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Spanish-American Institute

Instructional Resource ManualFall 2010

Spanish-American Institute Library....................................................................................0Institute “Fair Use” Copyright Policy..................................................................................0Public Library Access..........................................................................................................0Information Literacy............................................................................................................0Textbook Companion Materials:.........................................................................................0Other Multi-Media Instructional Resources........................................................................1Spanish-American Institute Library....................................................................................4Spanish-American Institute” Fair Use” Guidelines for Duplication of Copyrighted Material................................................................................................................................6Public Library Access..........................................................................................................7Obtaining a Library Card:..................................................................................................7Library Systems:..................................................................................................................7Branch (Local) Libraries:....................................................................................................7Research Libraries:.............................................................................................................7Applying for a Card:............................................................................................................8Information Literacy Skills Development...........................................................................9Introduction to Multi-Media Resources.............................................................................11Call Numbers and Barcodes..............................................................................................13VIDEO...............................................................................................................................14AUDIO..............................................................................................................................16Video Lessons....................................................................................................................19Thematic Video Collections..............................................................................................24Tape II................................................................................................................................29Pronunciation Materials.....................................................................................................29

Spanish-American Institute Library Automated CatalogElectronic Databases Information Literacy TutorialsTeacher’s Professional Library

Institute “Fair Use” Copyright Policy

Public Library Access

Information Literacy

Spanish-American Institute 215 West 43 Street (Times Square) Manhattan, New York 10036 212-840-7111 Fax: [email protected] www.sai2000.org

Textbook Companion Materials: Teachers’ Manuals Test MaterialsA-V Materials

Other Multi-Media Instructional Resources Video LessonsThematic VideosAuthentic Video Materials Pronunciation Materials

215 West 43 Street Times Square, Manhattan, New York 10036 voice: 212.840.7111 fax: 212.719.5922 www.sai2000.org [email protected]

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TABLE OF CONTENTS

Start page

Spanish-American Institute Library

Automated Catalog

Electronic Databases

Information Literacy Tutorials

Circulating and Non-Circulating Items

Professional Library

Library Use

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Spanish-American Institute “Fair Use” Guidelines for Duplication of Copyrighted Material

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Library SystemsLocating Branches

Branch and Research LibrariesApplying for a Card

Important IdentificationAccessing Electronic Databases

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Information Literacy Skills Development 8Introduction to Multi-Media Resources 10Call Numbers and Barcodes for ESL Audio-Video Material and Teacher’s Manuals 11Video Lessons: Critical Thinking Skills and Language Development in Video Lessons 17WorldView and NorthStar Videos 21Thematic Videos 22 Electrical Safety Videos 22

Electrical Safety Tips With Safety Man 22Operation Decoration 23UL Appliance Safety 23

Volunteerism Videos 24Don’t Be Blind to Diabetes 24New Glasses, New Life . . . 25

Down the Street and Around the World 25

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The Future is Ours. . So Now What? 25 Invention and Innovation Videos 27

Lewis Latimer: renaissance man, African-American Inventor 27She’s got it: women inventors and their inspirations 27

Reinventing the wheel: the continuing evaluation of the bicycle 27Sound, Light, Edison: . . . 28

The electric guitar: its makers and players 28 Environmental Videos 30

Sunkist: Growing the Future 30Saving a Species 31

Science in Action for Conservation: Understanding and Protecting Biodiversity 33Environmental Concerns and Policies (in The European Union) 33

Other Short Thematic Audio, Video, and Print Material 34Pears: A Taste for All Seasons 34

A Laundry Epic: Gone With the Wash 35Breaking the Code: Sequencing the Arabidopsis Genome 35

Crossroads Café: Opening Day 36The European Union 36

Master Your Future: A Program on Financial Responsibility 38Mr. Jelly Belly’s Factory Tour 38

Veterinary Medicine 39The Fed Today 40

Martin Luther King, Jr. Instructional Materials 41Other ESL Audio and Video Instructional Material 42

Communicate: A Video Course in English, Vols. 1-4 and 5-8 42Follow Me to San Francisco 46

Open For Business 47Perfect English: How to Pronounce . . . 48

Side By Side TV 48True Voices 49

Understanding Business and Personal Law 52Your Life in Your Hands 53

Authentic and Other Commercial Videos 56Five Star Films: An Intermediate Listening/Speaking Text 56

American Picture Show: A Cultural Reader 56Children of a Lesser God 57A Coalminer’s Daughter 57

To Kill A Mockingbird 57The Milagro Beanfield Wars 58

We All Came to America 58Pronunciation Materials 59

American Accent Training: . . . 59American English Pronunciation: It’s No Good Unless You’re Understood 59

American English Pronunciation: . . . 59American Accent Guide: . . . 59

Hummingbird 59Pronounce It Perfectly in English 59

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Spanish-American Institute Library

The Spanish-American Institute maintains a balanced collection of over 1000 print and multi-media materials. Collection development is guided by:

faculty recommendations, textbook correlations and program support, information about New York City and American culture of interest to international

students, and faculty professional development.

Automated Catalog, Electronic Databases, and Information Literacy Tutorials: In additional to the physical Library, the Spanish-American Institute provides access to Library information and materials on-line through the automated catalog, electronic databases, and information literacy tutorials.

Automated Catalog--The Institute catalogs the Library collection according to the Dewey Decimal System. The Library Catalog is automated. Students, faculty, and staff can access the Catalog from any networked computer in the school. To access the Catalog, go to www.sai2000.org and click Library on the left-hand menu.

Electronic Databases— The Spanish-American Institute Library website also provides online access to a variety of general and specialized automated periodical and other indexes through a search engine called EBSCOHost. Among others, EBSCOHost contains the database MasterFILE Select. MasterFILE Select is updated daily with full text articles from more than 700 general reference publications going back to 1984. It contains hundreds of thousands of articles and other documents. Users can save, print, download, e-mail and/or otherwise copy the full-text articles in the MasterFILE Select and other electronic databases provided by EBSCOHost. .

Information Literacy Tutorials--The Library website includes information literacy tutorials to help students develop sound information literacy search capabilities. The tutorials teach basic search skills AND ways to evaluate the value and validity of information from the Internet, from electronic databases, and from other sources.

Circulating and Non-Circulating Items: The Library collection contains circulating and non-circulating items.

Non-Circulating Material--Print collection reference material such as the Encyclopedia Britannica does not circulate. Non-circulating print material can be used only in the Library.

Multi-media material can be checked out through the Bookstore on a temporary basis by faculty for classroom use. The Institute updates and

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distributes this Instructional Resource Manual periodically so that faculty will have quick access to a comprehensive list of call numbers and barcodes for classroom related multi-media material.

Circulating Material--Students, faculty, and staff may borrow circulating material from the Library by checking it out through the Bookstore.

Professional Library: The Spanish-American Institute Library also includes a collection related to curriculum and instruction for faculty use and consultation.

Library Use: Faculty are encouraged to bring groups of students to the Library for specific activities related to library education or library research. Students may use the Library for browsing, research, or study during school hours by logging their names and student ID numbers in the logbook maintained just outside the Library entrance.

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Spanish-American Institute” Fair Use” Guidelines for Duplication of Copyrighted Material

The Spanish-American Institute requires faculty to observe the legal restrictions on duplication of copyrighted material in the United States Copyright Law. The Law's "fair use" guidelines restrict the duplication of print and graphic material for classroom use.

Faculty are required to observe the following school copyright policy. This policy applies to all materials used in the classroom, whether the material was duplicated at the Spanish-American Institute or by a source outside the school:

1. "Consumable works" such as workbook material may never be copied for classroom use.

2. The same item shall not be duplicated over and over again.

3. No more than 10% or 1,000 words of a longer prose work, whichever is less , may be duplicated for classroom use.

4. For all other material, consult with the Dean of Academic Affairs before copying or duplicating.

Symbol of the American Library Association

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The Spanish-American Institute encourages faculty to inform students about free public libraries in their communities.

Faculty should explain that the free public library is a remarkable American institution. Every American community, even the

smallest, tries to provide a free public library supported by local and state taxes. Public libraries offer many different resources. In addition to loaning books and media materials, many local libraries offer free classes in computers or English, free cultural events, and other activities. The local library also often serves as a community center with meeting rooms, with bulletin boards, and with programs for children and adults.

Dr. Prager, the Dean of Academic Affairs, will provide additional copies of the following information to share with classes. She will also come into classes to talk about the Spanish-American Institute Library and public libraries, upon invitation.

Obtaining a Library Card: Individuals who live, work, or go to school in New York City are entitled to a free NYC public library card. Individuals who live elsewhere may also obtain library cards from their local libraries. Faculty should encourage students to obtain a public library card. Dr. Prager has handouts about how to do this with model application forms for the New York Public Library system.

Library Systems: The NYPL system is divided into two parts, the branch libraries and the research libraries. The New York Public Library (NYPL) has many branches in Manhattan, the Bronx, and Staten Island. It does not serve Brooklyn or Queens which have their own public library systems. However, a NYPL card can be used in the Brooklyn and Queens system and vice versa.

Branch (Local) Libraries: The New York Public Library (NYPL) home page is—www.nypl.org. The homepage provides links to information about all NYPL branches and hours as well as links to the Brooklyn and Queens library systems.

Research Libraries: The research libraries do not circulate materials. In other words, materials can only be used in the library but not taken home. Because they are research libraries designed for advanced scholarship, they do not have the community flavor and do not provide the community services found in local branch libraries like those in local neighborhood.

The Humanities and Social Science Research Library. Individuals may visit the exhibits and other public spaces in the Research Library on 5th Ave. and 42nd Street. However,

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they are not encouraged to use the books and other research materials intended for use by individuals doing serious academic research in the humanities or social sciences (e.g., history, literature, art, etc.) such as graduate students and academic scholars. Instead, undergraduate students and the general public are encouraged to use the Mid-Manhattan Library just across the street at 41st and 5th Ave.

The Science, Industry, and Business Library on 5th Ave. at 34th St. may be used by anyone. However, it also does not circulate materials

Applying for a Card: Anyone who lives, works, or goes to school in New York City is entitled to a NYPL card. Having a public library card entitles you to borrow books and other materials and provides you with a PIN number (personal identification number) for on-line searching.

You may apply for a NYPL library card in person at any library branch. The local libraries closest to the Institute are the Columbus Branch at 742 10th Avenue and the Mid-Manhattan Library at 41st St. and 5th Ave.

Remember, your NYPL card can be used at any branch or other library in the NYPL system.

Important Identification: The only identification needed is a student ID card plus at least one form of “current

traceable” identification that establishes name and local home address. The following are typically considered forms of “current traceable” identification. These are examples only--a driver’s license, a rent receipt, a utility bill, a bankbook, or an apartment lease. Sometimes, the library will accept a magazine subscription sent to your address as identification.

With appropriate identification, the branch library will immediately issue you a library card with your PIN as soon as you complete the application.

Remote Access to Public Library Electronic Databases: You will need a library PIN to access some or all public library electronic databases remotely from your home or another remote computer.

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Information Literacy Skills Development

The Spanish-American Institute encourages faculty to develop student information literacy skills in each course and at each ESL level. The syllabi for courses such as Internet and College Success have specific information literacy modules. In addition, most textbooks in current use contain research and information literacy development activities designed to help students become more adept at accessing and using

information from a variety of sources.

Model ESL Information Literacy Activities: In addition to using textbook activities designed to increase information literacy skills, teachers can also generate activities easily integrated into classroom instruction. The following are a few examples that demonstrate how this might be done at any ESL levels or any program course.

