________________________________________
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Group 4- Holiday ______________________________________________________
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Group 5- Holiday ______________________________________________________
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Group 6- Holiday ______________________________________________________
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Questions about other holidays:
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Twas the Night Before Christmas, by Clement Clarke Moore
Twas the night before Christmas, when all through the house
Not a creature was stirring, not even a mouse.
The stockings were hung by the chimney with care,
In hopes that St Nicholas soon would be there.
The children were nestled all snug in their beds,
While visions of sugar-plums danced in their heads.
And mamma in her ‘kerchief, and I in my cap,
Had just settled our brains for a long winter’s nap.
When out on the lawn there arose such a clatter,
I sprang from the bed to see what was the matter.
Away to the window I flew like a flash,
Tore open the shutters and threw up the sash.
The moon on the breast of the new-fallen snow
Gave the lustre of mid-day to objects below.
When, what to my wondering eyes should appear,
But a miniature sleigh, and eight tinny reindeer.
With a little old driver, so lively and quick,
I knew in a moment it must be St Nick.
More rapid than eagles his coursers they came,
And he whistled, and shouted, and called them by name!
"Now Dasher! now, Dancer! now, Prancer and Vixen!
On, Comet! On, Cupid! on, on Donner and Blitzen!
To the top of the porch! to the top of the wall!
Now dash away! Dash away! Dash away all!"
As dry leaves that before the wild hurricane fly,
When they meet with an obstacle, mount to the sky.
So up to the house-top the coursers they flew,
With the sleigh full of Toys, and St Nicholas too.
And then, in a twinkling, I heard on the roof
The prancing and pawing of each little hoof.
As I drew in my head, and was turning around,
Down the chimney St Nicholas came with a bound.
He was dressed all in fur, from his head to his foot,
And his clothes were all tarnished with ashes and soot.
A bundle of Toys he had flung on his back,
And he looked like a peddler, just opening his pack.
His eyes-how they twinkled! his dimples how merry!
His cheeks were like roses, his nose like a cherry!
His droll little mouth was drawn up like a bow,
And the beard of his chin was as white as the snow.
The stump of a pipe he held tight in his teeth,
And the smoke it encircled his head like a wreath.
He had a broad face and a little round belly,
That shook when he laughed, like a bowlful of jelly!
He was chubby and plump, a right jolly old elf,
And I laughed when I saw him, in spite of myself!
A wink of his eye and a twist of his head,
Soon gave me to know I had nothing to dread.
He spoke not a word, but went straight to his work,
And filled all the stockings, then turned with a jerk.
And laying his finger aside of his nose,
And giving a nod, up the chimney he rose!
He sprang to his sleigh, to his team gave a whistle,
And away they all flew like the down of a thistle.
But I heard him exclaim, ‘ere he drove out of sight,
"Happy Christmas to all, and to all a good-night!"
Working Vocabulary Section:
My new vocab words:
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2. _____________ ______________________________________________
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My group’s new vocab words:
Dictation Correct Spelling Definition
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Class 27- “Freedom Writers”
Movie Discussion Guide-
1. In what ways is the classroom in the movie different than a classroom in China?
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2. Do you think these high school students have similar problems as Chinese high school students do? Why or why not? Do they behave like Chinese high school students?
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3. How do Mrs. Gruwell’s teaching methods differ from the teaching methods you see in China?
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4. Why is racism a problem in this class?
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5. How does Mrs. Gruwell try to overcome her students’ prejudices? Does it work?
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6. Do you think this story is realistic? Why or why not? Is language a powerful enough tool to change opinions about matters as serious as racism and prejudice?
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Class 28- Cursing like an American
Note: You are adults, so I want to teach you to understand the slang and curse words you hear in American movies and in English songs. Until I explain the meanings of these words in class, I do not want you using them when you speak English. Some of these words are very offensive, and should not be used when talking to other people. You will not know how and when to use these words until we talk about them in class. Please wait until then. Thank you.
American Curse Words
Damn (one of the most popular American curse words)
1. An expression of dismay. 1. You lost your keys? Damn.
2. An expression of awe. 2. DAAAAMMMMMMMNNNNNN she's hot!
3. "Giving a damn", the act of caring about something. 3. I don't give a damn what you think!
4. The act of condemning someone, most often to hell or an equivalent place. 4. You will be damned for doing that.
5. "Damn you", a verbal middle finger equivalent to "go to hell".5. You're so rude! Damn you!
6. An expression of surprise. 6. Person 1: *sneaking up behind Person 2* BOO!
Person 2: DAMN!!
7. "Damn well", a sort of sentence enhancer, most often used with the word "better".7. You better damn well lock that door!
8. An adjective you can stick before phrases like "near" and "close to" to raise the sentence's severity. 8. I was damn close to hitting that car!
9. An exclamation interchangeable with "Wow".9. Damn, that certainly is a colorful shirt.
10. An adjective you can stick in front of absolutely any noun to add a feeling of stigma to your sentence. 10. That damn teacher gave us another pop quiz.
Bitch
1. The middle seat in any car, called “sitting bitch.” 1. I don’t want to sit bitch today!
2. A female dog. 2. The bitch gave birth to three puppies.
3. V. To whine and complain. 3. He bitched all night long!
4. An unpleasant or pushy woman. 4. I hated her. She was such a bitch.
Bastard
1. A child born without wed parents. 1. He’s a bastard. He doesn’t know his father.
2. A mean or disagreeable person. 2. My boss is a bastard. He won’t give me the weekend off.
3. A discriminatory word for someone you don’t like, usually a male. 3. What a bastard!
Asshole
1. A rude, arrogant, or annoying person. 1. My boss is such an asshole!
2. The anus of an animal or person. 2. The dog scratched its asshole.
Shit
1. One of the most commonly used cuss words, shows disappointment, trouble, or forgetting something. 1 Oh shit!
2. Another word for feces. 2. I stepped in dog shit on the street.
Fuck 1. The universally recognized "F word" 1. I do not accept the "F word" as your name
2. N. Implying complete and utter confusion 2. What in the fuck?
3. N. a really stupid person 3. You stupid fuck!
4. V. To procreate, to have sex. 4. He fucked her twice last week.
5. adj. Can be used to modify any word for more passion 5. This fucking guy was so fucking weird. He asked me if I was fucking insane.
6. Int. Expresses disgust 6. Aw, FUCK!! That is so gross!
7. Int. Expresses complete suprise and joy 7. Holy fuck! You guys rock!
8. adv. Can be used to make a command more urgent 8. Just fucking jump before I fucking kick you in the balls!
Below are some words we will talk about due to their hurtful and negative meanings about people of certain races, ethnicities, or sexual preferences. NEVER USE THESE WORDS IN CONVERSATION. NO EXCEPTIONS.
1. Chink, slant eyes, yellow- disparaging words for Chinese people and Asian people
2. Fag, faggot, homo – negative words for a homosexual man
3. Dyke- negative word for homosexual women who appears tough or male
4. Bitch, cunt – implies a woman who does not know her place
5. Nigger, nigga – called the “n” word, a disparaging term for a black person
6. Spic, wetback, beaner- highly offensive words for a Spanish speaking person from any Hispanic country
Consider these words.
1. Where do you think they come from?
2. How do you think they make people feel?
3. How would you feel if someone called you “yellow” or a “chink”?
4. Can these words be “reclaimed”? Why or why not?
Note: If you are looking for slang language and popular text lexicons, try this website
for up to date information, but make sure to read the notes about which words are appropriate for use and which words are vulgar.
