READSDUsingVideoKreyes

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Using Internet Videowith ESL and Literacy StudentsKristi ReyesMiraCosta College

[email protected] Workshop Objectives:

Discover ways to integrate online video into tutoring sessions and classlessons

Learn about planning activities around video clips View materials created to accompany online video clips Design activities to use with an online video

Advantages for students Advantages for tutors andinstructors

Connect to local and global events Break from the routine

Opportunities to build fluency, learn newvocabulary in a rich context

Numerous free, easy-to-find materials;Individualized content

Visual support for language learning Basis of or supplement to thematic,integrated-skills lessons

Engaging, high-interest materials Gain and maintain student interest = increasemotivation = increase persistence

Authentic language input: reduced speech,

normal speech rates, contractions, reductions,idioms, and various accents

Enhance students' abilities to be active

listeners and to connect listening to readingand writing

Where to find video onlinehttp://kreyes.mcc.googlepages.com/usingvideoHow to save and download video, lesson plans and other resourceshttp://kreyes.mcc.googlepages.com/usingvideoFor ideas on using full-length movies or movie cliphttp://kreyes.mcc.googlepages.com/usingmoviestoteachenglish

Video Tasks:What can students do besides passively watching a video?In planning sessions or lessons that integrate video, consider including activities that studentsdo before, while, and after viewing.

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I. Pre-viewingThe purpose of pre-viewing activities is to activate schemata (background knowledge) studenthas about the topic, which aids in comprehension and prepares student for more effectivelistening.

Make predictionso Predict video content (topic) from

the titlea still framea list of words (student will know) relating to the content

o Play the video without sound and have students predict and write notes: who,what, when, where, why (after viewing again with sound, check predictions for accuracy)

o Watch with sound muted and guess the topic or dialog based on gestures, facialexpressions and/or write the dialog they think the people/characters are having

Vocabulary preparationo prepare a list of words that will seriously interfere with comprehension or a list of sentences in which difficult vocabulary is used in the video

student guesses meanings from contextstudent uses dictionary to look up and write definitionsstudent completes a tutor-/teacher-prepared matching exercise (matchingwords in context to definitions)

o given the title or topic of the video, have student brainstorm (or brainstorm withstudent) a written list of vocabulary student knows about the topic

o play the video without sound to generate a list of vocabulary student knows Conversation/discussion questions related to the topic, prepared ahead of viewing Read a synopsis / summary / transcript of the video Listen to a brief lecture summarizing the main points of the video and take notes or use

a skeletal outlineExample:

Video title: ____________________ Topic: ___________________________ Men ________% more likely than women to ______________ Current research shows ...

_____________ study, conducted in _______________

Preview written questions student will need to answer during or after viewing Freewriting or journal entry on video content or video-related question

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Given the topic, student fills in a gridExample:

What I know about topic: What I am unsure about: What I hope to learn:

II. While-viewingThe purpose of including activities for students to do is to provide a nonintrusive way to have

student be an active listener and give a purpose for the listening. The activities should becarefully constructed for student's language ability level and should include a combination of top-down (listening for overall meaning/message/main idea) and bottom-up (listening for details - specific details, phrases, words).

Check off a list (generated by student or provided to student) of vocabulary words Listening for gist (this may be on first viewing only, with short videos):

o Prepared, written questions, such as "What is the topic? What is the main idea?" or withmultiple choice options

o Positive or negative: provided a list of opinions about the topic, student indicateswhether the opinion is positive or negative

o

Listen to the video without looking; record as much information as possible and reportwhat the scene and characters look like. Watch and note similarities and differences. Listening for details (on subsequent -- second or third -- viewings)

o introduce note-taking skills; provide a skeletal outline, as needed to accommodatestudent's level

o provide prepared, written open-ended or T/F or multiple-choice questionso provide sentences from the video that contain spaces for numbers, time expressions,

and other specific yet important detailso prepare a cloze exercise with sentences from the video in which spaces are used in

place of key words or phraseso dictation (with very short video clips, allowing for repeated viewing)

Listen to fill in a table or gridExample:

Benefits of Solar Panels: Disadvantages of Solar Panels:

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Use subtitles, when available, upon subsequent viewings for student to check listeningcomprehension and to see words that may have been unintelligible or to note unfamiliar vocabulary

Sequencing activitieso number events as they occurredo order sentence or paragraph strips

III. Post-viewingThe purpose of post-viewing exercises is to check student's comprehension of the main ideasand details of the video content, including vocabulary, and to give students opportunities toconnect the content to their own lives/experiences and to extend the viewing to include readingas well as productive language skills (speaking and writing) through students' personalresponses.