ESL I

1. Parts of a Book Vocabulary (Introductory)—identify the title page, the author, the preface, the introduction, the index, the contents/table of contents (including the chapters, units, lessons, etc.), the glossary, the spine, lines, line numbers, the number of pages (in a chapter, in a book, in a lesson, etc.), the front cover, the back cover, the inside front cover, the publisher, the date of publication, etc.

2. Print Presentation (Formatting) Vocabulary—identify formats such as dialogue, sentences, paragraphs, exercise, reading passage, workbook/handbook, etc.

ESL II

3. Parts of a Book Vocabulary (Basic)—identify the title page, the author, the preface, the introduction, the index, the contents/table of contents (including the chapters, units, lessons, etc.), the glossary, the spine, the number of pages (in a chapter, in a book, in a lesson, etc.), the front cover, the back cover, the inside front cover, the publisher, the date of publication, etc.

4 Information Format—identify formats such as dialogue, sentences, paragraphs, exercise, reading passage, workbook/handbook, etc. Also, pictures, illustrations, drawings, charts and tables, magazine, newspaper, article, etc.

5. NorthStar Introductory Fieldwork--build information literacy skills into some of the "Fieldwork" activities at the end of each unit. NorthStar "Fieldwork" asks students to do guided research and make presentations based on the research. For example,

In Unit 1, they look up an organization on a web site. In Unit 5, they look up information about a young entrepreneur in the library and/or on

the Internet. In Unit 6, they do the same for a famous woman.

ESL III Through TOEFL

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6. Parts of a Book Vocabulary (Intermediate and Advanced)—identify the title page, the author, the preface, the introduction, the index, the contents/table of contents (including the chapters, units, lessons, etc.), the glossary, the spine, the number of pages (in a chapter, in a book, in a lesson, etc.), the front cover, the back cover, the inside front cover, the publisher, the date of publication, the bibliography, the glossary, etc.

7. Information Formatting or Presentation—identify formats such as dialogue, sentences, paragraphs, exercise, reading passage, workbook/handbook, pictures, illustrations, drawings, charts and tables, magazine, newspaper, article, etc. Also, reference and cross-reference reference, cross-reference, footnote, endnote, bibliography, source, and citation, etc.

8. Proverbs-- Borrow a proverb dictionary from the Library. Ask students to take turns looking up a proverb, write a paragraph in which they cite the proverb and describe its meaning, and report on their research to the class.

9. NorthStar Research Topics—NorthStar builds information literacy skills into some of the "Research Topic" activities at the end of each unit that require students to do guided research and make presentations based on the research. Students are always given specific directions to guide their research and asked specific questions to guide their presentations. Some examples from ESL IV NorthStar Intermediate:

In Unit 1, students look for magazine ads that illustrate advertising's use of emotional appeals and in Unit 8, they use a magazine picture of someone who dresses in a certain way to interpret what they clothes say about the person.

In Unit 2, students research a sport; in Unit 3, they research a type of fraud; in Unit 7, they research jokes; and in Unit 10, they research specific marriage topics.

ESL VI Through TOEFL

10. Identity Standard Cataloguing Publication Data--Use the "Library of Congress Cataloguing-in-Publication Data" at the beginning each text on the page. All books are catalogued in the United States in a similar manner, whether in a card catalog or in an automated electronic catalog. Explain what each part of the catalog information refers to. Ask students to find corresponding information in another book they have with them and in a book in the Spanish-American Institute Library online catalog.

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Introduction to Multi-Media Resources

Tapes, CDs, Teacher’s Guides, Manuals, and Workbooks. The Spanish-American Institute has an extensive collection of print, audio, and video material available for ESL teachers to supplement classroom instruction. Audio-visual teaching materials and teacher’s guides may be checked out directly from the Bookstore.

Testing Material and Test Generating Software

Print and Listening Tests--WorldView and NorthStar Teachers Manuals contain print tests and companion Listening test CDS correlated to textbook units. .

Test Generating Software—They also have test generating software on CD. The software allows teachers to create and customize tests based on unit material. Teachers can print out their own tests instead of waiting for a copy of the Teachers Manual and then waiting for the test material to be Xeroxed.

If you would like an introduction to using test generating software, please see Dr. Prager.

NorthStar Unit DVDs, Teacher Guides, and Student Video Worksheets. NorthStar DVDs contain thematic video material correlated to each textbook units’ material. Listening and Speaking and Reading texts share the same DVD presentation.

Teacher Guides--Teacher video guides are available with each video unit’s vocabulary, audioscripts, and teaching activities.

Student Video Worksheets. Teachers are encouraged to use the Student Video Worksheets available for each NorthStar video presentation. They contain guided activities to be used during and after video viewing. Worksheet activities can easily be written on the board. A good video lesson would include one or more days of work using Student Video Worksheet previewing, mid-viewing, and post-viewing vocabulary, discussion, and writing activities.

See page for a sample NorthStar Student Video Worksheet.

Worldview and NorthStar Teacher's Manuals and Testing Materials. Two copies of the Teacher's Manuals for each level are available in the Bookstore. The Manuals contain teaching suggestions, expansion activities, and answer keys.

The Manuals have companion listening tests and testing questions. The listening test should be given at the end of each NorthStar unit so that students can see how much progress they have made.

Call Numbers and Barcodes. For teacher convenience, the next section contains a complete list of the above materials with their Library call numbers and barcodes.

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Call Numbers and Barcodes

Teacher’s Manuals, Achievement Tests, & Dictionary CDs by ESL Level

Level Item Format Call No.

Barcode

all levels Longman’s Dictionary of American English Teacher’s Companion Workbook Book TM23 0000348

all levels Longman’s Dictionary of American English CD-ROM CD CD23 0000349ESL 1 Worldview 1 Teacher’s Edition Book TM10.1 0000853ESL 1 Worldview 1 Teacher’s Edition, copy 2 Book TM10.3 0000899ESL 1 Worldview 1 Teacher’s Resource Book Book TM10.2 0000851ESL 1 Worldview 1 Teacher’s Resource Book, copy 2 Book TM10.4 0000900ESL 1 Worldview 1, Testing Audio CD, copy 1 CD A22.4 0000868ESL 1 Worldview 1, Testing Audio CD, copy 2 CD A22.5 0000901ESL 1 WorldView 1&2 TestGenTestBank CD A22.6

A22.700009020000952

ESL 1 WorldView 1 Student Audio CD CD A22.9

ESL 2NorthStar Introductory L & S Teacher’s Manuals, 2 copies

BooksTM1TM2

00007830000782

ESL 2NorthStar Introductory L & S Achievement Tests, 2 copies audio

cassettesA18.5 A18.6

00007810000780

ESL 3NorthStar Basic/Low Intermediate L & S Teacher’s Manual, 2 copies

BooksTM5TM6

00008350000806

ESL 3NorthStar Basic/Low Intermediate L & S Achievement Tests, 2 copies

CDsA19.1 & A19.2

00008200000834

ESL 4, TOEFL NorthStar Intermediate Building Skills for the TOEFL iBT Book TM22.1 0000330

ESL 4NorthStar Intermediate L & S Teacher’s Manual, 3 copies

BooksTM3TM4TM4.2

000083000007760000337

ESL 4NorthStar Intermediate L & S Achievement Tests, 3 copies

CDsA18.7 A18.8A18.9

000080300008170000329

ESL 5, Bus.Eng., TOEFL

NorthStar High Intermediate Building Skills for the TOEFL iBT Book TM22.2 0000331

ESL 5NorthStar High Intermediate L & S Teacher’s Manual, 2 copies

BooksTM5TM6

00007970000798

ESL 5 NorthStar High Intermediate L & S Achievement Tests, 3 copies CDs

A20.1A20.2A20.11

000082200008580000897

Bus. Eng. NorthStar High Intermediate R & W TestGen CD A20.18 0000053ESL 6 NorthStar Advanced L & S Teacher’s Manual and Achievement Tests

(2 copies) BooksTM11.1TM11.2

00009480000938

ESL 6 NorthStar Advanced L&S Achievement Tests (2 copies)CDs

A21.8A21.9

00009220000923

ESL 6, ARW, TOEFL

NorthStar Advanced Building Skills for the TOEFL iBT Book TM22.3 0000332

Business English NorthStar High Intermediate R&W Teacher’s Manual and Achievement Tests Book TM9.1 0000860

Business English NorthStar High Intermediate R&W Writing Activity Book Book TM9.2 0000863

ARWNorthStar Advanced R&W Test Generator and QuizMaster CD A21.3

A21.1500008430000943

ARW NorthStar Advanced R&W Writing Activity Book) Book TM8 0000845ESL 6, ARW,

TOEFLNorthStar Advanced Building Skills for the TOEFL iBT Book TM22.3 0000332

TOEFL TOEFL Next Generation iBT (2nd ed.), student CD CD A 2413


VIDEO Videotapes, DVDs, & Companion Resources

Key: V=videotape, DVD=DVD, VB=companion resource material

Title Format Call No.

Barcode

Basic English Grammar by Video V1.1 0000473V1.2 0000474

Be Sensible: Don’t Drive Yourself to Distraction VHS V46 0000812Blind Date V2 0000631Breaking the Code: . . .Arabidopsis Genome V24 0000403Children of A Lesser God V13 0000442A Coalminer’s Daughter V12 0000450Dedicated To Service: A Career in Veterinary Medicine (see companion CD and resource material) video V47 0000894Today’s Veterinarian booklet VB47 0000885Diary of Anne Frank V17 0000440Down the Street & Around. . . World V29&32 0000049Easy Accent V18 0000452Electric Guitar video V44 0000795 Electric Guitar Teacher’s Guide booklet VB44 0000796Electrical Safety Tips with Safety Man VHS V30 0000048Electrical Safety Tips with Safety Man, copy 3 VHS V40 0000840English Plus V4 0000634Face: A Portrait (Appreciating Differences) VHS

bookletV49VB49

00003270000328

Follow Me To San Francisco V5 0000453Book VB5 0000276

The Fed Today VHS V48 0000876Future Is Ours . . . So Now What? V32 0000046Lewis Latimer: Renaissance Man (African-American Inventor)

V36 0000827 Teacher’s Resource Guide VB36Mr. Jelly Belly’s Factory Tour V31 0000057Master Your Future: . . .Financial Responsibility

V23 0000405Master Your Future: . . .Financial Responsibility, 2nd copy

V48 0000839The Milagro Beanfield Wars V15 0000454New Glasses, New Life V28 0000049NorthStar Advanced DVD (ESL 6 & ARW) (3 copies) DVD V46

V46.2V46.3

000084600009280000346

NorthStar Advanced DVD Teacher’s Guide & Video Activity Worksheets (ESL 6 & ARW) Booklet VB46 0000847NorthStar Basic/Low Intermediate Video (ESL 3)

DVD V42 0000776 NorthStar Basic/Low Intermediate DVD Teacher’s Guide & Video Activity Worksheets (ESL 3) Booklet VB42 0000792NorthStar High Intermediate Video (ESL 5)

DVD V45 0000808 NorthStar High Intermediate DVD Teacher’s Guide & Video Activity Worksheets (ESL 5)

Booklet VB45 0000849

NorthStar Intermediate DVD (ESL 4), 2 copies DVD V41V41.2

00007900000347

NorthStar Intermediate DVD Teacher’s Guide & Video Activity Worksheets (ESL 4)

Booklet VB41 0000805

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Open For Business Tape 1 V6.1 0000457

Tape 2 V6.2 0000456Operation Decoration V30 0000048

Book VB6 0000277Perfect English V7 0000451Reinventing the Wheel: Continuing Evolution of the Bicycle

V38 0000813 Teacher’s Resource Guide VB38 0000829Saving a Species: Sea Turtle Story, Rhino Story, Manatee Story