HMW: do 2 VW, and outside class work on group project
Working Vocabulary Section:
My new vocab words:
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2. _____________ ______________________________________________
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My group’s new vocab words:
Dictation Correct Spelling Definition
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Class 29- HIV/AIDS in America
Aids at 25: Pandemic has spread faster than awareness, by Shana Leonard
It could have been Magic Johnson announcing to the world that he was HIV-positive. Or watching Pedro Zamora cope with the debilitating disease on "The Real World." Maybe it hit a little closer to home and infected a friend, family member or lover.
Whether it's been through pop culture or a personal experience, HIV and AIDS have impacted billions. Meanwhile, 25 years after the first documented cases of what would later be defined as Acquired Immunodeficiency Syndrome by the Centers for Disease Control and Prevention, a lot has changed. And yet, some things haven't changed at all.
A lack of information originally yielded assumptions that AIDS was confined to people who practiced drug use, sexual deviancy and homosexual activity. A taboo topic, the disease was discussed in hushed whispers and accompanied by raised eyebrows. But time revealed that these assumptions were falsehoods as AIDS alarmingly spread at an epidemic rate, infecting people regardless of race or lifestyle.
An estimated 150,000 new Human Immunodeficiency Virus infections struck the U.S. on an annual basis in the mid-1980s, according to the CDC. But to many people, those were just numbers. Then, Ryan White, an Illinois teenager diagnosed with the disease after contracting it from a product used to treat hemophilia, emerged as the public face of HIV. The passing of Queen frontman Freddie Mercury and the public announcement that Magic Johnson was HIV-positive furthered the cause by attaching distinct faces to the deadly retrovirus.
"Magic Johnson announcing to the United States and the world that he was HIV-positive was one of the most noted moments in the history of the HIV epidemic in our country," said Jennifer Kates, vice president and director of HIV policy at the nonprofit Kaiser Family Foundation. "Testing rates went up right after that. Everyone cites it as an important moment where it just hit them."
Kates says the public has celebrities and the media to thank for disseminating more information about HIV. "Celebrities play lots of different roles in educating about HIV, whether it's letting people know about their own status and how they're confronting HIV personally or through family members or friends," she said. "Or people like Bono playing a role where they say, 'People listen to me, and I can use that to help educate.' "
Thanks also to a slew of coordinated efforts and numerous AIDS-awareness programs, the general public has become much more educated about HIV and AIDS. Over the past decade, the rate of new infections has dropped dramatically, as has the number of transfers of the pandemic from mother to child, according to the CDC.
But where there is progress, there are inevitably setbacks. Despite countless education and awareness initiatives, misconceptions still run rampant. A 2006 survey released by the Kaiser Family Foundation found that almost four out of 10 people ages 18 to 25 were unsure or believed that HIV could be transmitted via kissing, sharing a drinking glass or touching a toilet seat.
In addition to uncertainty about how the virus is contracted, young people are also still not completely at ease with being near HIV-infected people. The Kaiser survey reported that 48 percent of those polled would be very comfortable working with someone who has HIV; 33 percent said they would be somewhat comfortable. Furthermore, more than three-quarters of respondents felt that there was a lot or some discrimination against HIV in the U.S. today.
Despite lingering discomfort and ignorance surrounding the virus, there have been many advancements. And there is hope. "The general scientific belief is that there will be a vaccine to prevent HIV transmission in years to come," Kates said. "But that's many years away and it's not going to be 100 percent effective. So even when we get [an AIDS] vaccine — or if we get a vaccine for HIV — it's not going to be a cure, per se. We're still going to need all kinds of prevention intervention so that people who don't have access to it, or for whom it doesn't work, aren't putting themselves at risk. Prevention will be really critical."
Studies show that most people know that abstinence is the most effective method of avoiding infection, with condom use and monogamy as the next best alternatives. But despite widespread campaigns, young people remain lax about testing.
In fact, the Kaiser study indicated that 51 percent of the young people surveyed had never been tested. Of the 51 percent, 54 percent had never done so because they did not feel that they were at risk.
"There were some studies that came out that CDC did recently about young men that have sex with men who were infected," Kates said. "Very high proportions of them did not think that they were at risk and did not know that they were infected."
More than 250,000 people infected with HIV are unaware that they have the virus, according to the CDC. In an effort to reduce that number, the CDC is considering refining guidelines so HIV testing is incorporated into standard testing in medical environments.
Twenty-five years have passed and great strides have been made in the fight against the sinister HIV/AIDS pandemic. But with more than 1 million Americans living with AIDS, there's still a long way to go.
HMW: outside of class group work on final project
Class 30- “Philadelphia”
Movie assignment- Instead of answering specific discussion questions, I want you to write a journal entry about any part of the movie you found interesting or inspiring, or you can write about a question the movie provoked in you.
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Working Vocabulary Section:
My new vocab words:
3. ____________ ______________________________________________
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4. _____________ ______________________________________________
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My group’s new vocab words:
Dictation Correct Spelling Definition
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Class 31- Final Exam Prep Day
Today is a day to go over any possible video project problems with your other classmates and your teacher. This will be the last in-class workday, so make sure to ask any and all important questions now. Also, now is the time to double check your vocabulary and make sure you have all the right terminology.
Ask yourself-
1. What would I want to know about this topic in America?
2. Is our video project going to be interesting?
3. Will our video show the true side of China?
4. How can we make this video as informative as possible?
5. Will my group be able to speak fluently about this topic in English? If not, what do we need to learn?
6. Will our video satisfy the grading requirements? (see grade sheet)
Work space:
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Class 32- “The Family Stone”
Movie Discussion Questions
1. This movie is set at Christmas time in America. Does the Stone family celebrate Christmas they way you imagined Americans would celebrate Christmas? Did anything surprise you about their celebration?
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2. How is the house and neighborhood in the movie different from a Chinese house and neighborhood? Do you think all families in America live like this? Why or why not?
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3. Why is the mother so sad? What is happening to her? How does she feel about it?
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4. How do the parents treat their gay son? Is this surprising for you? Why or why not?
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5. What do you think about the relationship between the four Stone children?
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6. Would you like to be a part of this family? Why or why not?
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Class 33- Christmas Party!
-For our Christmas party, you should bring a present to class. That present should be between 5 yuan and 10 yuan (no more.) You can get something pretty or useful or funny or sassy. For the game we will play, sometimes it is best to be funny and surprising presents, but t is up to you. Buy anything you can think of! Whatever you buy, DO NOT TELL ANY OF YOUR CLASSMATES WHAT IT IS. You must wrap your gift in paper or a bag so that no one can see what you have brought. Bring the gift to the Christmas Party, and we will play a game called a “White Elephant Gift Exchange.”
Christmas Carols (songs used to celebrate Christmas)
Away in a Manger
Away in a manger, no crib for his bed,
the little Lord Jesus laid down his sweet head.
The stars in the bright sky looked down where he lay,
The little Lord Jesus asleep on the hay.
The cattle are lowing, the baby awakes,
but little Lord Jesus no crying he makes.
I love thee, Lord Jesus! Look down from the sky,
And stay by my side until morning is nigh.
Rudolf the Red-nosed Reindeer
Rudolf, the red-nosed reindeer
had a very shiny nose.
And if you ever saw him,
you would even say it glows.
All of the other reindeer
used to laugh and call him names.
They never let poor Rudolf
play in any reindeer games.
Then one foggy Christmas eve
Santa came to say:
"Rudolf with your nose so bright,
won't you guide my sleigh tonight?"
Then all the reindeer loved him
as they shouted out with glee:
"Rudolf the red-nosed reindeer,
you'll go down in history!"
We Wish You A Merry Christmas
We wish you a Merry Christmas;
We wish you a Merry Christmas;
We wish you a Merry Christmas and a Happy New Year.
Good tidings we bring to you and your kin;
Good tidings for Christmas and a Happy New Year.