Check and discuss any exercises students completed while viewing Speaking activities:

o retell story/ tell another about video contento tell about personal responses to video contento role play: students take the positions of a person/character in the videoo dialog: given a transcription of dialog from the video, students practice pronunciation

(intonation, stress, etc.)o Conduct polls or interviews about the topico Predict what will happen nexto Discussion: problems and solutions, personal experiences, cultural observationo participate in a debate about video content, when topic is controversial

Writing activities:o Summarizing, retelling, journal writing

Retell or summarize video content write about personal responses to video content, when topic is

controversial dictogloss: students reconstruct video content (or part of video content,

such as one sentence, depending on student's level) as close as possibleto original

paraphrase: given a summary, students substitute key words withsynonyms or rewrite using own words

write a short paragraph summarizing the important ideas write about ideas to solve a problem posed in video content write character profiles/descriptions (depending on video content) write a critique/review or opinion piece

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write a letter to a person/character in the videoo Generate own questions on video contento Fills out various types of graphic organizers (plot diagram, Venn diagram, concept web,

comparison/contrast chart, cause/effect chart, cycle, timeline, etc. -- see complete list atPeriodic Table of Visualization Methods http://www.visual-literacy.org/periodic_table/periodic_table.html#) depending on video content

o Write alternate endings Reading activities:

o article(s) related to topico video transcripto who said what? -- match people/characters with quotes pulled from video

Demonstration 1:Using short action clips with or without sound to practice grammar

Drill and kill dialogs not always committed to long-term memoryOpportunity to use target language structure and to produce language spontaneously

Students can learn commands (TPR) or tell a partner or write what is happening (present continuous) happened (past continuous and simple past) has just happened (present perfect) will happen next (future)

An example good for TPR: Frozen in Grand Central Station http://revver.com/video/648644/frozen-grand-central/(also available at http://www.maniacworld.com/frozen-in-grand-central-station.html )

Try it out:Video Clip Sources: NBC Sports, CivicLiveIt.com, Funnyplace.org, Inside Weekend

1. List or label vocabulary in clip.2. Order / unscramble words or phrases from a sentence that describes the action. Example:

slipped on He walking and boat he fell was the when.3. Use prompts to describe the action.

Example: He walk boat / he slip and fall -> He was walking on the boat when he slipped and fell.

4. Tell a partner about the action.5. Write a sentence to describe the action.

For students who are visual learners or who need added prompting, provide speaking/writing promptssuch as the following (for a pair speaking activity):

Student B Speaking:He (step) off the boat when he (slip) and (fall).A man (rescue) a cat when the cat (get) scared and (jump).They (pull) the car when the bumper (fall) off.

Student B Answers to help your partner:A woman was running when a cameraman tripped and fell in front of her.

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She was skating when she bumped into another skater.She was walking the dog when the dog pulled her and she flew.

Student A Speaking:A woman (run) when a cameraman (trip) and (fall) in front of her.She (skate) when she (bump) into another skater.She (walk) the dog when the dog (pull)

Student A Answers to help your partner:He was stepping off the boat when he slipped and fell.A man was rescuing a cat when the cat got scared and jumped.They were pulling the car when the bumper fell off.

Demonstration 2:Using longer clips (with or without sound) for eliciting longer utterances (spoken and written)

Try it out:

Predict /Write: You are going to watch a short video clip. Try to predict the events of thestory. With your team, use all the words below and simple past and past continuous (was /were + verb+ing) verb tenses to write a short paragraph. You can add as many more words asyou like.

beautiful

bench

biscuit

choke

dog

eat

handsome

man

notice

disgusted

snack

walk

woman

sit

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Now lets watch the video clip http://www.zippyvideos.com/2477783773712226/castro

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Which teams story was the most similar to the video?

Prediction: What is going to happen next? Write a sentence to explain your

prediction.