V34 0000771 Endangered Species Teacher’s Guide Book VB34 0000786Science in Action for Conservation V36 0000799She’s Got It!: Women Inventors . . . V37 0000814 Teacher’s Resource Guide book VB37 0000774Side By Side TV: Level 1, Part A Part A V8.1A 0000466

Part A book VB8.1A 0000241

Side By Side TV: Level 1, Part B Part B V8.1B 0000465Part B book VB8.1B 0000242

Side By Side TV: Level 2, Part A Part A V8.2A 0000463Part A book VB8.2A 0000243

Side By Side TV: Level 2, Part B Part B V8.2B 0000464Part B book VB8.2B 0000244

Sound! Light! Edison! video V43 0000784 Edison Invents (teacher’s guide) booklet VB43 0000794Sunkist: Growing the Future V35 0000785

book VB21 0000239To Kill A Mockingbird V14 0000449True Voices: Basic Level Basic V9.1 0000443

Basic book VB9.1 0000268

True Voices: Level 1 Level 1 V9.2 0000444Level 1 book

VB9.2 0000269


VB9.3 0000270


VB9.4 0000271

True Voices: Level 4 Level 4 V9.5 0000447

Level 4 book VB9.5 0000272

UL Appliance Safety Quiz V25 0000050Understanding Business and Personal Law: Cases From the People’s Court. V10 0000448Your Life in Your Hands. Part 1 Tape 1 V11.1 0000458Your Life in Your Hands. Part 2 Tape 2 V11.2 0000455

Book VB11 0000278We All Came to America. V16 0000441Worldview 1 DVD DVD V47 0000850Worldview 1 Video Guide….. book VB47 0000848

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AUDIO

Key: A=audio tape, AB=companion book, CD=CD, REF=material available in Library

Title Tape Number

or Format

Call No. Barcode

American Accent Training 1 A1.1 00002622 A1.2 00002633 A1.3 00002644 A1.4 00002655 A1.5 0000266

book AB1 0000267The American Accent Guide 1 A4.1 0000482

2 A4.2 00004833 A4.3 00004844 A4.4 00004855 A4.5 00004866 A4.6 00004877 A4.7 00004888 A4.8 0000489

book AB4 0000257American English Pronunciation: It’s No Good Unless It’s Understood 1

A2.1

2 A2.23 A2.34 A2.45 A2.5

book AB2American English Pronunciation Program 1 A3.1 0000550

2 A3.2 00005513 A3.3 00005524 A3.4 00005535 A3.5 00005546 A3.6 0000556

book AB3 0000635Dedication to Service: A Career in Veterinary Service

CDA23 0000875

Hummingbird 1 A5.1 00004902 A5.2 0000549

book AB5 0000279Let’s Speak Business English 1 A12.1 0000556

2 A12.2 0000557book AB12 0000260

NorthStar Advanced Building Skills for the TOEFL iBT (units 1-6), 2 copies

CD A21.12A21.14

00003450000342

NorthStar Advanced Building Skills for the TOEFL iBT (units 7-10), 2 copies

CD A21.13A21.15

00003440000343

NorthStar Advanced L & S (units 1-5), (3 copies)CDs

A21.4A21.5A20.10

000092500009290000934

NorthStar Advanced L & S (units 6-10), (4 copies)CDs

A21.6A21.7A20.11

000092700000260000935

NorthStar Advanced R&W (units 1-5)(for ARW)

audio CDA21.1 0000841

NorthStar Advanced R&W (units 6-10)(for ARW)

audio CDA21.2 0000842

NorthStar Basic/Low Intermediate L & S (listening passages 1-5), 2 copies(ESL 3)

CDtape

A19.5A19.9

00008070000870

NorthStar Basic/Low Intermediate L & S (listening

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passages 1-5) (ESL 3) tape A19.3 0000779NorthStar Basic/Low Intermediate L & S (listening passages 6-10) (ESL 3) tape A19.4 0000793NorthStar High Intermediate Building Skills for the TOEFL iBT (units 1-6), 2 copies

CD A20.12A20.14

00003400000936

NorthStar High Intermediate Building Skills for the TOEFL iBT (units 7-10), 1 copy

CD A20.13 0000341

NorthStar High Intermediate L & S CD, units 1-5 (ESL 5) CD A20.3 0000809NorthStar High Intermediate L & S CD, units 1-5 (ESL 5) CD A20.9 0000879NorthStar High Intermediate L & S CD, units 6-10 (ESL 5) CD A20.10 0000888NorthStar High Intermediate L & S CD, units 6-10 (ESL 5) CD A20.4 0000861NorthStar High Intermediate L & S Audio, units 1-5 (ESL 5) tape A20.5 0000810NorthStar High Intermediate L & S Audio, units 6-10 (ESL 5) tape A20.6 0000811NorthStar High Intermediate R&W CD, units 1-5 (Business English), 2 copies CD A20.7

A20.1500008650000939

NorthStar High Intermediate R&W CD, units 6-10 (3 copies)

CD A20.8A20.16A20.17

000086600009370000940

NorthStar Intermediate Building Skills for the TOEFL iBT (units 1-6), 2 copies

CD A18.10A18.12

00003390000931

NorthStar Intermediate Building Skills for the TOEFL iBT (units 7-10), 2 copies

CD A18.11A18.13

00009320000933

NorthStar Intermediate L & S (listening passages 6-10), 2 copies, (ESL 3)

CDtape

A19.6A19.0

00008210000867

NorthStar Intermediate L & S (listening passages 1-5), 2 copies, (ESL 4) CD

A18.1A19.7

00007900000838

NorthStar Intermediate L & S (listening passages 6-10) (ESL 4) CD A18.2 0000804NorthStar Intermediate L & S (listening passages 1-5) (ESL 4) tape A18.3 0000833NorthStar Intermediate L & S (listening passages 6-10) (ESL 4) tape A18.4 0000778NorthStar Introductory L&S (listening passages 1-5) (ESL 2) , 2 copies CD A17.3

A17.700008590000877

NorthStar Introductory L&S (listening passages 1-5) (ESL 2) (original copy kept in Dr. Prager’s office)

CD (A17.5) (0000886)

NorthStar Introductory L&S (listening passages 6-10) (ESL 2), 3 copies

CD A17.4A17.8

00008690000887

NorthStar Introductory L&S (listening passages 6-9) (ESL 2) (original copy kept in Dr. Prager’s office) CD (A17.6) (0000896)NorthStar Introductory L&S (listening passages 1-5), 2 copies (ESL 2) tape

A17.1A17.2

000043000045

NorthStar Introductory L&S (listening passages 6-10), 2 copies (ESL 2) tape A17.2

000042000044

NorthStar Introductory L&S Achievement Tests, 2 copies (ESL 2)

CDtape

A18.5A18.6

00007810000782

Pronounce It Perfectly in English 1 A6.1 00004752 A6.2 00004763 A6.3 0000477

book AB6 0000258Side By Side: Level 1 1A A8.1A 0000479

1B A8.1B 0000480Side By Side: Level 2 2A A8.2A 0000481

2B A8.2B 0000482TOEFL, Introductory Course (1996) tape 1 A15.1 0000230

tape 2 A15.2 0000231

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tape 3 A15.3 0000232TOEFL, Next Generation iBT (2005)retired; copies in Dr. Prager’s office

CD 1(2 copies)

A22.1A23.1

00009060000914

TOEFL, Next Generation iBT (2005)retired; copies in Dr. Prager’s office

CD 2(2 copies)

A22.2A23.2

00009070000915


CD 3(2 copies)

A22.3A23.3

00009080000916


CD 4(2 copies)

A22.4A23.4

00009090000917


CD 5(2 copies)

A22.5A23.5

00009100000918


CD 6(2 copies)

A22.6A23.6

00009110000919


CD 7(2 copies)

A22.7A23.7

00009120000920


CD 8(2 copies)

A22.8A23.8

00009130000921

TOEFL, Next Generation iBT (2nd ed), Student CD CD A24TOEFL, Next Generation iBT (2nd ed) CD 1

(2 copies)A24.1A24.2

TOEFL, Next Generation iBT (2nd ed) CD 2(2 copies)

A24.3A24.4


A24.5A24.6


A24.7A24.8


A24.9A24.10


A24.11A24.12


A24.13A24.14


A24.15A24.16


A24.17A24.18

Worldview 1, CD 1, unit 1-review unit 1 1 A22.1 0000854WorldView 1, Student Audio CD 1 A22.9 0000954Worldview 1, CD 2, unit 9-World of Music 3 2 A22.2 0000856Worldview 1, CD 3, unit 21-World of Music 4 3 A22.3 0000857

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Video Lessons

Critical Thinking Skills and Language Development in Video Lessons

A. Video Lessons B. Model for Video Lesson—NorthStar Video Teaching Guide and Student Video Activity Worksheets

1. Prediction 2. Focusing3. Comprehension4. Discussion5. Writing

C. Adapting the NorthStar Method for Other Video Lessons: Pears and A Laundry Epic ________________________________________________________________________

A. Video Lessons The video is never the lesson! Video lessons involve consideration of the following.

Critical thinking. When thinking with a new language, students develop brain pathways that help make the language their own. Critical thinking is an important feature of the WorldView and NorthStar method. Critical thinking is as important in using WorldView and NorthStar companion videos as it is in using the textbooks.

Higher order language skills proceed from higher order critical thinking. Higher order language skills can only proceed from higher order critical thinking. When students move from composing simple sentences to complex sentences, they proceed to combine and express thoughts that are linked together in a particular way. For example, in the sentence, “I like ice cream because it tastes good,” they are linking together the ideas of “liking” and “tasting,” using a main clause and a dependent or subordinate one.

Moving from lower to higher order thinking and language skills. In every WorldView and NorthStar unit, students move from lower to higher order thinking and language skills. Typically, thinking and language skills progress from the less structured and concrete to the more structured and more abstract:

from general prediction, to comprehension of the main idea, to comprehension of details, to inference and analogy, to independent language production in speaking and writing.

All ESL video lessons should incorporate the same progression in language skills development. Remember! The video is not the reason for the lesson. It is a vehicle for language development. Spend a small amount of time on viewing and a lot on language skills development.

NorthStar Student Video Worksheets provide an excellent model for developing video lessons.

B. Model for Video Lesson— NorthStar Video Teaching Guide and Student Video Activity Worksheets

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Purpose of NorthStar Video Lessons. The video is used as a platform for using English. It is not for entertainment or passing the time. With NorthStar, the video segment is used at or near the end of the unit. It presents the unit topic in another way, helping students to use what they have learned in the unit to create with language in a different context. .

Activities for NorthStar Method Video Lesson: 5 Sets of Activities. NorthStar Video lesson activities always move from structured to much more independent use of language. The physical act of viewing a NorthStar or any other video selection should take no more than 5 to 10 minutes of classtime, at the very most.

Each video lesson contains 5 sets of activities in the following order. The lesson can be done in one or more class periods (with or without the option of homework or in-class writing the next day):

6. Prediction 7. Focusing8. Comprehension9. Discussion10. Writing

1. Prediction Activities for NorthStar Video Lessons (c. 5 min.)

Teacher briefly explains the topic in the video segment. Teacher frames one general question related to the topic for student prediction activity. For

example: o What do you think ________________is? (or)o What is the first thing you might say to someone when ____________? (or)o How does ______________affect us?

2. Focusing Activities (c. 5-10 minutes to watch video and c. 5 minutes to answer focus questions.) Teachers give students one or more factual questions for them to think about when watching the video. For example:

What are ____________made of? Who did________________? When does __________________? How does_________________? Why did_________________?