Oh, bring us a figgy pudding;
Oh, bring us a figgy pudding;
Oh, bring us a figgy pudding and a cup of good cheer. Refrain
We won't go until we get some;
We won't go until we get some;
We won't go until we get some, so bring some out here. Refrain
We wish you a Merry Christmas;
We wish you a Merry Christmas;
We wish you a Merry Christmas and a Happy New Year.
The Twelve Days of Christmas
On the first day of Christmas, my true love sent to me A partridge in a pear tree.
On the second day of Christmas, my true love sent to me Two turtle doves and a partridge in a pear tree.
On the third day of Christmas, my true love sent to me Three French hens, two turtle doves And a partridge in a pear tree.
On the fourth day of Christmas, my true love sent to me Four calling birds, three French hens, two turtle doves And a partridge in a pear tree.
On the fifth day of Christmas, my true love sent to me Five golden rings. Four calling birds, three French hens, two turtle doves And a partridge in a pear tree.
On the sixth day of Christmas, my true love gave to me Six geese a-laying, Five golden rings. Four calling birds, three French hens, two turtle doves And a partridge in a pear tree.
On the seventh day of Christmas, my true love gave to me Seven swans a-swimming, six geese a-laying, Five golden rings. Four calling birds, three French hens, two turtle doves And a partridge in a pear tree.
On the eighth day of Christmas, my true love gave to me Eight maids a-milking, seven swans a-swimming, six geese a-laying, Five golden rings. Four calling birds, three French hens, two turtle doves And a partridge in a pear tree.
On the ninth day of Christmas, my true love gave to me Nine ladies dancing, eight maids a-milking, seven swans a-swimming, six geese a-laying, Five golden rings. Four calling birds, three French hens, two turtle doves And a partridge in a pear tree.
On the tenth day of Christmas, my true love gave to me Ten lords a-leaping, nine ladies dancing, eight maids a-milking, seven swans a-swimming, six geese a-laying, Five golden rings. Four calling birds, three French hens, two turtle doves And a partridge in a pear tree.
On the eleventh day of Christmas, my true love gave to me Eleven pipers piping, ten lords a-leaping, nine ladies dancing, eight maids a-milking, seven swans a-swimming, six geese a-laying, Five golden rings. Four calling birds, three French hens, two turtle doves And a partridge in a pear tree.
On the twelfth day of Christmas, my true love gave to me, twelve drummers drumming, eleven pipers piping, ten lords a-leaping, nine ladies dancing, eight maids a-milking, seven swans a-swimming, six geese a-laying, Five golden rings. Four calling birds, three French hens, two turtle doves, And a partridge in a pear tree.
Frosty the Snow Man
Frosty the snowman was a jolly happy soul
With a corncob pipe and a button nose
and two eyes made out of coal
Frosty the snowman is a fairy tale they say
He was made of snow but the children
know how he came to life one day
There must have been some magic in that
old silk hat they found
For when they placed it on his head
he began to dance around
O Frosty the snowman
was alive as he could be
And the children say he could laugh
and play just the same as you and me
Thumpetty thump thump
thumpety thump thump
Look at Frosty go
Thumpetty thump thump
thumpety thump thump
Over the hills of snow
Frosty the snowman knew
the sun was hot that day
So he said
"Let's run and
we'll have some fun
now before I melt away
" Down to the village
with a broomstick in his hand
Running here and there all
around the square saying
Catch me if you can
He led them down the streets of town
right to the traffic cop
And he only paused a moment when
he heard him holler "Stop!"
For Frosty the snow man
had to hurry on his way
But he waved goodbye saying
"Don't you cry
I'll be back again some day
" Thumpetty thump thump
thumpety thump thump
Look at Frosty go
Thumpetty thump thump
thumpety thump thump
Over the hills of snow
Deck the Halls
Deck the halls with boughs of holly,
Fa la la la la, la la la la.
Tis the season to be jolly,
Fa la la la la, la la la la.
Don we now our gay apparel,
Fa la la, la la la, la la la.
Troll the ancient Yuletide carol,
Fa la la la la, la la la la.
See the blazing Yule before us,
Fa la la la la, la la la la.
Strike the harp and join the chorus.
Fa la la la la, la la la la.
Follow me in merry measure,
Fa la la la la, la la la la.
While I tell of Yuletide treasure,
Fa la la la la, la la la la.
Fast away the old year passes,
Fa la la la la, la la la la.
Hail the new, ye lads and lasses,
Fa la la la la, la la la la.
Sing we joyous, all together,
Fa la la la la, la la la la.
Heedless of the wind and weather,
Fa la la la la, la la la la.
Let It Snow!
Sammy Cahn, Jule Styne (c) 1945
Oh, the weather outside is frightful,
But the fire is so delightful,
And since we've no place to go,
Let it snow, let it snow, let it snow.
It doesn't show signs of stopping,
And I brought some corn for popping;
The lights are turned way down low,
Let it snow, let it snow, let it snow.
When we finally say good night,
How I'll hate going out in the storm;
But if you really hold me tight,
All the way home I'll be warm.
The fire is slowly dying,
And, my dear, we're still good-bye-ing,
But as long as you love me so.
Let it snow, let it snow, let it snow.
Class 34- Final Exam Prep Day
Chatter Bugs
With your partner, talk about any one of these subjects. First, choose a number. Then, form a question. For example, if you want to talk about #9, you could say, “Do you like technology?” Your partner should respond speaking fluently as long as possible. Then let your partner ask you a question..
1) My favorite thing is…
2) My favorite television show is…
3) My favorite type of music is…
4) If I could travel any where new I would go to…
5) The thing that makes me the happiest is…
6) My family…
7) The most important thing in my life is…
8) For a hobby, I…
9) I like or hate technology because…
10) I have or would like to have a pet…
11) I like to read…
12) If I could do anything I wanted, I would…
13) My dream car is a…
14) My favorite type of food is…
15) If I could say whatever I wanted to generations past, I’d say…
16) My favorite actor or actress is…
17) My best piece of advice is…
18) If my car could speak it would say…
19) My dream job is…
20) In ten years I will be…
21) Did I ever tell about the time I…
22) If I were a millionaire I would…
23) My favorite movie is…
24) My favorite place is…
25) The craziest thing I ever did was…
Class 35 &36- Final Exam Roundtable
Final Exam Date ______________________________ Time ____________________________
- Please come to class prepared to discuss daily life and relevant issues in contemporary Chinese culture. This exam will be videotaped, so please dress appropriately. Parts of the exam will be added to the “Getting to Know China” video.
- Bring your textbook to turn into Cassie for final grading. (I will return your textbooks to you at the beginning of next semester.. You must turn them in so I can check your homework, answers, and vocabulary for cheating or copying, and I want to make sure our records agree.)
- Bring your Class Evaluation form completed and ready to turn in at the beginning of class. (Please do NOT put your name on your evaluation form. It is anonymous. You can rip it out and hand it in separately.)
Enjoy your winter vacation! See you next semester!
Cassie
Appendix A
Grading and Evaluation Materials
Personal Expectations Pre-Survey
Scale - HORRIBLE 1 2 3 4 5 6 7 8 9 10 EXCELLENT
------------------------------------------------------------------(
1. Right now, how is your pronunciation?
1 2 3 4 5 6 7 8 9 10
2. How is your knowledge of vocabulary?
1 2 3 4 5 6 7 8 9 10
3. How is your understanding of English grammar?
1 2 3 4 5 6 7 8 9 10
4. How is your overall fluency in oral English?
1 2 3 4 5 6 7 8 9 10
5. At the end of the semester, where do you expect your overall fluency in oral English to be?
1 2 3 4 5 6 7 8 9 10
6. I want to learn….
7. I learn best when I’m involved in the following activities….
8. My contribution to this course could be…
9. My expectations of the other students in the class is….
10. What can I do at the teacher to make your semester as good as possible?
11. What do you need the most help with in oral English? (Be as SPECIFIC as possible.)
-
Record Keeping & Grades
This chart is designed for you to keep track of your grades as you go, so you always know where you stand in my class and don’t have to wonder what your grade will be at the end of the semester. If you have questions or do not understand the chart, please ask me ASAP.