___________________________________________________________________

Dialog/Writing/Speaking: What does each person say or think? Write a dialog of four or more lines. You may add more lines:

Woman: ___________________________________________________________

Man: ______________________________________________________________

Woman: ___________________________________________________________

Man: ______________________________________________________________

Woman: ___________________________________________________________

Man: ______________________________________________________________

Woman: ___________________________________________________________

Now practice your dialog with a partner to perform in front of the class.

Demonstration 3: Using video clips with audio (dialogs, narratives, news reports, commercials) for fluencydevelopment and writing practice. Students can

read the dialog or a scene synopsis in pairs (or whole class) write the dialog or scene summary from memory order sentence strips of a scene summary or dialog watch muted clip and write dialogs, in pairs perform the dialogs, and watch the clip with

sound to find out who was closest to the original complete a synopsis with blanks (cloze) or write a scene summary fill in deleted words from the script and use the script to practice pronunciation

(intonation, stress) provide oral or written alternate endings or character descriptions

Try it out:Conversation:

1. Are you a good tipper?2. What is the best tip you have ever given?3. How do you decide how much of a tip to leave?4. Have you ever worked in a job in which you received tips? If so, what was the job?

What was the best tip you ever received? the worst?

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Before you watch this video about tipping, discuss the your ideas about theanswers to the following questions.

1. A good consideration about whether or not to tip is to . ..

2. What is the standard tipping rule for service at restaurants, hair salons, and spas?3. How much should you tip at a coffee shop?4. How much should you tip for small services, such as drinks at a bar and hotel and airport

bag handling?5. How much tip should you give during the holidays to people who provide you with

weekly or monthly services?6. Who is someone you should not forget to tip (or give a gift to) during the holidays?

Now watch to listen and write the answers to the above questions.Video source: http://www.youtube.com/v/UZyTCQyzPm0

For lower level students, provide multiple choice questions:

Watch and answer the following questions (open ended or multiple choice):1. A good consideration about whether or not to tip is to ...A. think about the serviceB. put yourself in the other person's shoesC. don't bother tipping less than a dollar

2. What is the standard tipping rule for service at restaurants, hair salons, and spas?A. 5 - 10 % of totalB. 15 - 20 % of totalC. 30 - 40% of total

3. How much should you tip at a coffee shop?A. No less than 10 centsB. No less than 25 centsC. No less than one dollar

4. How much should you tip for small services, such as drinks at a bar and hotel and airportbag handling?A. No tipping necessaryB. $1 per itemC. $5 per person

5. How much tip should you give during the holidays to people who provide you with weeklyor monthly services?A. no tip or gift necessaryB. just a cardC. one-week's worth of tips

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6. Who is someone you should not forget to tip (or give a gift to) during the holidays?A. mail carrier B. newspaper delivery personC. teacher

Other and Follow-up Activities:Make an online exercise/quiz with ESL Video.comexample: http://www.eslvideo.com/view_quiz.php?id=686See http://kreyes.mcc.googlepages.com/usingtheweb for directionsAlso, MyStudiyo www.mystudiyo.com allows registered users make quizzes fromonline video

Students discuss/write/present: Tipping customs in their countries How to get better tips Tipping guide for visitors to the U.S.A.

Demonstration 4:Use a documentary clip, longer video, or series of related videos as part of a thematicunit or class project. Students can predict content from the title or an opening scene order words, sentences, or events from the video practice listening for main ideas and details by answering comprehension questions, taking

notes on an incomplete outline, or by filling out a time line, plot map, or Venn diagram conduct surveys about issues in the video or write discussion questions to ask in groups brainstorm possible solutions to a problem in the video and report the best solution and

reasons to the class write personal responses, critiques/reviews, or letters make a poster, slide show, digital story, PowerPoint presentation, or use Web 2.0 online

tools for projects

Try it out:Thematic Unit 1: Nonverbal CommunicationConversation: Ask and answer these questions with a partner:

What are some normal problems of teenagers? When you were a teenager, who did you confide in when you had problems? Do you have children? Do your kids talk to you about their problems?

What advice do parents often give to their kids? Are you a multi-tasker? Do you do many activities at one time (such as drive, talk on thephone, and eat all at the same time)? Why do people multi-task? What are the prosand cons of multi-tasking?