3. Comprehension Activities (c. 10-15 minutes). Comprehension should involve more than one set activities related to the topic. The activities should require students to "work" with words and structure in some way, such as answering simple questions, completing sentences given a choice of words or terms, selecting appropriate vocabulary from a list and inserting it in sentences, correcting errors in sentences, etc. For example:

Lower level students answer true/false questions, then explain why the answer is true or false. Lower level students pick a group of words from a list that best describes a topic from the

video, then explain why their word choices are appropriate. Lower level students complete sentences by inserting the best choice from a list. Students answer a short series of "wh" questions progressing from "what" to "why" in one-

sentence answers.

4. Discussion Activities (c. 10 or more minutes). Students discuss questions provided by teacher. The questions should progress from something in the video to something related to their own lives and observations.

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5. Writing Activities. (Option one: use remaining class time to set up assignment for homework or classwork the next day. Option two: use the remaining 10 minutes in this class period to have students write now.)

Students write about an assigned topic related to the video segment. The writing topic should be structured so that it guides the students' development of the topic.

Note how most of the following formats can be adjusted for lower and higher level students. For example, lower level students might write a list of complete or incomplete sentences or one paragraph supported by one or two examples. More advanced students might write more paragraphs supported by more details and examples.

Make a list of ____________________. Invent a new__________and write an advertisement for it. Think about the ingredients or

materials you will use, your target market, and one/two/three reasons why people should buy your product.

Write about a popular______________in your country. Do you think that _________helps the people who live there? In what ways? Give one/two/three specific examples to support your ideas.

In the video you saw_______________. Write about a situation you experienced in which you ______________. Explain what you or other people could have done to___________________.

Do you agree or disagree with the expression: " __________."? Write one/two/three paragraphs in which you give your opinion and provide at least one/two/three specific examples to support your opinion.

C. Adapting the NorthStar Method for Other Video Lessons: Pears and A Laundry Epic. The following discusses how faculty members might adapt the NorthStar video lesson method with attention to appropriate levels of critical thinking for lower and for higher level ESL classes using two very different videos.

Example 1: Pears: A Taste for All Seasons ESL 3 and above

10 min. video

V39

Pears: A Taste for All Season contains gorgeous footage of Pacific Northwest forests, wildlife, mountains, and farms while it explains the ideal growing conditions for Pacific Northwest pears and their preparation for the market.

Pears can be adapted to different ESL levels.

Critical Thinking and Language Skills: Lower levels can discuss different fruits in their home countries and the USA, the colors of fruits, their shapes, their flavors, etc. They can also reference location (East, West, Western, etc.), seasons, and climate.

More advanced students should be working at a higher level of critical thinking and language use. In keeping with their higher order language-learning objectives, ARW and TOEFL classes should be asked more "how" and "why" questions than "what" questions.

Compare the language and critical thinking skills needed to answer the following "what" and "why" questions about the Pears video:

1. What three conditions produce the best pears? The answer requires "knowing" three simple facts: water, soil, and climate. "Knowing" is considered the lowest level of critical thinking. These simple facts can be stated in a simple sentence.

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2. Why does the Pacific Northwest produce such good pears? The answer requires a higher level of abstraction. Students must establish a cause and effect relationship between the Pacific Northwest's water, soil, and climate and the pears' quality?

"Explaining why” is considered a higher level of critical thinking than merely "knowing." Consequently, "explaining" also usually requires more complex sentence structure.

Description Skills: In every video lesson, students should be required to do some descriptive writing based on the video. Lower level students might be asked to describe simple colors, shapes, and flavors. Upper level students, however, might be asked to use simile and metaphor that implies the comparison between two different qualities: e.g., buttery, creamy, it tastes like _________etc.

Comparing and Contrasting Skills: In every video lesson, students should be required to compare and contrast at an appropriate level. Lower level students might be asked to compare and contrast any two different pears or fruits for color and shape. Higher-level students might be asked to compare two ways that fruit is brought to the marketplace in their home countries and in the USA.

Example 2: A Laundry Epic: Gone With the WashESL 4 and above

23 min.in

4 sections

V40VB40

A Laundry Epic: Gone With the Wash uses a humorous mystery story to illustrate proper laundry techniques. The film might be called "The Case of the Stolen Necklace." It has all the stereotypical components of an old-fashioned detective story, complete with a detective in a trench coat, an assistant with a magnifying glass, a spoiled rich girl with stuffy servants, relatives with bad motives, etc.

Do not show the entire video in one session. Select only one of the four lesson plans in the teacher's resource guide for any single viewing session.

Each of the four lesson plans can be adjusted to different learning outcomes for different ESL levels.

Lesson 3, for example, "This is the Way We Wash Our Clothes," provides an opportunity for lower level students to list the clothes they wear in a week and place them into different categories. It also provides an opportunity for fieldwork such as finding directions on a laundry product and reporting on it in class. (This might make a nice homework warm-up assignment for the night before the video is shown.)

Lesson 4, "Don't Let Energy Savings Go Down the Drain," consists of 5 different paragraphs, each of which ends with a question. At the end of the video lesson using Lesson 4, teachers may want to dictate one or more of these paragraphs and then ask students to answer the question in a paragraph or more.

Upper level students might be asked to talk about how different genre communicate meaning. They might be asked to explain why the detective story genre is effective here. They might be asked to describe other genres (such as an "epic," used humorously in the title). An advanced class might also be broken into small groups, each retelling the story in a different genre: e.g., as a memo, as a news report, as a poem, as a love story, as an historical account, etc.

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WorldView and NorthStar Videos

WorldView and NorthStar videos are keyed to each textbook unit. The video and the Student Activity Worksheets for each video segment employ principles of good practice in video lessons.

The instructional support material for using these videos includes:

Teacher’s video guides and/or manuals, including audio scripts of the video material. Student Activity Worksheets.

Video DVD Format: When checking out the DVD. teachers should also request the companion video worksheets and teaching guide. Directions for using the video material are found in the Video DVD Guide. The Guide also contains the background, vocabulary, and script for each video segment.

Student Video Activity Worksheets: Each unit video segment has a companion student activity worksheet. Students should do all of the worksheet exercises. Teachers can easily copy worksheet questions and exercises on the board.

Each video worksheet is divided into the following sections:

Predict. Focus. Comprehension. Discussion. Writing.

Time on Task: Spend at Least Two Days on Each WorldView and NorthStar Video Lessons: In keeping with the NorthStar method, video lessons move students from more guided and controlled exercises to more independent activity. For example, at the beginning, they might merely identify the topic described in the video. By the end, they should be able write about the topic independently.

Optimally, it should take, therefore, at least two days to complete any WorldView and NorthStar video lesson. The first day might be spent on previewing activities, viewing, and general discussion, and basic focus and comprehension activities. The second day might be spent on more advanced discussion and writing.

Lesson Planning and Teacher’s Role: WorldView and NorthStar provide most of the material needed for video lesson planning. After consulting the Teacher’s Guides, teachers can use the Student Activity Worksheets for class activities. The teacher’s major role is to bring students to the point where they can communicate about the video topic independently, in speaking and in writing.

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Thematic Video Collections

The Spanish-American Institute has a collection of instructional videos, many of which can be clustered thematically. These videos were developed for general classroom use at different grade levels. Since they were not designed for ESL students, in particular, ESL teachers must adapt the videos for the ESL classroom:

1. Consult the teacher’s guides and other supplementary material that may come with the videos.

2. Use only a small portion of each video for each video lesson. The video is not the lesson.

3. Employ other principles of good practice in preparing ESL video lessons.

The videos discussed below have been clustered into the following themes:

Electrical Safety Volunteerism and Service Invention and Innovation Environment Miscellaneous

Electrical Safety Videos

Electrical Safety Tips With Safety ManOperation Decoration UL Appliance Safety Quiz

Spanish-American Institute has three videos that deal with using electricity safely in the home. The videos communicate valuable life-saving information. Most fires in the United States take place in the home where faulty electrical wiring or incorrect electrical use causes fires.

The electrical safety videos are, therefore, valuable for international students because they:

introduce them to the very real problem in the United States of safe use of home appliances, electrical outlets, extension cords, etc.; and

provide them with the opportunity to listen to native speakers who speak quickly and with native accents.

Electrical Safety Tips With Safety Man (1993)

ESL 3-6 Call Number: V30 13 minutes

Electrical Safety Tips With Safety Man describes electrical hazards in the home through the eyes and voice of a young girl, Melinda, who had learned about electrical safety from Safety Man at school.

For all ESL 3-6 students, the video segment can be used to:

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http://images.google.com/imgres?imgurl=http://www.theelectricguy.com/99a.jpg&imgrefurl=http://www.theelectricguy.com/Electrical_Safety.htm&h=431&w=399&sz=31&hl=en&start=52&tbnid=lpve01uwbMh-MM:&tbnh=126&tbnw=117&prev=/images%3Fq%3Delectric%2Bsafety%26start%3D40%26gbv%3D2%26ndsp%3D20%26hl%3Den%26sa%3DN%00%E5%A1%B9%EF%92%81%E1%B4%BB%E4%A1%BF%E2%B2%AF%E5%B6%82%E8%97%84%E6%8C%A7%00%00%EA%AE%A5


learn about safety in the home (unsafe use of electricity is the one of major accidental cause of death in the American home) and

develop listening skills from hearing native speakers using natural everyday speech, including teenage slang.

For ESL 3-4, the segment can also be used to:

review vocabulary related to rooms in the house, furniture, members of a family, etc.

Vocabulary: wires, shock, hazard, safety, power, lifesaver, electrically charged, electrocution, appliances, cords, water and electricity don't mix, plug, unplug

Operation Decoration (1995) ESL3-6 Call Number: V30 12 minutes

Operation Decoration (1995) is on the same tape as Electrical Safety Tips With Safety Man. Rick, the sloppy teenage brother from Electrical Safety Tips, has sneaked downstairs after everyone else went to sleep to see what kind of presents he has under the Christmas tree. Safety Man/Safety Claus comes down the chimney and turns off all of the decoration lights. Melinda joins them and they go over the decorations to make sure they were safe and safely used. Rick could care less. All he wants is for them to disappear so he can go back to looking for his presents. (Safety Claus gives him a lump of coal, reflecting an old English tradition that bad children get a lump of coal instead of presents at Christmas). Safety Claus makes sure that they understand the dangers from electrical decorations, fireplaces, heaters, dry trees, and other sources of accidents in the home in the winter.

The segment ends with review questions and choice of answers written on the screen.

The video segment can be used to teach about electrical safety as well as to discuss traditional stories from different cultures about giving presents at different holidays.

Vocabulary: bribery, bulb, socket, cord, loose wires, UL mark (Underwriter's Laboratory), overloaded extension cords, wattage, electric shock, smoke detectors, fire extinguishers

UL Appliance Safety Quiz ESL 5 and above Call Number: V25 25 minutes

UL Appliance Safety Quiz was produced by the Underwriters Laboratory (UL) to teach consumers how to use electrical appliances safely. The video provides life-saving consumer information while giving students the opportunity to listen to the voices of different commentators who speak with general American accents.

The video is organized around 13 questions. Each question introduces a new safety concern. Each question and its three possible answers is spoken and also written on the video screen. After students hear and read the questions and answers, a safety expert explains the safety issues involved. Students are then told which of the three answers for that question is correct.

Select a small portion (5 minutes or so) for each video lesson. The video is not the lesson. The video is the platform for the language development activities--previewing activities, comprehension exercises, discussion, and the final independent writing activity

Vocabulary: safety, appliance, hazards, electric shock, electrocution, moist, moisture, live (as in electricity), grounding, lethal, plug, unplug, circuit (electrical), warranty, 3-prong, worn, outlet, lightweight cord, heavy duty cord, UL mark

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Volunteerism Videos

Don't Be Blind to Diabetes New Glasses, New Life: Share Your Vision, Recycle for Sight

Down the Street & Around the World The Future Is Ours . . . So Now What?