1. Absences: (List absences out of 36 possible classes below by date. Remember to be honest. I am keeping a list of absences as well and I will check that your list is correct.)
Total absences ( ) X 2.8 = _______ 100 - _________ = ___________ (#1)
2. Daily Participation: (Cassie will circle one for each student during the last 2 weeks of class based on daily participation throughout the semester.)
A- Great (100)
B- Good (90)
C- Fair (80)
D- Poor (70)
F- Non-Existent (60) ____________________ (#2)
3. Homework Grades: (Homework is only graded on a “completed” basis. For every homework assignment you miss, mark down the date below.)
Total Homework assignments missed ( ) X 2.8 = _______ 100 - _______ = _______ (#3)
4. Quizzes: Mark down your grades from each quiz below.
Quiz 1- ___________ Quiz 2- ______________ Quiz 3- _______________
Quiz 4- ___________ Quiz 5- _______________ Quiz 6- _______________
Add all six scores= ______ / 6 = ____________ (#4)
5.Midterm Exam: (Record your score from the midterm here.)
Score = ______________ (#5)
6. Final Exam
Part One Score = __________ X .75 = ___________
Part Two Score= __________ X .25 = ___________
Add the two scores = _______________ (#6)
Calculation: Put the numbers from above into the following equation to see what your final grade is for the entire semester.
(#1) X. .05 + (#2) X .15 + (#3) X .10 + (#4) X .10 + (#5) X .20 + (#6) X .40 = FINAL GRADE
( ) X. .05 + ( ) X .15 + ( )X .10 + ( ) X .10 + ( ) X .20 + ( ) X .40 = _________
Midterm Exam- Volunteering Project
A very important part of American Culture is volunteerism. Nowadays, this trend is becoming very visible as celebrities like Angelina Jolie, Brad Pitt, Bono, and others get involved with political activism and volunteering around the world. In the United States, teenagers volunteer for many reasons. Most often, students volunteer at hospitals, orphanages, or programs that feed the homeless. Volunteering is such an important part of American culture that it is difficult for students to get into a good college without some type of volunteer work or non-profit work on their records.
First, read the two articles below about volunteering in America.
Article One-
Teenagers Are Changing the World, by Susan Heim
My 16-year-old son, Dylan, tells everyone that one of the most amazing experiences of his life was the trip he took to Costa Rica in the summer of 2005. Most people would assume that this was a vacation-that he was, perhaps, surfing the waves! But Dylan spent almost the entire ten days of the trip building houses for local residents. It was hard, dirty work. The conditions were primitive (no hot showers or air conditioning!), and the days were long. I never thought that my typical teen-who balks at having to mow the lawn-would be willing to climb up on a hot roof every day, but he loved every minute of it! The feeling of camaraderie with his fellow workers, and the eternal and loving gratitude of the people he was helping, made this an unforgettable experience.
And the amazing thing is, once they get a taste of it, teenagers love to volunteer! In 2004, 55 percent of American teenagers volunteered-almost twice the rate of adults, according to the Corporation for National and Community Service. And students who do volunteer work actually do better in school than those who don't volunteer. Albert Schweitzer once said, "The only ones among you who will be truly happy will be those who have sought and found how to serve." In fact, volunteering provides many benefits for teens, including increased self-esteem, a feeling of being valued, the opportunity to meet new people, the acquisition of valuable new skills, and a lifetime of wonderful memories and experiences.
Volunteer opportunities for adolescents aren't difficult to find. Some organizations may have age restrictions if the job involves a certain amount of risk, but opportunities abound for all ages! One of the best places to start is with your local church, synagogue, mosque or other place of worship. My kids have also found volunteer opportunities through the Parks and Recreation Department, hospitals, nature centers, libraries, children's museums, community and teen centers, and just through word of mouth. My 13-year-old had a great time as a volunteer at a boat show, which raised funds for charity. Don't be afraid to ask around. Most people jump at the chance to put a volunteer to work!
When teenagers learn to serve others, they become empowered. They grow up knowing that they can make a difference in the world. Just imagine what this kind of attitude can accomplish when our adolescents are soon the leaders of society! Making the world a better place starts by showing our kids how they can be part of impacting the future through volunteering.
Article Two-
Teens volunteer and cheer seniors, by Po To Chan
An enthusiastic and articulate team of bilingual Chinese-American teens made summer much brighter for Cabrini Center for Nursing and Rehabilitation residents, especially those of Chinese descent. The young people in the Chinese Planning Council’s New York City Summer Youth Employment program devoted seven weeks of their school vacation time to assisting residents of the nonprofit, 240-bed, skilled nursing facility at 542 E. Fifth St.
The students’ ability and eagerness to converse in Chinese with the many nursing home residents who speak that language, made them especially welcome, but they were a big hit with the home’s entire population, as well, according to Director of Volunteers Ellen Stein. The upbeat high schoolers from Chinatown and Brooklyn happily pitched in wherever needed, from playing endless games of mah jong or chess and translating in therapeutic games to pitching in with adaptive sports and transporting residents to religious services. They also wrote an original skit based on “The Three Little Pigs,” which they performed for the residents in both Chinese and English.
“I saw many more smiles, as well as more individuals venturing into new activities, because of the students,” said Recreation Director Jeana Musacchio.
Participants included Anna Kung, Connie Lai, Carmen Lau, Sophia Ma, Ming Xiao and Emily Shan.
Now, decide where you would like to volunteer. You can volunteer anywhere you’d like to: the hospital, the school, the kindergarten, for an old relative or a shut-in (someone who can’t leave the house), etc. Anywhere you can help is okay. It is up to you to pick an appropriate place to volunteer. In the next two weeks, I expect you to spend a total of FOUR hours volunteering. That time can be divided into time segments or served all at once. All of the decisions are yours to make.
Midterm Exam – For your midterm exam, you will be asked to discuss your volunteer project, how it made you feel, how you helped, if you will help again, what you think about Americans who volunteer, etc. However, you will not know the exact format of the exam until you come to class. You should just come prepared to talk about the experience. The reason why I will not tell you the details about the exam is because I do not want anyone coming with memorized speeches. I just want everyone to talk fluently and use the skills we have studied this semester.
Statement of Volunteerism
I, ____________________________, swear that I have volunteered ________ hours at ______________________________________________. I understand that Cassie is trusting me to tell the truth about my volunteering activities, and I will not take advantage of her in this way. I understand that if I do not volunteer, I will not be able to pass the midterm exam and that this is a class requirement.
Signature __________________________________________ Date ______________
Midterm Exam Notes
Use the room below to take notes on the projects you would like to do or questions you have about volunteering or any specific vocabulary you need to look up.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Holiday Presentation Project
You and your group are expected to choose one holiday from the list of holidays below and then research it for a presentation to the rest of the class. You are NOT allowed to choose any of the holidays in BOLD writing. I want you to choose a holiday you know little or nothing about. You may research the holiday in any way you’d like. You can ask other foreign teachers, go to the library, look online, use your textbooks, etc. However, I expect you to find enough information for a five to seven minute presentation to the class about your holiday. This project will only be graded on a PASS/FAIL basis. That means, you either complete the project satisfactorily or you don’t.