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Watch, Observe, Note: Watch this video clip of a mother and daughter communicatingat home ( http://www.archive.org/details/ListeningSkills0623 ). Take notes aboutnegative or poor communication habits you see in the first part of the video clip. For thesecond part of the clip, note the good (improved) verbal and nonverbal communicationyou see. Try to write at least three for each:

Bad Communication Habits Good Communication Habits

Watch the video clip again. This time fill in the missing words in the conversation:

Daughter: Mom, Mom I really have to tell you something. So like, Justin is gonnabreak up with Kelly so he can go out with Jenny. The problem is I'm

_______________________ with both of them---well actually more so Jenny thanKelly, but whatever---that's not the point. Jenny doesn't know that Justin is gonnabreak up with Kelly, but the rest of us do. We really wanna tell Jenny, but we don'twant Kelly to think that she's not our friend anymore. Now I'm gonna be stuck in the

______________________________between my two friends, and it's all over somestupid boy. What do I do? Hello!?!? Mom -- were you even listening to a wordI was just saying?

Mom: What? I'm _________________________ honey. What did you say?

Daughter: I can't believe I just told you, like, the most important story and youweren't even __________________________.

Mom: You're right, honey. Hold on a second.Do you mind _______________________ over again?

Daughter: Fine. Justin is breaking up with Kelly so he can go out with Jenny. Jennydoesn't know it yet but the rest of us do.

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Mom: Uh oh.

Daughter: Right, 'cause I'm friends with bothof_______________________________! We really want to tell Jenny, but we don't

want Kelly to stop being our friend.Mom: That's hard.

Daughter: Now I'm gonna be stuck in the middle between my two friends, and it'sall over some dumb guy. What am I gonna do?

Mom: Wow. This is _________________ of like the plot in that TV show you weretelling me about yesterday.

Daughter: Yeah, just like that! Only it's worse, 'cause they're my friends.

Mom: Are you feeling a little mad that Justin wants to break up with Kelly, or maybea little ____________________________ that Jenny wants to go out with him?

Daughter: Oh, I don't know. I suppose that he can break up with her, but then thatputs me in the middle.

Mom: What do you think you can do to help Kelly _____________________ included?

Write the complete word(s) for each of the boxed words in the conversation:gonna = ____________________

Im = _______________________

doesnt = ___________________

wanna = ____________________

dont = _____________________

shes = _____________________

its = _______________________

cant = _____________________

werent = ___________________

youre = ____________________

cause = ____________________

thats = ____________________

Practice: Listen again to the dialog. Then practice fluent reading and pronunciation.

Follow-up activity:Project: write sentences about how to be a good listener. Use the Web, as needed, tofind more ideas. Make a booklet, brochure, poster, or PowerPoint presentation on howto be a good communicator. Be sure to discuss active listening skills and Englishphrases to use when you want to clarify or if you didnt understand.

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Thematic Unit 2: Lottery Winners / Luck

Clip 1: The Fortune CookieConversation: Ask and answer these questions with a partner:

Are you a lucky or unlucky person? Explain with examples. Have you ever won a prize, raffle, contest, or competition? Tell your classmates about it.

Do you know someone who has inherited money? What are different types of gambling? Have you ever gambled? Have you ever been to a

casino? Did you win or lose money? What is your opinion of gambling? Have you ever bought a lottery ticket? Do you read your horoscope? Have you ever had your palm read? Have you ever visited a

psychic? Have you ever had a tarot card reading? Have you ever had a fortune in a fortunecookie that came true?

Vocabulary:Inherit (v) = to become the owner of something when somebody dies

jackpot (n) = an amount of money won in a competition or lottery or as a payout from aslot machine or other kind of gambling machine

prophesy (n) = a prediction of what is going to happen

skyrocket (v) = to rise suddenly to a very high level or value, or make something dothis

Video clip: http://www.youtube.com/watch?v=nhO8dFlrzTY

Watch and listen to answer the following questions:1. How much did the men win?

2. What did the fortune cookie at the restaurant say?

You _________ ____________ ___ ____________ ______ __ _______________.