These short videos revolve around the work of Lions Club International. The video material is best suited to advanced ESL classes. However, the material can be used with ESL 6 students with careful and extensive pre-viewing preparation.


Background: Approximately 1.4 million people around the world belong to Lions Clubs. The Lions Club motto is "We Serve." Lions Club members volunteer their time for humanitarian causes, especially causes that assist the blind and the visually impaired. The Lions believe that by volunteering to help others, ordinary people can do extraordinary things.

This following brief description of the first three video segments illustrates this philosophy.

1. Don't Be Blind to Diabetes alerts people to the dangers of adult diabetes. 2. New Glasses, New Life: Recycle for Sight describes how the Lions recycle donated used

eyeglasses to provide vision care for people throughout the world. 3. Down the Street and Around the World describes how volunteers support programs for

the blind, the visually impaired, at-risk youth, wildlife conservation, etc. around the world.

Classroom Use: Select a short portion of each video (5-10 min.) for in class viewing. Introduce and summarize the rest of the video in previewing work.

Students will be better able to discuss each video segment if they are first introduced to:

the concept of service and volunteerism and the vocabulary of service and volunteerism (e.g., service, volunteer, mission, donate,

helping hand, reaching out, community).

Don't Be Blind to DiabetesESL 6 with extensive preparationARW & TOEFL

20 min.

Call No.: V27

Don't Be Blind to Diabetes includes several brief interviews with English speakers from other countries.

Previewing Activities The Day Before: To help students get the most out of the film, introduce the general topic of diabetes and related vocabulary at least the day before the video class. Explain that diabetes is a growing problem today because of increased sugar consumption and malnutrition. Also explain that diabetes is the leading cause of adult blindness. Tell students that the film will explain how diabetes can be diagnosed and treated.

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http://images.google.com/imgres?imgurl=http://www.coonrapidslions.org/Images/lion_head.gif&imgrefurl=http://www.coonrapidslions.org/events.html&h=187&w=180&sz=21&hl=en&start=35&tbnid=9tC_6kQoOQg1GM:&tbnh=102&tbnw=98&prev=/images%3Fq%3Dlions%2Bvolunteers%26start%3D20%26gbv%3D2%26ndsp%3D20%26hl%3Den%26sa%3DN%00%E5%A1%B9%EF%92%81%E1%B4%BB%E4%A1%BF%E2%B2%AF%E5%B6%82%E8%97%84%E6%8C%A7%00%00%EA%AE%A5


Helpful vocabulary has been grouped below by categories. Words are not listed in the order in which they occur in the film.

Vocabulary: diabetes (disease, type 1 and type 2 diabetes, juvenile diabetes, early stage of diseasesugar digestion (digestive system, glucose, pancreas, insulin)vision (blind, blindness, visually impaired)symptoms (fatigue, numbness of hands and feet, excessive thirst, excessive urination)diagnosis (undiagnosed, undiagnosed consequences, complications)treatment (insulin injection, lifestyle changes, exercise, diet)consequences (kidney disease, coronary disease, stroke, crippled, handicapped)causes (overweight, life-style, malnutrition, protein deficiency, sugar consumption)

ARW and TOEFL Classes: Use the video as you would a long listening exercise like those used in TOEFL lectures. Students should take notes. Discussion should help students review the video material. Assign a TOEFL type essay based on the video (e.g., explain why diabetes is a growing problem around the world).

New Glasses, New Life: Share Your Vision, Recycle for Sight

ESL 6 with extensive preparationARW & TOEFL

10min

Call No.V28

The video has attractive visuals and lightly accented English narration. The narrator is a Mexican weaver from a poor rural community. He represents the thousands of people around the world who need prescription eyeglasses but can't afford them. The video shows how the Lions Clubs International helps the weaver and others like him by providing eye examinations and recycled prescription eyeglasses.

Down the Street & Around the World ESL 6 with extensive preparationARW & TOEFL

16min

Call No.V29

Down the Street & Around the World is found on the same tape as New Glasses . . . described above.

Select a small portion (5 minutes or so) for each video lesson. The video is not the lesson. The video is the platform for the language development activities--previewing activities, comprehension exercises, discussion, and the final independent writing activity.

Make sure students understand that the video is more about volunteerism and service than it is about any particular program. In the words of one speaker, the Lions believe in helping others, one community at a time . By volunteering, they believe that ordinary people can do extraordinary things. Their programs include help for the blind and visually impaired, for at-risk youth, for wildlife conservation, for emergency rescue, and for families coping with HIV/AIDS.

Vocabulary: making a positive difference, impact, crusade against blindness, potential to do service, helping hand, reaching out, at-risk kids, wildlife conservation, workshops, cross-section of people.

The Future Is Ours . . . So Now What?

ESL 6 with extensive preparation

ARW & TOEFL

22 min Call No.:V32

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http://images.google.com/imgres?imgurl=http://www.rochesterlionsclub.org/How_We_Serve/Eyeglass_Recycling/RecycleFSColor.jpg&imgrefurl=http://www.rochesterlionsclub.org/How_We_Serve/Eyeglass_Recycling/eyeglass_recycling.html&h=576&w=533&sz=43&hl=en&start=36&tbnid=ZvC99Dzo804VoM:&tbnh=134&tbnw=124&prev=/images%3Fq%3Deyeglasses%26start%3D20%26gbv%3D2%26ndsp%3D20%26hl%3Den%26sa%3DN%00%E5%A1%B9%EF%92%81%E1%B4%BB%E4%A1%BF%E2%B2%AF%E5%B6%82%E8%97%84%E6%8C%A7%00%00%EA%AE%A5


The Future Is Ours . . . So Now What? is best suited to ARW and TOEFL classes. However, the material can be used with ESL 6 students with very careful and extensive pre-viewing preparation.


Summary: The Future Is Ours . . . So Now What? documents the activities of six teens from the US and Canada whose experiences with volunteerism communicate the need for and rewards of service. The video also presents comments, perspectives, and appeals from other participants. The speakers speak quickly, using everyday language and different regional accents.

Sequence of Classroom Use: Students will be better able to discuss The Future Is Ours . . . So Now What? if they have viewed the other three videos first, in the order suggested by the December, 2002 memo. They should be familiar with the vocabulary and concepts explored in the other three videos before trying to do the advanced exercises suggested below.

Sample Advanced Reading, Dictation, and/or Cloze Exercise: Use the following passage for reading, dictation, and/or Cloze exercises.

"Each period of history has seen the scope and substance of society's needs change. Young people entering the 21st Century are forced to deal with the legacies left by earlier generations. They confront problems of disability, poverty, ignorance, injustice, pollution, and many other social ills. How they choose to address these issues will define them and, in turn, determine the legacy they will leave to their children.

The word 'volunteer' comes from the Latin word meaning 'free will.' Volunteers are active people willing to work at improving their communities. More than 50 percent of teenagers in the United States participate in some form of service to their communities. Examples of volunteerism include helping at a local food bank or pantry, coaching sports teams, tutoring younger students, singing in a community chorus, or helping a neighbor fix his or her home. Students who volunteer find ways to make a difference. They learn an important lesson about volunteering—that the point is not to fully resolve a problem but to take action. They also gain a sense of accomplishment and develop social and life skills that help them become better students and citizens.

For volunteers, service expands horizons by enlarging a sense of community. Service helps people interact with others from different backgrounds. It teaches teamwork. Service may also make participants more aware of career possibilities and may bring them into contact with people in the community who can help them reach their career goals."

Sample Discussion and Writing:

1. Explain the line: "Young people entering the 21st Century are forced to deal with the legacies left by earlier generations." Then provide a specific example of this legacy.

2. Argue for or against the following statement: "Volunteerism helps people shape the future."

3. Explain the following statements— Volunteerism (service) expands horizons Service can help further career goals

Do you agree with the video's title, "The Future is Ours—So Now What?"

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Invention and Innovation Videos

Lewis Latimer: renaissance man, African-American inventor She's got it: women inventors and their inspirations

Reinventing the wheel: the continuing evolution of the bicycleSound, Light, Edison: celebrating 150 years of invention

The electric guitar: its makers and players

These videos document, interpret, and disseminate information about invention and innovation. They demonstrate the central role that invention and innovation has played in US history.

Lewis Latimer: renaissance man, African-American inventor (1848-1928) Teacher's resource guide

ESL 5 and above with extensive preparation

30 min.V36

VB36

Lewis Latimer tells the story of an important African-American inventor. The son of slaves, Latimer worked with Thomas Edison on the first practical invention of the incandescent electric light bulb.

Lewis Latimer is told with the help of puppets. The puppets speak very rapidly with regional Southern and African-American accents and use very idiomatic language. The video is, therefore, not recommended for students below ESL 5 and not recommended without prior class preparation about Lewis Latimer's life and his inventions. The Teacher's resource guide contains useful material to help teachers prepare students.


She's got it: women inventors and their inspirations Teacher's resource guide

ESL 5 and above with preparation

29 min.V37

VB37

Viewers will explore some of the barriers that American women inventors had to overcome to patent and to bring their inventions to market. The Teacher's resource guide on p. 9 has some excellent questions for introductory discussion like naming something in your life that needs fixing or improving and then thinking of an invention that might help fix or improve it. There is also a collection of short reading passages describing each women and her invention.

Reinventing the wheel: the continuing evolution of the bicycle Teacher's resource guide


45 min.V38

VB38

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Reinventing the wheel is much more than a history of the bicycle. It is also a commentary on how the bicycle brought about significant social and industrial change in the United States.

The bicycle freed ordinary people by providing a cheap means of independent transportation. It contributed to better health by providing an acceptable form of exercise for men and women. It helped to emancipate women, in particular, by allowing them to move independently, by providing them with physical exercise, and by leading to changes in their clothing styles.

These themes are best viewed in several separate video lessons of 5-10 minutes each. The teacher's resource guide contains reading passages, an historic timeline, pictures, and suggested activities. As always, students should read, write, and speak as part of the video lesson(s).

Sound, Light, Edison: celebrating 150 years of invention (1997) Edison Invents: Teacher's resource guide


30 min.close

captioned

V43

VB43

Edison invented or contributed significantly to the development of the telegraph, the phonograph, the light bulb, movies, etc. His inventions gave us electric lights in our homes and an entire system to produce and deliver electric power. He was the first to record and play back sound—he actually started the recording industry. He developed the first movie camera and produced the first movies. He also created the first modern research laboratory complex and factory that recognized the importance of teamwork in creating new inventions and applications.

Students will hear recordings from his first phonographs and see clips of his first movies. The video divides easily into 3 sections—the history of his inventions, his contribution to electric lighting, and his "invention" factory and research site. This last part introduces students to Lewis Latimer, an important African-American inventor who worked at the Edison labs. (Lewis Latimer is the subject of the first video listed above.)


The electric guitar: its makers and players (2004) Electric Guitar: Teacher's resource guide


30 min.close

captioned

V44

VB44

The film shows how the electric guitar is used in several popular American music forms such as swing, jazz, country, and rock. As "popular" music sought to reach larger audiences, guitar makers sought to develop ever-louder guitars that could be played before large crowds or with large bands and orchestras. The electric guitar was the instrumental heart of rock and roll as it emerged in the 1950s and still is today.

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Most of the video is narrated and demonstrated by popular rock, country, and folk music musicians. The first part of the film explores the development of the electric guitar from the acoustic (non-electric) guitar. Skip the second part exploring the technology behind guitar building. The teacher's resource guide contains reading passages well suited to advanced ESL students.


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Environmental Videos

Sunkist: Growing the Future Saving A SpeciesScience in Action for Conservation: Understanding and Protecting Biodiversity Environmental Concerns and Policies (in The European Union)

The videos cover topics like:

farming, agri-business, and conservation (Sunkist; The European Union, Part 8, "Our Future, Our Choices;" Science in Action for Conservation);

biodiversity and species preservation (Saving a Species, The European Union, Part 8, "Our Future, Our Choices;" Science in Action for Conservation; and

energy generation and the environment (The European Union, Part 9, "Renewable Energy").