List of holidays commonly celebrated in America (note- this list is only partial)
New Years Day Martin Luther King Day Groundhog Day
Valentine’s Day Susan B. Anthony Day Presidents’ Day
St. Patrick’s Day April Fool’s Day Arbor Day
May Day Cinco de Mayo Mother’s Day
Memorial Day Father’s Day Independence Day
Labor Day Native American Day Columbus Day
Halloween Veteran’s Day Sadie Hawkins Day
Thanksgiving Human Rights’ Day Christmas
Group topic ___________________________________ Presentation Date _________________
Notes on holiday for presentation, including grammar and vocabulary:
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Final Project- Getting to Know China Video
PART ONE - Most Americans have no idea at all what life in China is like. So, for our final project, we are going to make a video about China for Ms. Ingram’s class in Vermont. Both Class 1 and Class 2 will work together on this project. In your groups, you will choose one topic to cover. You will be responsible for looking up the English vocabulary and grammar necessary to introduce your topics. Each group will videotape on their own time and be responsible for booking the camera through the English office, and each person in the group must talk on the video and share time equally. Your final video should be 5-7 minutes long, to permit time for editing. Below are some possible topics, but if you can think of something else you would like to present, please just let me know.
Possible topics
1. Life of a college student (campus, classes, dorms, etc.)
2. Shopping (bargaining, buying, selling, stores, malls, etc.)
3. Art (performances, artists, plays, theatre, dance, etc.)
4. Sports (most popular Chinese sports to play and watch)
5. Leisure and Entertainment (KTV, TV, how free time is spent)
6. Friends (making friends, their importance, how friends spend time together)
7. Music (traditional music and current pop music)
8. Family life (importance of family, size, family relationships)
9. Fashion (current styles of dress, hair, makeup etc for different ages)
10. Holidays (Chinese holidays and celebrations)
11. Customs (interesting Chinese customs, manners, etiquette, etc.)
12. Food and Drink (restaurants, Chongqing specialties- this could easily be 2 topics)
13. _______________________________________________________________
14. _______________________________________________________________
15. _______________________________________________________________
Grading of the video (75% of final exam grade)
Vocab /15 Content /25
Grammar /10 Style of video /10
Fluency of speech /15 Pronunciation /15
PART TWO – The second part of the exam will be a roundtable discussion in class about issues and daily life in China. The discussion will also be videotaped and parts of it will be added to the video. This part of the exam is worth 25% of the final exam grade.
Grading of the roundtable discussion (25 % of final exam grade)
Everyone starts with a base of 75 points:
-5 points saying nothing +5 points, disagreeing or disputing a point +5 points starting a topic +3 points, continuing conversation +3 points, asking someone else a question
Final Project Work Space
Group _____________________ Topic______________________________________
Video length _______________________ Video Due _________________________
Ideas for video:
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Vocabulary lists:
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________
Personal Expectations Post- Survey
Scale - HORRIBLE 1 2 3 4 5 6 7 8 9 10 EXCELLENT
------------------------------------------------------------------(
1. Right now, how is your pronunciation?
1 2 3 4 5 6 7 8 9 10
2. How is your knowledge of vocabulary?
1 2 3 4 5 6 7 8 9 10
3. How is your understanding of English grammar?
1 2 3 4 5 6 7 8 9 10
4. How is your overall fluency in oral English?
1 2 3 4 5 6 7 8 9 10
5. Have you improved as much as you wanted to this semester? YES NO
If NO, why not?
6. Did you learn what you wanted to?
7. Did you live up to your expectations for you behavior in this class? Why or why not?
8. Did you do your part this semester to be an active student and participate? Why or why not?
9. Did the other students live up to your expectations for their behavior in this class? Why or why not?
10. How will you change your attitudes and work habits for next semester?
Cassie’s English Class Evaluation for Oral English:
For each question, circle the correct answer for you.
1. Do you like coming to my class? Yes No Sometimes
2. Do you feel like your English has improved because of my class? Yes No Not sure
If NO, why not?
3. Do you like working in groups? Yes No Sometimes
4. Do you normally like the format of class? Yes No Sometimes
5. Would you prefer I use more Chinese teaching methods? Yes No Sometimes
6. Do you think your grade will be fair? (meaning what you really deserve) Yes No
If NO, do you think I will give you a grade that is too high or too low?
7. Do you like the way the final exam will be given? Yes No Not sure
8. Would you prefer if we had class in a normal classroom instead of room 1111? Yes No
From the list below:
Circle (o) the things you would like to do MORE of in my class.
Cross out (x) the things you would like to do LESS of in my class.
speaking news articles pronunciation practice spelling correction dictation
listening grammar review phonetics writing games role-plays poems
solitary work one-on-one work error correction debates songs American culture teaching practice speeches
For the questions below, please write as much as you can in detail for me.
1. What subjects did we cover that you enjoyed?
2. What subjects did we cover that you didn’t like?
3. What subjects didn’t we cover that you wish we had?
4. Since I WILL be your teacher next semester, what do you want me to change?
5. Is there anything at all you want to tell me about my class or my teaching methods?
6.. Were you ever bored in my class? When and why?
7. Did you feel like you could talk to me about anything? (meaning personal or private issues that were bothering you) Why or why not?
Appendix B
Supplemental Material for Oral English
But how do I improve my oral English??
If you are serious about improving your English, it’s not hard, but it does take work and dedication. Try these suggestions and you will see an improvement in your speaking and your confidence levels!
• Play English card games and board games!
- Try games. for interactive English games.
• Come to English corner every week!
- Here- Sunday nights, 7:30 outside the small cafeteria
- Jie Fang Bei- Saturdays, ----- at the KFC
• Watch English movies! (Try not to use the Chinese subtitles.)
- Monday Night Movies – 7 PM in room -----
• Listen to English music!
- For free downloads, try
• Come to office hours with Cassie and Dylan!
- Cassie, Tues & Thurs 2-3 PM
• Keep a notebook with the new vocabulary you learn. Reread it, once a day when you are waiting for the bus, in between classes, or before you go to bed at night.
• Keep a diary using English or write short stories in English.
• Volunteer in your classes. Don’t be afraid of making a mistake. Always speak up and answer every question you can. Your confidence will improve with every time you practice.
• Make foreign friends to chat with online.
- Try , , or
• Speak English with all of your teachers, even outside of class. Remember your teachers are there to help you improve. They will be supportive and not critical of mistakes.
• Read the news in English.
- You can try for daily international and American news in English.
• Prepare for class! Come excited and ready to learn! If you do your homework before class, you will be more able to absorb the material and learn from it.
• Like American pop culture? Read about it in English!
-Try , , , , ,
• Try tutoring younger children or other students with lower levels of English. Teaching them will reinforce the language basics you already know.
• Talk to your classmates and roommates in English outside of class. Try making it a game or giving prizes or punishments.
• Sign up for word of the day emails or do word puzzles at Merriam Webster.
- Online at m-
• Try improving your grammar and knowledge of English through free online sites.
- Try , , or
• Watch American TV shows, movies and music videos online.
- Use for free shows. Browse in English for American TV shows.
Teaching Methods Explanation
Why is Cassie so strange?
After reading the course evaluations from last semester, I realized that some of my teaching methods and approaches are confusing for Chinese students. I want to explain some of my techniques for you, so that you can better understand my classroom behavior and hopefully benefit more from my teaching.
1. Why do we play so many games in your class?
In the United States, learners of language, regardless of how old they are, often use games, even at the university level. In my college French classes, we played games every Friday. Not only was it enjoyable, but we also learned a lot. American teachers use games because we think that a student will learn more quickly if he or she is relaxed and happy. Playing games takes away the nervousness that accompanies language learning. The student is less likely to be afraid to speak and more likely to remember the language they acquire. Also, if a student is playing a game and having fun, it means they enjoy the process of learning and are more likely to study. Please remember, if I use games in my classroom, it does NOT mean I think you are children!