3. What was John Garcias reaction after he read the fortune cookie? What did hethink? What did he do?

4. Now what is happening at the convenience store mentioned in the video? Why isthis happening?

Follow up activities:

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Read about the history of fortune cookies at http://en.wikipedia.org/wiki/Fortune_cookies and http://itotd.com/articles/326/fortune-cookies/ and write or answer comprehensionquestions

Find out how fortune cookies are made by watching a video athttp://pbskids.org/rogers/R_house/picpic.htm . Still pictures and text descriptions of the

process at http://pbskids.org/rogers/R_house/cookiespictures.htm and order the pictures(online activity: http://pbskids.org/rogers/R_house/cookiesactivity.htm ) Interview a classmate about future goals and plans and make an online fortune cookie for

him / her at http://www.signgenerator.net/flash/fortune.asp (Use Print Screen key to capture,then paste into a document and crop) Sample:

Clip 2: The Millionaire Burger Flipper Conversation: Ask and answer these questions with your classmates: Do you get bored easily? What do you do when you feel bored? How much time do you spend relaxing during the week? Can a person get too much

relaxation? If so, how much relaxation is too much? What makes you happiest in life? Money, family, friends, nice clothes, etc. Explain. Can money buy happiness? Explain why or why not? What is the most expensive thing you have ever bought? Are you an impulsive shopper or a

penny pincher? What gets you down? Finances, work, health problems, living in another country, etc. Explain.

Image that you won the jackpot in the lottery. What would be the biggest change(s) in your life? What aspects of your life wouldnt you change? Why? Would you continue to studyEnglish? Why or why not? Would you continue to work? Why or why not?

Whom do you respect more: someone who was born rich or someone who worked hardand became rich? Why?

Which would you choose: to be very rich and have few close friends or to be poor and havemany friends? Why?

Vocabulary:Jingle (n) = a tune for advertising a product or service

Welsh (adj and n) = someone from Wales

Video clip: http://abcnews.go.com/Video/playerIndex?id=4527069

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http://en.wikipedia.org/wiki/Fortune_cookieshttp://itotd.com/articles/326/fortune-cookies/http://pbskids.org/rogers/R_house/picpic.htmhttp://pbskids.org/rogers/R_house/cookiespictures.htmhttp://pbskids.org/rogers/R_house/cookiesactivity.htmhttp://www.signgenerator.net/flash/fortune.asphttp://www.signgenerator.net/flash/fortune.asphttp://abcnews.go.com/Video/playerIndex?id=4527069http://en.wikipedia.org/wiki/Fortune_cookieshttp://itotd.com/articles/326/fortune-cookies/http://pbskids.org/rogers/R_house/picpic.htmhttp://pbskids.org/rogers/R_house/cookiespictures.htmhttp://pbskids.org/rogers/R_house/cookiesactivity.htmhttp://www.signgenerator.net/flash/fortune.asphttp://abcnews.go.com/Video/playerIndex?id=4527069


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Watch and listen to answer the following questions about a man who won thelottery.

1. What is the jingle for McDonalds?

You _________________ ___ _______________ ________________.2. How much money did he win in the lottery?

3. What did the man do after he won the jackpot?

4. What is a nickname for McDonalds?

5. Why did he return to his job?

6. What did the man say about work? Hard work never

7. Would you do the same at the lottery winners mentioned in the video (return toyour job)? Why or why not?

Follow-up Activities: Interview classmates and make a bar chart: What makes you happiest in life? Read about lottery winners : Lottery Winners: Rich but Happy? in ESL textbook Active

Skills for Reading Book 1 by Neil J. Anderson (Heinle), 8 Lottery Winners who Lost their Millions athttp://articles.moneycentral.msn.com/SavingandDebt/SaveMoney/8lotteryWinnersWhoLostTheirMillions.aspx , Taking Home the Jackpot: How a lottery winner spent his new-found fortune athttp://money.cnn.com/2007/02/20/magazines/fortune/lottery_winnings.fortune/index.htm , Compilation of articles The Lotto Report: Sad but True Lotto Winners Stories athttp://lottoreport.com/AOLSadbuttrue.htm

Writing / presentation: Imagine you win the $600,000 jackpot in the lottery. What will youdo? What will you buy? How will your life change? Write a paragraph. Then prepare aPowerPoint presentation.

Thematic Unit 3: Overcoming Obstacles/Realizing Goals

Conversation.1. Do you play any sports? Do you prefer team sports (soccer, basketball, baseball, etc.)

or individual sports (running, swimming, weightlifting, etc.)? What is your favorite sportto play? What is your favorite spectator sport (to watch)?

2. What is the most popular sport in your country?

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3. Who is the most famous male athlete from your country (or in the U.S.)? What is themost famous female athlete from your country (or in the U.S.)?