Sunkist: Growing the Future ESL 3 and above, including

advanced classes10

minutes

Call No. V35

Sunkist is a cooperative organization formed more than 100 years ago by thousands of small citrus ranchers in California and Arizona who banded together in a cooperative to compete more successfully in the worldwide market. The video shows how Sunkist citrus gets from groves to grocery stores and restaurants around the world.

The narrators speak very clearly with excellent enunciation. Much of the dialog consists of questions and answers that can be used in pre-viewing and post-viewing activities to guide comprehension and discussion. Therefore, you must preview the tape to use it effectively.

Suitability and Implementation: With appropriate preparation, the video is suitable for classes from ESL 3 through TOEFL. The following suggests how the video might be used with different ESL levels.

Sample Lower-level ESL Previewing, Viewing, and Postviewing—Focus pre-viewing activities on citrus fruit and fruit growing vocabulary. Include simple discussion based on questions and answers like those asked in the video.

1. View once, then ask some literal questions to check students' understanding. 2. View again, then ask the specific questions used in the film (when, where, how, etc.)3. Discuss how fruit gets to the market in their home countries and in the US. The

discussion should lead up to a paragraph or more writing assignment comparing the marketing of fruit in the United States and/or in student's home countries.

Sample Upper-level ESL Previewing, Viewing, and Postviewing—Focus pre-viewingactivity on agri-business, agricultural cooperatives, and global marketing vocabulary and discussion with an emphasis on fruit products like citrus. Ask students to take notes. Include post-viewing discussion with the same questions used in pre-viewing activities. Students should now be asked to answer more specifically, based on information from the video. Use parts of the video as dictation. Include several post-viewing writing activities such as a video summary, a

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comparison of fruit-growing and distribution in their home countries and in the USA, the nature of agricultural cooperatives and agricultural cooperatives in their home countries, etc.

Vocabulary: citrus and different citrus fruits, color of fruits (review for lower-level students), different fruit products and dishes (e.g., juice, salad, desserts), cooperatives, orchards, groves, to ripen, to sort, to promote.

2. Saving A Species: The Sea Turtles Story, The Rhino Story, The Manatee Story ESL 5 and above

30+34+30 minutes

Call No.: V34

Endangered Species: Teacher's GuideSupplementary teaching

material VB34

Saving A Species is divided into three stand-alone sections on environmental issues. Each section lasts about 30 minutes. The videotape has a companion teachers' guide with excellent material that:

introduces environmental themes and vocabulary, provides pre-viewing and post-viewing reading and

vocabulary activities, and provides pre- and post-assessment questions.


Implementation: Please do not use any part of the film until you have previewed for vocabulary and difficulty levels and you have decided on appropriate overviewing, previewing, viewing, and post-viewing activities.

1. Sample Overview Preparation:

Use the assessment on the inside front cover to introduce the topic of endangered species and species conservation.

Divide the students into small groups. Each does a different "math prediction" exercise (p. 7, Teacher's Guide).

Use students' description of their "math" problems and their answers to begin discussion of endangered species issues.

Add other reading, vocabulary, and exercises from the excellent Endangered Species: Teacher's Guide (e.g., reading passages from pp. 3-6, 20, 23).

2. Sample Previewing Activities:

Ask students what they know about the species discussed in the film section you will be using.

Use related activities from the Teacher's Guide help introduce the vocabulary and concepts of different film segments (e.g., "Rhino-It-All" on pp. 8-11 for the film segment "The Rhino Story" and "A Calculating Turtle Tale" on pp. 18-19 for the segment "The Sea Turtles Story."

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3. Sample Viewing Activities: View a video segment once, ask students some literal questions about it to check for comprehension, lead a summary discussion, then view at least one more time.

4. Sample Post-Viewing Activities:

a. Ask students to write as much as they remember about the endangered species discussed in each film segment. Have them read their written statements to the rest of the class. Discuss students' observations. Ask students to take notes from what other students say

b. Ask students to rewrite their passages with additional information from the discussion.

c. Use part of the video as a dictation. d. Dictate an introductory paragraph to an essay about species extinction and

conservation. (Advanced classes might help create the introductory paragraph.) Discuss with them how they might develop an essay around the introduction. Then ask them to write at least two paragraphs that illustrate the introduction and to write a concluding paragraph.

Science in Action for Conservation: Understanding and Protecting Biodiversity ESL 6 and above 28

min.

Call No.: V36

Science in Action for Conservation looks at how scientists and communities work together to conserve biodiversity. The video visits two conservation sites, one in Peru and the other in the United States. The first site shows how scientists work with local communities to preserve untouched biological treasures in the rainforests of the remote mountains of Cordillera Azul, Peru. The second site shows how scientists and communities have teamed up to preserve the amazing biodiversity that still exists within the industrial corridor on the shores of Lake Michigan.


Useful previewing and post-viewing teaching support material is available at The Field Museum website: www.fieldmuseum.org/scienceinaction. The support material includes background reading, charts, tables, and maps that could be used with ESL classes.

The excerpts below are from the background material found on The Field Museum website. The excerpts provide some idea of the preparation needed to use the video with advanced ESL students.

Itinerary: "Science in Action for Conservation" looks at two Field Museum sites that demonstrate how scientists and communities work together to conserve biodiversity. After flying over the remote mountains of Cordillera Azul in Peru where scientists are working to preserve an untouched biological treasure, students visit the Calumet region on the shores of Lake Michigan where scientists collaborate with the local community to preserve the astonishing biodiversity living in the shadows of smokestacks. With this introduction, students are shown how they can get involved and take conservation action in their own neighborhoods with UrbanWatch.

The Peruvian National Park: On May 22, 2001, the President of Peru signed a decree establishing Parque Nacional Cordillera Azul. The Park protects a pristine area of Andean forests

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http://www.fieldmuseum.org/scienceinaction


bigger than the state of Connecticut and extraordinarily rich in biological diversity. Creation of the Park marks a major victory for conservation but the work is just beginning to ensure effective protection of Cordillera Azul's animal and plant communities.

Biodiversity Blitz and Urban Watch: A Biodiversity Blitz or BioBlitz is a rapid assessment of what lives in a particular area at a given point in time. Biodiversity, the variety of living things, is often discussed in terms of the rain forest or the ocean, not somewhere familiar or local. However, Illinois’ second BioBlitz was held in the city of Chicago when scientists and the public came together for a 24-hour blitz on August 23 and 24, 2002. Participants found an extensive inventory of surprising biodiversity living within the industrial landscape of landfills, refineries, and abandoned steel mills.

A BioBlitz gets people involved in their own communities and promotes a positive awareness of resources and local conservation. Scientists and volunteers are challenged with identifying hundreds of species of plants and animals before the clock stops. The public also experiences first-hand how real science is put to work. This video shows the bustle in the science tent as insects were pinned, fungi sorted, and pond water examined. Interactive programs, displays, and field trips educated the public on the diversity of the human and ecological communities of the Calumet region.

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Other Short Thematic Audio and Video MaterialVarious Topics and ESL Levels

1. Pears: A Taste for All Seasons: ESL 3 and above2. A Laundry Epic: Gone With the Wash: ESL 4 and above

3. Breaking the Code: Sequencing the Arabidopsis Genome: ARW & TOEFL 4. Crossroads Cafe: Opening Day—ESL 1-45. The European Union—ARW and TOEFL

6. Master Your Future: A Program on Financial Responsibility—ESL 6 and above7. Mr. Jelly Belly's Factory Tour—ESL 5 and above

8. Veterinary Medicine9. The Fed Today

10. Martin Luther King, Jr.

1. Pears: A Taste for All Seasons ESL 3 and above 10 min. V39

Pears: A Taste for All Season contains gorgeous footage of Pacific Northwest forests, wildlife, mountains, and farms while it explains the ideal growing conditions for Pacific Northwest pears and their preparation for the market.

Lower and Higher Order Critical Thinking and Language Skills: Pears can be adapted to different ESL levels. Lower levels can discuss different fruits in their home countries and the USA, the colors of fruits, their shapes, their flavors, etc. They can also reference location (East, West, Western, etc.), seasons, and climate.

More advanced students should be working at a higher level of critical thinking and language use. In keeping with their higher order language-learning objectives, ARW and TOEFL classes should be asked more "how" and "why" questions than "what" questions.

Compare the language and critical thinking skills needed to answer the following "what" and "why" questions about the Pears video:

1. What three conditions produce the best pears? The answer requires "knowing" three simple facts: water, soil, and climate. "Knowing" is considered the lowest level of critical thinking. These simple facts can be stated in a simple sentence.

2. Why does the Pacific Northwest produce such good pears? The answer requires a higher level of abstraction. Students must establish a cause and effect relationship between the Pacific Northwest's water, soil, and climate and the pears' quality. Not surprisingly, the "why" question requires them to use complex sentences. "Explaining" is considered a higher level of critical thinking than merely "knowing." Consequently, "explaining" also usually requires more complex sentence structure.

Sample Lower and Higher Order Description Skills Development: All students should be required to do some descriptive writing based on the video. Lower level students might be asked to describe simple colors, shapes, and flavors. Upper level students, however, might be asked to use simile and metaphor that implies the comparison between two different qualities: e.g., buttery, creamy, it tastes like _________etc.

Sample Lower and Higher Order Comparing and Contrasting Skills Development: All students should be required to compare and contrast at an appropriate level. Lower level students might be asked to compare and contrast any two different pears or fruits for color and

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shape. Higher-level students might be asked to compare two ways that fruit is brought to the marketplace in their home countries and in the USA.

2. A Laundry Epic: Gone With the Wash Teacher's resource guide

ESL 4 and above with adequate preparation only

23 min. V40VB40

A Laundry Epic: Gone With the Wash uses a humorous mystery story to illustrate

proper laundry techniques. The film might be called "The Case of the Stolen Necklace." It has all the stereotypical components of an old-fashioned detective story--a detective in a trench coat, an assistant with a magnifying glass, a spoiled rich girl with stuffy servants, relatives with bad motives, etc.


Select only one of the four lesson plans in the teacher's resource guide for any single viewing session. Each of the four lesson plans can be adjusted to different learning outcomes for different ESL levels.

Lesson 3, for example, "This is the Way We Wash Our Clothes," provides an opportunity for lower level students to list the clothes they wear in a week and place them into different categories. It also provides an opportunity for fieldwork such as finding directions on a laundry product and reporting on it in class. (This might make a nice homework warm-up assignment for the night before the video is shown.)

Lesson 4, "Don't Let Energy Savings Go Down the Drain," consists of 5 different paragraphs, each of which ends with a question. At the end of the video lesson using Lesson 4, teachers may want to dictate one or more of these paragraphs and then ask students to answer the question in a paragraph or more.

Upper level students might be asked to talk about how different genre communicate meaning. They might be asked to explain why the detective story genre is effective here. They might be asked to describe other genres (such as an "epic," used humorously in the title). An advanced class might also be broken into small groups, each retelling the story in a different genre: e.g., as a memo, as a news report, as a poem, as a love story, as an historical account, etc.

3. Breaking the Code: Sequencing the Arabidopsis Genome (National Science Foundation, 2002)

ARW and TOEFL only with very extensive

preparation

20 min

Call Number:

V24

Breaking the Code is a documentary about mapping the plant genome. The narrator explains that most plants evolved in the last 250,000 years. Therefore, all plants share a similar genetic make-up. By mapping the genome of one plant, plant geneticists hope to be able to understand the genetic make-up of all plants as a basis for genetically engineering them to improve human crops and food supplies. .