2. Why do we often do the same activities twice?
I design activities to teach you a grammar function, new vocabulary, or new sentence structures. Often, you will all use the language correctly during the activity, but then the next week, you will make the same mistakes again. This is why we repeat activities. It means that the class did not learn and memorize the necessary language the first time and so we must do it again and again until everyone gets it right. There are some problems that the class continues to have problems with, for example, correctly forming questions, so we spent a lot of time on activities using questions in class.
3. Why do we work in groups all of the time?
In Oral English classes, you need as much time as possible to practice speaking out loud. If the only interaction in the class is between the teacher and one student, each of you would have about 3 minutes of talk time for every class. That would mean, after an entire semester of classes, you would have spoken for a total of 54 minutes. However, with group work, you have the chance to speak English for the majority of the class time. In one period, it’s possible for you to get more talk time than you would in an entire semester without group work.
4. Why do we do dictation?
Dictation has been used for hundreds of years in language learning, and it is very often used in American classrooms for learning French, Spanish, or German. Dictation is important on many levels. First, it improves the students’ listening. Second, it forces the students to review spelling and phonetic rules. Third, and most importantly, it is a tool for the teacher to see how much the students are understanding English and where their serious problems lie.
5. Why do you give us homework?
After a semester teaching your class, I have been very impressed with your understanding of English and your speech. I think you all have the chance to get very good jobs using English and have high salaries and an enjoyable life. However, I think you need to do a lot of work before then, and I would like to help you. I will assign more homework this semester, but it is all designed to help you speak like a native speaker. Also, I want our class to more closely resemble and American college class, and that means more outside work to prepare.
6. Why do we get in trouble if we use Chinese?
I understand that your other teachers allow you to use Chinese in their English classes. However, I believe in the language theory of immersion. That means, you only speak English in my classroom. There are many benefits to only using English. The most apparent thing is the level of noise and chatter drops dramatically. There are other, more substantial benefits to an English only classroom. You start to learn useful, real world English such as expressing your feelings and desires as well as the textbook English. Also, students make progress much faster. But most importantly, requiring you to speak only in English will help you become more comfortable and confident expressing yourselves in, and communicating through, English.
7. Why do you get so angry when someone talks or whispers or makes noise when another student is speaking?
In American culture, one of the rudest things you can do is to ignore a person who is speaking. Americans show respect for each other by not talking, whispering, making noise, ruffling through their bags, answering their cell phones, etc., when someone is talking. Since this class is an English class, I expect you all to be well behaved and exhibit these American manners in my class.
8. Why don’t we talk about “happy things”?
I know that in many classes you do not talk about politics or news or current events. As I am a foreign teacher, you may expect me to follow this example and only talk about fun and “happy” things. However, I think you are all adults, and I would like to treat you like I would treat American college students. American college students would expect to talk about serious issues and real life situations, so that is what we will do. I think it is important that you learn the skills necessary to do this before you graduate.
9. Why don’t you talk more and tell us things about America?
Many students have asked me to spend more time talking in class. However, this is not a listening class. This is an oral English class. I do not need to improve my oral English. You do! This class is meant solely as time for you to practice the things you are learning in other classes. If I spend the whole class lecturing, you will have no time to speak and your oral English will not improve. If you want to talk about things, come to my office hours. I would be happy to answer your questions then, outside of class.
Non-Countable Nouns (Mass Nouns)
As I expect your oral English to become more and more fluent this semester, one thing I would like you all to focus on is your use of articles (a, an, the) with count and non-count nouns. It is a very common mistake for Chinese students of English that they forget which words are non-count. Below is a list of some non-count nouns. Feel free to add more words to the list as you find them.
Abstract
advice age beauty capitalism communism democracy
energy fun happiness help honesty information wisdom
justice life kindness knowledge laughter liberty work
recreation play strength trouble truth youth
Matter, Material
air beer blood bread butter cake chalk cheese coal coffee electricity fog fish gold grass hair ice ink iron juice lumber meat milk oil oxygen paper rain rice smoke snow soap soup sugar tea water wine wood
Generic Terms
business change equipment fruit furniture jewelry luggage machinery mail money news propaganda scenery slang stationery traffic weather vegetation
Subject Matter
architecture art chemistry civics economics engineering English geology grammar history literature mathematics
music philosophy physics science technology vocabulary
Sports and Recreation
Baseball basketball bridge camping dancing drinking football golf hiking hockey homework hunting opera sailing singing softball swimming television
Traveling volleyball
Count AND Non-count (two different definitions)
Age baseball beer business change company dope glass iron paper play room smoke tape
work youth
Make your own list here of words you often forget are non-countable nouns:
Chinglish
In order to sound more like native speakers, we are going to focus on eradicating “Chinglish” from your vocabulary.
1. ELIMINATE these phrases from your speech!
a) “How to say…”
b) “What a pity!” (try “Too bad!” or “Sorry” or “Oh.”)
c) “I very like…” (you must use really, “I really like…”
d) “Happy everyday!” (this does not exist in English)
2. Be careful when using the word “welcome.” If you translate the sentences directly from Chinese, you will get an incorrect phrase.
a) Welcome to ride Line 52 Bus = Thank you for riding Bus Line 52.
b) Welcome to ride Line 13 again = Thank you for riding Line 13, and we would be pleased to welcome you back aboard at any time or Please come back again.
c) Welcome to take my taxi = Thank you for taking my taxi.
d) Welcome to listen to my news = Thanks for tuning in!
e) Welcome to use ATM service = (found very often on ATMs) means Thanks for using this ATM.
3. There are specific grammar problems that often occur when Chinese students speak English. Watch out for these issues in particular:
a) the overuse of "very" between "be" and an adjective (reflecting the use of "很" in Chinese)
b) the use of "very" to modify verbs (e.g. "I very like it")
c) the use of the passive when the active is more appropriate
d) wrong usage of verb tenses
e) the use of the singular when the plural would be more fitting (various examples can be seen on most signs translated into English)
f) using "me is" instead of "I am" (such as "Me is Jack")
g) using nouns as verbs (such as "No Noising"- noise is a noun, the verb is to make noise, so the sign should read Don’t Make Noise or No Noise)
h) excessive use of "the" when not needed (such as "The China is bigger than the France"- the correct sentence is just “China is bigger than France.”)
i) excessive use of verbs with the "-ing" ending (such as "Welcome to taking Line 52")
j) excessive use of "to", the use of "to" with modals, preserving "to" in infinitive form even when unnecessary (e.g. "I must to go", just say “I must go.”)
k) confusion of -ed and -ing adjectives (e.g. "I am very boring" vs. "I am very bored"; "I was surprising" vs. "I was surprised")
Appendix C
Pronunciation Material for Oral English
Minimal Pairs for Review
Minimal pairs are a more serious problem than simple poor pronunciation or listening skills on the part of a student. This is because mistakes with minimal pairs do not simply impair understanding; they can lead students to believe that they understand when in fact they are quite mistaken. These kinds of mistakes can hamper their conversation skills in the obvious way that they are difficult to understand, but it can also affect their confidence and thus their inclination to even try to communicate in the first place. The minimal pairs I have chosen are sounds that are particularly hard for Mandarin Chinese speakers.