4. Do you have a favorite sports team? Do you have a favorite athlete?5. Does your hometown (or state) have a professional sports team? Have you ever seen a

professional sports competition? Have you ever competed in and won any sportscompetition?

6. What is a triathlon? What is a marathon? Have you ever heard of the Ironmancompetition?

7. What does it mean to be handicapped?8. What is a quadriplegic? What is a paraplegic?9. What is the attitude toward handicapped people in your country? Do they have Can they

work in any job, just like other people, or are they limited to specific occupations? Isthere discrimination against handicapped (physically disabled) or mentally disabledpeople? Are there any special accommodations (special education classes, ramps,specialized facilities) for disabled people in transportation, buildings, etc., in your country? Are handicapped people treated well or badly and why?

10. Can handicapped people be independent? If so, how? If not, why not?11. Do you know any handicapped (physically or mentally disabled) people? If so, how did

they become disabled (at birth, accident/injury, disease, etc.)?12. Do you think disabled people can be productive? Can disabled people be successful?13. Can you think of a famous handicapped person?14. What does it mean to be a vegetable?15. What does it mean to say that a person is a couch potato? When are you a couch

potato?16. If you became severely handicapped, how would your life change? Would your attitude

about life change? If so, how? How would you feel if you could never walk again or if you could not use your hands or fingers or if you were confined to a wheelchair?

17. How would you feel if you had a child who was handicapped? Would you treat him or her differently?

18. Name a person (famous or not) who inspires or motivates you. How does he / she

inspire or motivate you?

Listening Comprehension . Watch the video clip. This is the true story of father andson Dick and Rick Hoyt of Boston, Massachusetts. Answer the questions that follow bychoosing the correct responses. The father and son have been featured on several TVprograms, including Oprah Winfrey and HBO's "Real Sports."

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Video source: * http://www.youtube.com/watch?v=Wy8hOOvM0t0see also http://video.google.com/videoplay?docid=4642920755415594672

1. How did Rick Hoyt become handicapped?

a. He had a motorcycle accident.b. He was born without the ability to move or speak.c. He got sick with a disease that made him handicapped.

2. How old was Rick when he could finally communicate?a. about 5 years oldb. about 12 years oldc. about 40 years old

3. What were Ricks first words?a. Mama

b. Papac. Go Bruins

4. How does Rick communicate?a. by tapping on a device connected to a computer b. American sign language and finger spellingc. by writing messages on paper

5. Why did Rick want to begin competing in marathons?a. He loves sports and competition because his parents set that example.b. He wanted to participate in a benefit to help an athlete who had been

injured in an accident.c. Both a and b.

6. How did Rick save his fathers life?a. He called 911 when his father had an accident.b. He gave his father CPR (cardiopulmonary resuscitation).c. He helped his father be in good condition by making him competing in

sports.

7. What did Ricks father, Dick, need to learn to do in order to compete in the IronMan competition?

a. ride a bikeb. swimc. drive

8. What does Rick call himself?a. Free Flier b. Birdyc. Free Bird

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9. How old is Rick now?a. 23 years oldb. 33 years oldc. 43 years old

10.Who does Rick live with?a. No one he lives aloneb. His father c. His girlfriend

11. What is Ricks educational background?a. He is a university graduate.b. He never attended school.c. He dropped out of high school.

Discussion. Answer these questions with your classmates.1. Do you think that Rick can be considered a successful person? Why or why not?

If yes, what factors have helped Rick achieve his goals?

2. How is Rick independent even though he has to depend on others to eat, cleanhimself, etc.?

3. What is the message of this familys story, in your opinion?

From the Web site Team Hoyt (http://www.teamhoyt.com/): Rick himself is confident that his visibility and his fathers dedication perform a forceful, valuable purpose ina world that is too often divisive and exclusionary. Rick typed a simple parting thought:"The message of Team Hoyt is that everybody should be included in everyday life."

Follow-up activities: ______________________________________________________________________ ______________________________________________________________________

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______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

Thematic Unit 4: Immigration/American Dream / Career Success

Clip 1: Conversation. Ask and answer these questions with your classmates.

1. Where are you from originally? Describe the place where you come from(geographically, economically, culturally).

2. How long have you lived in the United States? Why did you come here to live?Could you speak English when you first came here, and if so, how well couldyou communicate?

3. Did you have American friends in your country? How did you expect life to behere? Were your first experiences living in this country easier or more difficult

than you expected? Explain with examples.