Use with TOEFL students as a long, academic lecture type listening exercise.

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Useful Vocabulary: genetic, genome, mapping, deciphering, species, (gene) sequence, drought, pest resistant, cellular level, organism, genetic engineering, hereditary, biotechnology

4. Crossroads Cafe: Opening Day (1996), 13 minutes

ESL 1-4 Call Number: V22

Opening Day explores the lives of 6 characters involved in the opening of a new cafe in an ethnically diverse neighborhood. As the video open, Victor Brashov's still does not have a waitress, a cook, a delivery person, a customer, or a name for his cafe. The video uses everyday language to teach language skills such as giving information about oneself and giving and understanding directions. The video is divided into 5 parts:

the first scene in the cafe introducing the story and the cast of characters Culture Clip—a short documentary style section about job hunting and interviewing the second scene in the cafe Word Play—a short animated section that teaches about how to give information about

yourself the third scene in the cafe

Select one or two of the above sections ion (5 minutes or so) for each video lesson. The video is not the lesson. The video is the platform for the language development activities--previewing activities, comprehension exercises, discussion, and the final independent writing activity

5. The European Union (2002) ARW and TOEFLwith extensive preparation

Call Number: V26

The European Union is appropriate only for advanced students in ARW and TOEFL. Narrators use BBC English (British but not heavily accented) or speak in their own languages with English subtitles.

The segments appropriate for Spanish-American Institute classes can be grouped into three categories:

1. the development of the European Union (segments 2, 3, & 5); 2. the development of a common currency, the Euro (segments 6-7); and3. the development of environmental policies (segments 8-9)

It is possible to use the segments on a common currency (6-7) or on environmental concerns (8-9) independently without using any of the others.

I. Goals and Purpose of the European Union (segments 5, 3, & 2)Familiarize yourself with each segment before using it in class. Use only one video segment per class session. Follow the order recommended below:

Vocabulary: Students must know certain general vocabulary to understand the concepts. Please make sure students are comfortable with this vocabulary and the concepts expressed before using any segment:

convention, forum, parliament, constitution, council minister (ministerial), heads of state, ombudsman

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union (as in a group of states), inter-governmental, united front, member states, political entity

institutions (as in customs, practices, systems, etc.) monetary systems, common currency

Vocabulary more specific to each segment is included in the description of video segments below.

5. The Council of the European Union (2000) – 8 minutes Introduces the role and tasks of the Council of the European Union.

3. The Convention on the Future of Europe (2002) – 4:35 minutesDescribes the European Union as it prepares to expand from 10 to 20 Member States through the addition primarily of Central and Eastern European countries.

Vocabulary: crossroads, member states, enlargement, institutions, legitimacy, pros & cons, presidium, innovations, deliberations, political entity

2. The Future of the European Union (2002) – 11 minutesDescribes the creation of the Convention on the Future of Europe in 2001 (see segment 3, above). Discusses six priority areas for the European Union and creation of a new European identity. Very attractive visuals.

Vocabulary: free trade, political community/entity, consolidating institutions, universal suffrage, goods and capital, solidarity, dynamic, knowledge-based economy, to subscribe to values, ombudsman

II. A Common European Currency: The Euro Familiarize yourself with each segment before using it in class. Use only one video segment per class session. Follow the order recommended below:

6. EuroPass: Questions About the Euro (2002) – 2:16 minutesDescribes euro cash and transition schedules for phasing out the use of national currencies.

Vocabulary: legal tender, parity rates, notes (monetary), and national cash/currency

7. Euro 1999 (1999) – 7 minutesDescribes the 50-year history to form the common European currency that is now an essential part of the Single Market. Describes the change from national currencies to the Euro. Attractive visuals.

Vocabulary: European construction (as in construction of the idea of Europe), Single Market currency, criteria, Eurozone, monetary union, price stability, bank notes, transition period, transactions, monetary system, common face/national face (the two sides of each Euro coin and paper currency)

III. Environmental Concerns and PoliciesFamiliarize yourself with each segment before using it in class. Use only one video segment per class session.

8. Our Future, Our Choice (2002) – 13 minutesDescribes how human consumption patterns are changing the planet, placing a burden on soil, sea, and forests. Organized around the main themes of Health, Climate Change, and Biodiversity.

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Describes European development of renewable energy sources and creation of the "Natura 2000" program to preserve nature protection zones. Very attractive visuals.

Vocabulary: environmental, to squander/deplete resources, waste (sewerage and garbage), consumption patterns, recycle, pollution, cradle to grave, sustainable development, pesticides, contaminate, treat waste water, initiatives, global warming, greenhouse effect, renewable energy source, biodiversity, species, natural habitats, nature protection zones, replenish, flourish

9. Renewable Energies: The Malmo Case (2001) – 9 minutesDescribes European efforts to control the greenhouse effect by reducing greenhouse gas emissions. These gas emissions are produced in the consumption of fossil fuels, which produce Carbon Dioxide (CO2). Depicts Malmo, Sweden's creation of a special renewable energy district.

Vocabulary: greenhouse gases, gas emissions, solar cells, solar collectors, carpools, hybrid vehicles, alternative fuels, insulating materials, sustainable development, renewable energy

6. Master Your Future: A Program on Financial Responsibility (2002), 23 minutes

ESL 6 and above

Call Number: V23

Master Your Future comes with a Teacher's Guide, Student Worksheets, and Poster. The Worksheets contain several different in-class exercises that can be used for vocabulary development, reading, writing, and critical thinking in English. The video can be used to:

teach everyday financial vocabulary in context teach students about basic financial services and personal financial planning provide students with insights into American high school teenage life provide opportunities for student speaking and writing about personal financial

management.

The film involves interviews with typical American high school students faced with paying for their senior prom night. Characters speak very fast with regional accents. The 23-minute video is divided into three segments: budgeting, banking, and credit/credit history. Use only one section or part of one section for each video lesson. The film helps students learn about basic financial services and personal financial management. The use of American high school student characters and scenes provide international students some insights into the lives of typical American teenagers.

7. Mr. Jelly Belly's Factory Tour

ESL 5 and above Call Number: V31 8 min

Do not use without at least one day of previewing activity!

Mr. Jelly Belly leads a field trip through the Jelly Belly manufacturing plant. (Jelly Belly jellybeans are a well-known gourmet brand that comes in 50 or more flavors.) The video shows the various steps in the manufacture of a familiar product. They will also see the strict quality control mechanisms used at the factory.

Vocabulary: The video provides a good platform for teaching students about the language of manufacturing and quality control. Important words and terms include--factory, plant, manufacturing, production, steps in the process, ingredients, gourmet, flavors, quality control

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(consistency, consistent quality, quality assurance, precision control, guarantee, inspected, imperfections, precision control)

Although only 8 minutes long, the video moves very quickly and the narrator speaks very fast. The video is very intense. Before they look at it, students must be made familiar with the language and processes of manufacturing, of quality control, and of marketing. The following are examples of previewing activities for the week before the video is shown and postviewing activities after it is shown.

Sample Previewing Activity(ies):

1. Preliminary Discussion: Discuss favorite candies in different countries. Identify popular American candies, including jellybeans. Bring in a package of jellybeans and have students describe their shapes, colors, and flavors.

2. Reading, Cloze Exercises, and/or Dictation (Adapt to Different ESL levels—Include Attention to Punctuation and Capitalization):

"The exact origins of the jelly bean are lost in time. Some experts believe the jellybean is descended from "Turkish Delight" dating back to ancient times in the Middle East. Jellybeans first appeared in ads in the United States in 1861 that promoted sending them to soldiers in the Union Army during the Civil War. Today, jellybeans have become an American favorite. The Jelly Belly brand went with the space shuttle astronauts on the Challenger during its June 21, 1983 voyage, becoming the first jellybeans in outer space. They come in hundreds of flavors with names such as Lemon Lime, Green Apple, Peach, Very Cherry, Bubble Gum, Cotton Candy, Cafe Latte, and Strawberry Cheesecake."

3. Creating with Language: List of as many colors as students can think of on the board. Have students come up with creative jelly bean names and flavors for the different colors.

4. Classification/Conversation Exercise: List the names students came up with in exercise 3 or use the names in parentheses (blueberry, licorice, cream soda, coffee, orange juice, coconut, juicy pear, chocolate pudding, peach, buttered popcorn). Have students classify them (e.g., by color, by fruit taste, by drink taste, by other food tastes, etc.). Ask them to discuss how the names and colors relate to the tastes they promise and how the names and colors help advertise the product. For example, why color them and why give them names instead of calling them jelly bean number 1, 2, 3, 4, etc.?

Sample Viewing and Postviewing Activities:

5. Note-Taking and Postviewing Discussion): Play the video a second time. Ask students to write down the steps in the manufacturing process. Discuss how the factory assures quality control. Discuss why quality assurance is important in manufacturing.

6. Postviewing Discussion: Have students describe the favorite candies from their home countries. Compare to American candies. Discuss why certain candies are more popular or more available in one country than another. (Availability of honey, refined sugar, chocolate, butter, nuts, seeds, etc.) .

7. More Advanced Postviewing Discussion: Have students describe some foods they like because they are sweet, sour, bitter, or salty. Talk about the human addiction to sweet tastes. For example, babies become addicted to sugar the first time they taste it. Ask students to speculate about why the sweet taste is so important to humans. (Probably because sweet foods

41


provide quick energy that helped people survive in prehistory when food supplies were limited.) Explore the science of taste. Draw a rough outline of a tongue on the board and locate the different parts that tell our brain that we are eating sweet, sour, salty, or bitter foods. Explain that the tongue has receptor cells that send a message to the brain through the nerves. Ask them to think about why the front of the tongue is the part that identifies sweetness. (Connect to previous discussion about sweet foods and early human survival.)

8. Dedicated to Service: A Career inVeterinary MedicineToday’s Veterinarian, video resource manual Dedication to Service, CD

TOEFL & College Success 23 min. V47VB47A23

Dedicated to Service: A Career in Veterinary Medicine was prepared by the American Veterinary Medicine Association to acquaint students with career opportunities in veterinary medicine. The video highlights the vast array of employment opportunities for those who study veterinary medicine. The first part of the video focuses on different veterinary careers. The second part focuses on

the education needed for these careers.


TOEFL: Use the first part of the video with TOEFL students to provide a listening/lecture type experience.

TOEFL and College Success Students: Use the second part with TOEFL and College Success students for listening comprehension of discussion about required college course-work, admission processes, and personal attributes of successful veterinarians. Students should take notes as they would during a college lecture.

Resource Manual and CD: The short video resource manual, “Today’s Veterinarian,” contains descriptions of the wide number of careers open to veterinarians, including private practice, teaching and research, regulatory medicine, public health, and military service. The CD contains most of the print information in the video resource manual. Use it to supplement the video with reading and comprehension activities by playing it on the new TV/DVD players.

9. The Fed Today TOEFL 14 min. V48

The Fed Today is distributed by the Federal Reserve Bank, often referred to as the Fed. The Federal Reserve Bank is the nation’s central bank. The Fed is responsible for providing a stable and healthy banking system to create and maintain a strong economy.

The video is divided into three parts of 4-5 minutes each, making it ideal for TOEFL listening/lecture type experiences. Use only one part for each video lesson. The first part discusses the history of money in the United States. The second part discusses the structure of the Federal Reserve Bank, a public-private structure. The third part discusses the Fed’s role in setting national monetary policy.

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Students should take notes as they would during a college lecture.