/iy/ /i/ *** /iy/ /ey/ *** /iy/ /e/
sheep ship eat ate meet met
leave live see say mean men
seat sit week wake seeks sex
green grin creep crepe beast best
/i/ /ey/ *** /i/ /e/ *** /i/ / [pic]/
it ate pick peck big bag
kick cake did dead it at
chin chain sit set sit sat
give gave knit net zig zag
/e/ / [pic]/ *** /e/ /a/ *** /[pic]/ /[pic]/
beg bug get got grab grub
ten ton step stop swam swum
many money red rod mad mud
net nut net not cap cup
/[pic]/ /a/ *** /[pic]/ /ay/ *** /[pic]/ /a/
an on am I’m hug hog
map mop sad side cup cop
cat cot dad died luck lock
lack lock back bike nut not
/u/ /ow/ *** /ow/ /oy/ *** /aw/ /ay/
bull bowl toe toy mouse mice
cook coke old oiled tower tire
should showed bold boiled proud pride
brook broke cone coin found find
/p/ /b/ *** /b/ /v/ *** /l/ /r/
pig big boat vote light right
cap cab best vest bowl boar
pie buy curb curve collect correct
rapid rabid cupboard covered lead read
/[pic][pic]/ /[pic]/ *** /[pic][pic]/ /[pic]/ *** /[pic][pic]/ /[pic][pic]/
cheap sheep jeep sheep gin chin
catch cash jade shade joke choke
watch wash jack shack jeer cheer
cheese she’s gyp ship junk chunk
/[pic][pic]/ /y/ *** /g/ /k/ *** /[pic]/ /t/
juice use bag back death debt
jet yet grape crepe thigh tie
jam yam glass class thin tin
wage weigh gap cap three tree
/[pic]/ /s/ *** /[pic]/ /d/ *** /f/ /v/
think sink they day fine vine
thing sing lather ladder fail veil
mouth mouse their dare life live
thin sin breathe breed safe save
/v/ /w/ *** /a/ /[pic]/ *** /aw/ /oy/
vine wine cot caught owl oil
veered weird sod sawed vowed void
veal we’ll are or sow soy
over ower tock talk bough boy
/[pic]/ /u/ *** /[pic]/ /ow/ *** /[pic]/ /[pic]/
luck look cut coat gun gone
buck book must most cut caught
stud stood come comb bus boss
tuck took but boat dug dog
Tongue Twisters
Tongue twisters can have many different uses for students of English. The most obvious use is to correct pronunciation problems. Especially for Chinese students, tongue twisters can help fix problems with sounds like /r/ and /l/ and help your tongue become accustomed to moving correctly to make certain sounds. However, you can also you tongue twisters to warm up your mouth before English classes or before important speeches, tests, or meetings. The tongue twisters below are specifically chosen for Chinese speakers of English. Practice them as often as possible for fluency. At first, focus on getting the pronunciation correct. As you become better, speed up. Also, remember, the ones that are the most difficult for you are probably the ones you should practice the most!
← Which witch wished which wicked wish?
← Old oily Ollie oils old oily autos.
← Silly Sally swiftly shooed seven silly sheep. The seven silly sheep Silly Sally shooed shilly-shallied south. These sheep shouldn't sleep in a shack; sheep should sleep in a shed.
← Three gray geese in the green grass grazing. Gray were the geese and green was the grass.
← Say this sharply, say this sweetly, Say this shortly, say this softly. Say this sixteen times in succession.
← Of all the felt I ever felt, I never felt a piece of felt which felt as fine as that felt felt, when first I felt that felt hat's felt.
← Don't pamper damp scamp tramps that camp under ramp lamps.
← I thought a thought. But the thought I thought wasn't the thought I thought I thought.
← Betty and Bob brought back blue balloons from the big bazaar.
← She sifted thistles through her thistle-sifter.
← Girl gargoyle, guy gargoyle.
← The sawingest saw I ever saw saw was the saw I saw saw in Arkansas.
← Six sick slick slim sycamore saplings.
← A box of biscuits, a batch of mixed biscuits
← A skunk sat on a stump and thunk the stump stunk, but the stump thunk the skunk stunk.
← Peter Piper picked a peck of pickled peppers. Did Peter Piper pick a peck of pickled peppers? If Peter Piper picked a peck of pickled peppers, where's the peck of pickled peppers Peter Piper picked?
← Red lorry, yellow lorry, red lorry, yellow lorry.
← Unique New York.
← Betty Botter had some butter, "But," she said, "this butter's bitter. If I bake this bitter butter, it would make my batter bitter. But a bit of better butter-- that would make my batter better." So she bought a bit of butter, better than her bitter butter, and she baked it in her batter, and the batter was not bitter. So 'twas better Betty Botter bought a bit of better butter.
← Six thick thistle sticks. Six thick thistles stick.
← A big black bug bit a big black bear, made the big black bear bleed blood.
← The sixth sick sheik's sixth sheep's sick.
← One smart fellow, he felt smart. Two smart fellows, they felt smart. Three smart fellows, they all felt smart.
← She sells sea shells by the sea shore. The shells she sells are surely seashells. So if she sells shells on the seashore, I'm sure she sells seashore shells.
← "Surely Sylvia swims!" shrieked Sammy, surprised. "Someone should show Sylvia some strokes so she shall not sink."
← A Tudor who tooted a flute tried to tutor two tooters to toot. Said the two to their tutor, "Is it harder to toot or to tutor two tooters to toot?"
← I am not the pheasant plucker, I'm the pheasant plucker's mate. I am only plucking pheasants 'cause the pheasant plucker's running late.
← A flea and a fly flew up in a flute. Said the flea, "Let us fly!" Said the fly, "Let us flee!" So they flew through a flaw in the flute.
← Which wristwatches are Swiss wristwatches?
← Lesser leather never weathered wetter weather better.
← A noisy noise annoys an oyster.
← Friendly Frank flips fine flapjacks.
← Vincent vowed vengeance very vehemently.
← I cannot bear to see a bear bear down upon a hare. When bare of hair he strips the hare, right there I cry, "Forbear!"
← Lovely lemon liniment.
← Gertie's great-grandma grew aghast at Gertie's grammar.
← Fat frogs flying past fast.
← The boot black bought the black boot back.
← How much wood would a woodchuck chuck if a woodchuck could chuck wood? He would chuck, he would, as much as he could, and chuck as much wood as a woodchuck would if a woodchuck could chuck wood.
← We surely shall see the sun shine soon.
← Moose noshing much mush.
← Ruby Rugby's brother bought and brought her back some rubber baby-buggy bumpers.
← Sly Sam slurps Sally's soup.
← My dame hath a lame tame crane, My dame hath a crane that is lame.
← Six short slow shepherds.
← From her tree toad bower, with her three-toed power, the she-toad vetoed him.
← Twelve twins twirled twelve twigs.
← Many an anemone sees an enemy anemone.
← Nine nice night nurses nursing nicely.
← Peggy Babcock.
← Swan swam over the sea, Swim, swan, swim! Swan swam back again Well swum, swan!
← Brad's big black bath brush broke.
← Thieves seize skis.
← Chop shops stock chops.
← Sarah saw a shot-silk sash shop full of shot-silk sashes as the sunshine shone on the side of the shot-silk sash shop.
Poems for Pronunciation Practice for English Students
In European countries, like France and Germany, students are forced to learn poems such as these to correct pronunciation problems and to get rid of their accents when speaking English. At first, it is okay to mark the poems with phonetic symbols as you begin to learn them. However, eventually you should aim to memorize the correct pronunciation so you will have no problems using the words in conversation or when reading aloud.
1. Untitled poem, by unknown author
Here is some pronunciation. Ration never rhymes with nation,
Say prefer, but preferable, Comfortable and vegetable.
B must not be heard in doubt, Debt and dumb both leave it out.
In the words psychology, Psychic, and psychiatry,
You must never sound the p. Psychiatrist you call the man
Who cures the complex, if he can. In architect, chi is k.