4. What was your first job in your country? How did you find the job (a friend, anemployment agency, etc.)

5. What was your first job in the U.S.? How did you find the job (a friend, anemployment agency, etc.)?

6. What is your job now (if different from your first job in the U.S.)? Tell what youdo at your job. Do you want to change jobs, and if so, what is your idealoccupation? What education or training do you need for the job you would liketo have?

7. Are you a citizen? If not, do you plan to become a U.S. citizen one day? Whyor why not? What are the benefits of U.S. citizenship?

8. Do you plan to return to your country to live in the future or do you plan to live inthe U.S. for the rest of your life? Explain your answer.

9. Many immigrants come to the U.S. illegally for many reasons. One of thebiggest reasons is to have more economic opportunities (jobs, better pay).What are some solutions to stopping illegal immigration or helpingundocumented workers become legal residents of the U.S.A.?

10.What does the American Dream mean to you?

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Listen and watch to answer the following questions about this story of asuccessful immigrant:Video source: http://today.msnbc.msn.com/id/25802159/&GT1=43001By Bob Dotson, TODAYShow.com contributor

1. What kind of doctor is Dr. Q?

2. Where is he from?

3. How was his life when he was growing up?

4. What was his first job in his country?

5. How long ago did he come to CA? How old was he?

6. What was his reason for coming to the USA?

7. What was his job? How much did he earn?

8. He later studied math and science. Why?

9. From which medical school did he graduate?

10.What does he do after his regular job of being a doctor?

11. Why didnt he return to his home country?

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Dr. Q with a patient


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Now listen again for the messages Dr. Q makes. Fill in the missing words.

1. About fear of failure: It's OK to be ____________________, Quinones

says. Because you know what happens when you're

______________________? You _________________ like crazy. One thing

that this country absolutely, absolutely values is ________________

_____________________.

2. About being a good doctor: Quinones teaches his medical students to treat

all ____________________ as ___________________.

3. About education: (My father) used to tell me, If you wanna be like me for

the rest of your life, don't ___________ ____ ___________________,

Quinones says.

4. About illegal immigration: Can we build walls? he asks. Sure, we're gonna

build walls. Can we make em taller? Sure, we can make em taller. Would that

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be a ____________________ ? As long as there's poverty, and as long as

people are dying of _______________________ in other places, it's human

nature. They will try to find _____________________ ways.

5. About success: It doesn't matter whether you're successful or not, answers

Quinones. What matters is that you ______________ _____

________________ ____ ___________, and the _______________

_______ ___________ __________ ___ _______________.

Transcript:Once a migrant worker, today hes a brain surgeonDr. Alfredo Quinones hands used to pick produce; now they remove tumorsVideo source: http://today.msnbc.msn.com/id/25802159/&GT1=43001By Bob DotsonTODAYShow.com contributor updated 6:51 a.m. PT, Wed., July. 23, 2008

Dr. Q has a theory about how to cure cancer that he cant wait to tell me.

I look around at his lab assistants, their faces a rainbow of colors intense, smart, listening. Their parents come from many parts of the world. Dr. Q has chosen them to test his theory: that a team of scientists from a diversity of backgrounds might find a cure for cancer more quickly, because each would see the problem differently.

The lab at Johns Hopkins Medical Center in Baltimore were all gathered in belongs to Dr. Alfredo Quinones-Hinojosa Dr. Q. Heis one of the best brain surgeons in the world, but two decades ago, his hands were picking vegetables for $22 a day. Quinones wasa migrant worker, living under an old camper top in the middle of a California field.

Sometimes I would cry myself to sleep thinking, What am I doing here? Quinones recalls. I have a cousin who told me, You'renever going to be anything but a migrant worker the rest of your life. But it just ignited this fire in my belly.

He learned dozens of jobs, with a blazing desire to be the best at whatever life offered. It was Dr. Joe Martinez Jr. who steered himtoward medicine. Alfredo came to work in my lab his senior year at the University of California at Berkley," Martinez recalls. Heknew nothing about the brain, but learned at an amazing rate. He was one of the two best students I ever taught.

Quinones studied math and science because he didn't have to write perfect English to do well at them. Martinez told him that withhis grades, he should try for one of the very best medical schools in the country. He made it to Harvard and graduated at the top of his class.