In arch it is the other way.
Please remember to say iron So that it'll rhyme with lion.
Advertisers advertise, Advertisements will put you wise.
Time when work is done is leisure, Fill it up with useful pleasure.
Accidental, accident, Sound the g in ignorant.
Relative, but relation, Then say creature, but creation.
Say the a in gas quite short, Bought remember rhymes with thwart,
Drought must always rhyme with bout, In daughter leave the gh out.
Wear a boot upon your foot. Root can never rhyme with soot.
In muscle, sc is s, In muscular, it's sk, yes!
Choir must always rhyme with wire, That again will rhyme with liar.
Then remember it's address. With an accent like posses.
G in sign must silent be, In signature, pronounce the g.
Please remember, say towards Just as if it rhymed with boards.
Weight's like wait, but not like height. Which should always rhyme with might.
Sew is just the same as so, Tie a ribbon in a bow.
When You meet the queen you bow, Which again must rhyme with how.
In perfect English make a start. Learn this little rhyme by heart.
2. The Chaos, G. Nolst Trenité
Dearest creature in creation, Study English pronunciation.
I will teach you in my verse Sounds like corpse, corps, horse, and worse.
I will keep you, Suzy, busy, Make your head with heat grow dizzy.
Tear in eye, your dress will tear. So shall I! Oh hear my prayer.
Just compare heart, beard, and heard, Dies and diet, lord and word,
Sword and sward, retain and Britain. (Mind the latter, how it's written.)
Now I surely will not plague you With such words as plaque and ague.
But be careful how you speak: Say break and steak, but bleak and streak;
Cloven, oven, how and low, Script, receipt, show, poem, and toe.
Hear me say, devoid of trickery, Daughter, laughter, and Terpsichore,
Typhoid, measles, topsails, aisles, Exiles, similes, and reviles;
Scholar, vicar, and cigar, Solar, mica, war and far;
One, anemone, Balmoral, Kitchen, lichen, laundry, laurel;
Gertrude, German, wind and mind, Scene, Melpomene, mankind.
Billet does not rhyme with ballet, Bouquet, wallet, mallet, chalet.
Blood and flood are not like food, Nor is mould like should and would.
Viscous, viscount, load and broad, Toward, to forward, to reward.
And your pronunciation's OK When you correctly say croquet,
Rounded, wounded, grieve and sieve, Friend and fiend, alive and live.
Ivy, privy, famous; clamour And enamour rhyme with hammer.
River, rival, tomb, bomb, comb, Doll and roll and some and home.
Stranger does not rhyme with anger, Neither does devour with clangour.
Souls but foul, haunt but aunt, Font, front, wont, want, grand, and grant,
Shoes, goes, does. Now first say finger, And then singer, ginger, linger,
Real, zeal, mauve, gauze, gouge and gauge, Marriage, foliage, mirage, and age.
Query does not rhyme with very, Nor does fury sound like bury.
Dost, lost, post and doth, cloth, loth. Job, nob, bosom, transom, oath.
Though the differences seem little, We say actual but victual.
Refer does not rhyme with deafer. Foeffer does, and zephyr, heifer.
Mint, pint, senate and sedate; Dull, bull, and George ate late.
Scenic, Arabic, Pacific, Science, conscience, scientific.
Liberty, library, heave and heaven, Rachel, ache, moustache, eleven.
We say hallowed, but allowed, People, leopard, towed, but vowed.
Mark the differences, moreover, Between mover, cover, clover;
Leeches, breeches, wise, precise, Chalice, but police and lice;
Camel, constable, unstable, Principle, disciple, label.
Petal, panel, and canal, Wait, surprise, plait, promise, pal.
Worm and storm, chaise, chaos, chair, Senator, spectator, mayor.
Tour, but our and succour, four. Gas, alas, and Arkansas.
Sea, idea, Korea, area, Psalm, Maria, but malaria.
Youth, south, southern, cleanse and clean. Doctrine, turpentine, marine.
Compare alien with Italian, Dandelion and battalion.
Sally with ally, yea, ye, Eye, I, ay, aye, whey, and key.
Say aver, but ever, fever, Neither, leisure, skein, deceiver.
Heron, granary, canary. Crevice and device and aerie.
Face, but preface, not efface. Phlegm, phlegmatic, ass, glass, bass.
Large, but target, gin, give, verging, Ought, out, joust and scour, scourging.
Ear, but earn and wear and tear Do not rhyme with here but ere.
Seven is right, but so is even, Hyphen, roughen, nephew Stephen,
Monkey, donkey, Turk and jerk, Ask, grasp, wasp, and cork and work.
Pronunciation -- think of Psyche! Is a paling stout and spikey?
Won't it make you lose your wits, Writing groats and saying grits?
It's a dark abyss or tunnel: Strewn with stones, stowed, solace, gunwale,
Islington and Isle of Wight, Housewife, verdict and indict.
Finally, which rhymes with enough -- Though, through, plough, or dough, or cough?
Hiccough has the sound of cup. My advice is to give up!!!
3. Word pairs, by unknown author
At the Army base, a bass was painted on the head of a bass drum.
They were too close to the door to close it.
It was difficult to coax the coax cable through the conduit.
The soldier decided to desert his dessert in the desert.
The buck does funny things when the does are present.
The dove dove into the bushes.
The entrance to a mall fails to entrance me.
I spent last evening evening out a pile of dirt.
How can I intimate this to my most intimate friend?
The insurance for the invalid was invalid.
He could lead if he would get the lead out.
A cat with nine lives lives next door.
She will mouth obscenities unless you stop her mouth.
After a number of injections, my jaw got number.
I did not object to the object.
We polish the Polish furniture.
There is no time like the present to present the present.
A farm can produce produce.
She was reading a book in Reading.
The dump was so full it had to refuse more refuse.
On the road to the race, the oarsmen rowed about who rowed the best.
There was a row among the oarsmen about how to row.
A seamstress and a sewer fell down into a sewer line.
To help with planting, the farmer taught his sow to sow.
I had to subject the subject to a series of tests.
I shed a tear when I saw the tear in my clothes.
The unionised gas smothered the unionized workforce.
The wind was too strong to wind the sail.
The bandage was wound around the wound.
4. The Owl and the Pussy, by Edward Lear
The Owl and the Pussy-Cat went to sea, In a beautiful pea-green boat:
They took some honey, and plenty of money, Wrapped up in a five-pound note.
The Owl looked up to the stars above, And sang to a small guitar,
"O lovely Pussy, O Pussy, my love, What a beautiful Pussy you are, You are, You are!
What a beautiful Pussy you are!
Pussy said to the Owl, "You elegant fowl, How charmingly sweet you sing!
Oh! let us be married; too long we have tarried: But what shall we do for a ring?"
They sailed away, for a year and a day, To the land where the bong-tree grows;
And there in a wood a Piggy-wig stood, With a ring at the end of his nose,
His nose, His nose, With a ring at the end of his nose.
"Dear Pig, are you willing to sell for one shilling Your ring?" Said the Piggy, "I will."
So they took it away, and were married next day By the Turkey who lives on the hill.
They dined on mince and slices of quince, Which they ate with a runcible spoon;
And hand in hand, on the edge of the sand, They danced by the light of the moon,
The moon, The moon, They danced by the light of the moon.
5. Dover, by Edward Lear
There was an Old Person of Dover, Who rushed through a field of blue Clover;
But some very large bees, Stung his nose and his knees,
So he very soon went back to Dover.
6. Untitled, by Edward Lear
There was a Young Lady whose nose, Was so long that it reached to her toes;
So she hired an Old Lady, Whose conduct was steady,
To carry that wonderful nose.
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