I think what drives Alfredo is fear, Martinez says. Fear of failure.

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Discuss: Which of these messages do you most agree with? Why?

Give a personal example. What can we learn from Dr. Q?
http://today.msnbc.msn.com/id/25802159/&GT1=43001http://today.msnbc.msn.com/id/25802159/&GT1=43001


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It's OK to be afraid, Quinones says. Because you know what happens when you're afraid? You work like crazy. One thing that thiscountry absolutely, absolutely values is hard work. And that's what he tells kids who wonder whether they can beat overwhelmingodds too.

Now Dr. Q breezes into a patients room. Aww-right! Here's my team! he shouts. His medical students gather around the bed.Quinones teaches them to treat all patients as friends, reminding them: Don't forget the human side.

And Quinones tries to remember that himself. Like his patients, he has had more than his share of uncertainty and tears in his life.Many nights his mother had no food for the table because his father lost the family's gas station in Mexico. He used to tell me, If you wanna be like me for the rest of your life, don't go to school, Quinones says.

Heeding his fathers warning, Quinones graduated college at 18. He became a teacher, but found that, like his father, he was notearning enough.

So, on his 19th birthday, he clawed to the top of a 16-foot fence and jumped illegally to an uncertain future here in the U.S. AllI wanted to do was come in, make a little bit of money, send it back to my parents, he says.

I ask Quinones how he feels about illegal immigration today. Should we build walls? Should we keep illegal immigrants out of our schools?

Can we build walls? he asks rhetorically. Sure, we're gonna build walls. Can we make em taller? Sure, we can make em taller.Would that be a solution? As long as there's poverty, and as long as people are dying of hunger in other places, it's human nature.

They will try to find better ways.

Ironically, the brain surgeon followed his heart, not his brain: He became a U.S. citizen rather than return to Mexico a hero. He felthe owed this country for all the opportunity it had given him.

So now, each evening, as other doctors head home, Quinones goes to his lab, looking for clues in the brain tumors he's taken out.

What if you never find the cure for brain cancer? I ask.

It doesn't matter whether you're successful or not, answers Quinones. What matters is that you give the world the best, and thebest will come back to you.

Clip 2: Before watching, ask and answer these questions with your group

members.

1. Where are you from? Describe the place where you were born and grew up (geographically,economically, culturally).2. How long have you lived in the United States? Why did you move to the U.S.? Who camewith you when you came to live here? Who helped you get settled? Could you speak Englishwhen you first came here, and if so, how well? Did you have any American friends in your country? How did you expect life to be here? What surprised you? Were your first experiencesliving in this country easier or more difficult than you expected?3. Have you gone back to your country to visit since you have been living in the United States?How did you feel being in your country (for example, did you feel that you ahve changed or thatyour friends and family have changed, and if so, how)?

4. Do you keep in contact with friends and family in your country, and if so, how and how oftendo you communicate with them? About what? Many immigrants living in the U.S. help familymembers back home in their native countries. Do you? If yes, how?5. Do you plan to return to your country to live in the future or do you plan to live in the UnitedStates for the rest of your life? Explain your decision.6. What is your job now? Tell what you do at your job. Do you want to change jobs, and if so,what is your ideal career?7. What does the "American dream" mean to you? Do you know anyone who is living theAmerican dream? If yes, explain. What is your American dream?

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Watch the video clip from "Real Sports" on HBO. While you are watching, listenand take notes to answer the questions that follow:Video source: http://www.estebantoledo.com/main/lifestory.html

1. Who is the video clip about (name, occupation)?2. Where is he from originally? Describe the place.

3. What is his family background?

4. How did he end up living in the United States?

5. He returned to his country but then decided to come back to the U.S. Why?

6. How does he help the people in his hometown?

7. What is the message of this man's story?

Follow-up activities:

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What Glasses Say about Youvideo source:http://abcnews.go.com/video/playerIndex?id=6995868

Possible Pre-Viewing Activities:

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________________________-

________________________________________________________________

Possible While-Viewing Activities:

____________________________________________________________________________

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Possible Post-Viewing Activities:

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Create your own: Go online to http://tinyurl.com/readsdvideo. Working alone or with

a partner, choose one video and watch it. Create a brief pre-, while-, and post-viewing

activity to accompany the video.

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PowerPoint and handout available online athtt ://tin url.com/readsdvideo.

Documents

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