10. Martin Luther King, Jr., Instructional Materials

Martin Luther King, Jr.’s birthday is usually celebrated on the third Monday in January. The Spanish-American Institute has the following material about Dr. King and the Civil Rights movement of the 1950s and 1960s available for classroom use:

School Newsletter: The January school Newsletter begins with a tribute to Martin Luther King, Jr., in the context of the 1950s and 1960s Civil Rights movement. The Newsletter also contains a poem by Langston Hughes, I, Too, Sing America that can be read and discussed by almost all ESL

levels. Subsequent January newsletters may contain additional material.

For more advanced students, the Newsletter includes discussion of and questions about of the word “civil” and the different denotations and connotations of the word “freedom.”

School Library Holdings: The Spanish-American Institute Library has the following holdings about Dr. King, one of which contains the text of the “I Have a Dream” speech:

Parting the Waters: America in the King Years, 1954-63. (973.0496 Tay)Pillar of Fire: America in the King Years, 1963-65. (323.1)

“I Have a Dream”: Writing and Speeches Than Changed the World (323.092)

“I Have A Dream” Speech: Written and audio copies of the justly famous “I Have A Dream” speech are easily found on the Web by typing in “I Have A Dream.” One site is: www.americanrhetoric.com/speeches/Ihaveadream.htm.

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http://www.americanrhetoric.com/speeches/Ihaveadream.htm


Other ESL Audio and Video Instructional Material

The following material belongs to older collections. Most of it dates from the 1980s. The material is still catalogued and available to ESL teachers.

1. Communicate: A Video Course in English, Volumes 1-42. Communicate: A Video Course in English, Volumes 5-83. English Plus4. Follow Me To San Francisco5. Open For Business6. Perfect English: How to Pronounce . . . 7. Side by Side8. True Voices9. Understanding Business and Personal Law10. Your Life in Your Hands

1. Communicate: A Video Course in English, Volumes 1-4 Volumes 1-4 are suitable for all ESL levels, with careful attention to readiness. The early

sections of each videotape are certainly suitable for ESL 1-3 and the later sections for ESL 3-4 and even 5, for review.

Teachers can judge the most appropriate level or section for their classes based on the structures used in focus questions. The focus questions are highlighted in the introductory sections of each segment called Focus and Snapshot. In reviewing the questions, please evaluate the complexity of the probable responses, as well. Some require facility with the past tense, others with the future, and still others with the conditional.

Teachers should start by identifying the segment (called a “level”) that encompasses curriculum elements being studied for new learning. It is a good idea to review one or more previous levels with the class before using the level selected for new learning. Because each level builds upon the material of the preceding levels, reviewing previous levels will enhance the learning context for students as well as enhance their confidence in dealing with new elements.

For example, level 3 uses the future with “going to” and the simple future. Students beginning to study the future tense might review levels 1 and 2 the week before and then view level 3 the next week for new learning. Only one level (unit) of new learning should be used each week . No more than three levels (units) should ever be shown in one week: one or two of review and one of new learning. TOEFL students, in particular, will benefit from the Screen Test listening questions at the end of each level.

Description: Communicate is a set of 8 videotapes (called “volumes”). The series gives ESL students an excellent opportunity to hear, repeat, and practice common English language expressions and vocabulary at a relaxed but steady pace. Scenes are cumulative in terms of activities and language. The series is particularly good for teaching intonation in questions and responses.

Volumes 1-4 are structured around questions using an organizing element in common:

Volume one questions using the conjunction “or” Volume two questions requiring a “yes/no” response Volume three questions using “wh—“ words Volume four questions making requests

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Each volume is divided into “levels” that build upon the material of all the preceding levels. Think of these levels as chapters, units, or sections in a book, not as traditional ESL levels. There are a total of 12 “levels.” Each lasts about 12 minutes. Familiar scenes are repeated using increasingly complex material at higher levels with in each volume and in higher volume numbers.

Organization: Each of Volumes’ 1-4 levels last about 12 minutes. Each level contains sections called:

Focus--identification of the targeted structural glue, e.g., the conjunction “or” SnapShot--4 or more very short vignettes modeling the targeted structures, e.g., “Smoking

or non-smoking?,” “Young or old?” Slo-Mo--

Listening Review--repetition of previously watched scenes Speaking Practice--opportunity for oral repetition Screen Play--opportunity for oral responses

Film Clip--a short scene that models the use of the targeted structure through an everyday event. Outtakes--additional phrases or sentences using the targeted structure Screen Test—short scenes based on the preceding material and followed by questions with

a choice of 4 different answers given orallyo Tea Time—a silent visual interlude that marks the transition between each level.

Volumes 1-4: Structures and Questions By Volume and By Level Within Volumes

Volume & Level Snap Shot Questions

Vol. 1-Focus on “or”1

Smoking or non-smoking?Large or small coke?One-way or round trip?Young or old?

2 Would you like soup or salad?Do you prefer an aisle seat or a window seat?Would you like tens or twenties?Locked or unlocked?

3 Is that a personal or business account?Is it going to be formal or casual?Will you be in the restaurant or the lounge?Is that for here or to go?

4 (Reprises questions levels 1-3 with appropriate responses in the negative.)

Vol. 2-Focus on “yes/no”5

Do you have a reservation?Are you going to wear this?And do you have any luggage to check?Did you get the license number?

6 Is a check all right?Got ID tags on your bags?May I help you?Have you been helped?

7 Can I get you a tag for your carry-on luggage?How about Monday?How about a lid for the shake?Can I get someone to help you with your bags?

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Vol. 3-Focus on “wh—“8

What would you like?Why did you do that?When can you start?What’s your last name?

9 What can I do for you?How many do you want?What size are you looking for?Late for what?

10 What do you think about these colors together?How would you like to pay for this?How are you getting there?What kind of dressing would you like?

Volume 4-Focus on “requests”

11 Just your name, please.Can I get a receipt, please?Could you tell me your passport number?Could you get me a size smaller, please?Could you tell me how much is in my savings account, please?Excuse me. Could I get another key, please?

12 If you’ll wait, I’ll have someone else help you.I’m looking for detective Jack Rand?Can you tell me about what time it happened?Can I get a 7 o’clock wake up call?Would you gift-wrap it please?

2. Communicate: A Video Course in English, Volumes 5-8

Volumes 5-8 are suitable for ESL 3 and above, with careful attention to readiness. Teacher familiarity with each segment is critical. Because of the cumulative nature of the material, it is recommended that teachers plan to use several or all of the volumes during the course of a teaching cycle.

Teachers can judge the most appropriate level or section for their classes based on the topic, complexity of treatment, and duration. Topics are highlighted in the introductory sections of each segment typically called Keyword or Focus and Close-up. Where Volumes 1-4 levels (units) run about 12 minutes, those in Volumes 5-8 last about 25 minutes each. As a result, there are only two levels (units) per tape.

TOEFL students, in particular, will benefit from the Multiple Choice Comprehension Checkup questions at the end of each level. Description: Volumes 5-8 of Communicate are organized around everyday expressions and situations that generate questions, responses, apologies, inquiries, and other language of social interaction. As in Volumes 1-4, the videos continue to emphasize question formation and intonation. Likewise, scenes are cumulative in terms of events, activities, and language complexity. However, Volumes 5-8 contain dialogue of much greater complexity and length than the earlier ones.

Organization: Each of Volume 5-8’s levels last about 25 minutes.

Generally, each level:

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introduces the material to be covered; repeats the material clearly in “Try-Outs;” expands the material with questions and answers; and reviews the material through repetition, questions, and answers.

Specifically, each level contains sections similar to those in Volumes 1-4 but called by different names such as:

Key Word/Focus--identification of the targeted structural glue, e.g., the word “sorry” Close-up—scenes representing situations that illustrate uses and responses to the key word Try-Outs--

Close-up Review--repetition of previously watched scenes Rehearsal--opportunity to speak along You Speak--opportunity for oral responses Close-up Review

Storyboard--a short scene that models the use of the targeted structure through an everyday event. Checkup—a 10-minute review with subtitles of the key expressions

Video Multiple Choice Comprehension Checkup—short scenes based on the preceding material and followed by questions with a choice of 4 different answers given orally

Break—an attractive silent visual interlude that marks the transition between levels.

Remember that the term “level” is used in place of chapter or unit in the Communicate series. It does not correspond to ESL levels as used at the Spanish-American Institute.

Volumes 5-8: Focuses

Volume 5 Level 1 “Sorry” & expressions of regret Level 2 Expressing politeness and courtesyVolume 6 Level 3 Finding places Level 4 Giving directionsVolume 7 Level 5 Handling problems Level 6 Buying thingsVolume 8 Level 7 Transportation Level 8 Using the Telephone

3. English Plus . This video consists of 12 units suitable for ESL level 1 (as new material) or for ESL 2-3 (as review material).

Description: Each of the twelve (12) units are divided into two 30 minute parts. The 30 minutes can be further broken down into two approximately 15 minute parts (see below). This makes it possible for teacher to introduce material prior to viewing the video and to ask questions, expand material, and discuss material after viewing the video.

The material covers: the use of numbers colors the question form positive and negative responses

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common contractions the use of the possessive pronoun telling time the use of verbs ending in "ing" use of the past tense of verbs giving and following directions use of the verbs "HAVE" the use of "to have to" the use of "does"

Organization:

Part 1

lesson 1lesson 2lesson 3

Getting StartedIn The StoreMoney Talk } approximately 15 minutes

lesson 4Lesson 5Lesson 6

Important Questions At A PartyIn The Restaurant } approximately 15 minutes

Part 2


The Telephone CallThe Baseball GameFinding Your Way } approximately 15 minutes


Let's Talk IdiomsPlanning A TripIn The Hotel } approximately 15 minutes

4. Follow Me To San Francisco Suitability: Most suitable for ESL 4 and above, with appropriate adjustment of teaching activities. For example, lower level students can describe situations and discuss literal meanings. More advanced students can explain the more abstract nature of the characters’ motivations and interpersonal relationships, summarize episodes, make cultural comparisons, etc.

Description: Despite a 1981 production date, Follow Me To San Francisco is not dated. The 1980s casual dress looks surprisingly modern (a bit like The Gap meets Banana Republic). Dialogue consists of everyday spoken English delivered at natural conversational speed.

Follow Me To San Francisco links 10 episodes of about 5 minutes each in soap opera format. The episodes trace the experiences of a naïve young man from a small town in the Midwest who spends some time in San Francisco after graduating high school. Each episode has:

a short opening narration, usually referring to a previous episode; a dramatized portion of the unfolding soap opera drama; and a short closing section in which the narrator poses three questions that focus on the next

episode.

Each episode ends with a series of questions in the future tense (Will Pat date Tom? Will Tom get a job?) and begins with a synopsis of the previous episode in the past tense.

Organization and Summary: 48


1. “Let Me Show You The Way” Tom, an 18 year old from Indiana, arrives at the San Francisco bus station. He tries to phone his sister from the station. As he decides to go directly to her apartment, he encounters a stranger, an older man who persistently asks him if he needs help and insists on taking him where he is going.

2. “You Haven’t Changed A Bit”Jane is happy to see her brother but startled by the annoying stranger. She has trouble convincing him to leave. Jane and Tom go to the bank to cash a check before leaving for dinner at a Chinese restaurant with her (female) roommate, Pat.

3. “Meet My Roommate”At the restaurant, Tom gets an introduction to an exotic cuisine (exotic to him, anyway), to chop sticks, and to people who don’t speak English as their first language. He meets his sister’s roommate Pat who is studying for her master’s in engineering. His sister is somewhat surprised at his announcement that he plans to stay in San Francisco for a while.

4. “Get A Place of Your Own”Tom has overstayed his welcome in Jane and Pat’s apartment. When Jane confronts him, they both agree he should look for an apartment and a job.

5. “We’ll Be Working Together”Tom gets an apartment and a job at the gas station where Pat also works--a woman in a “man’s” job. Pat is uncomfortable about the prospect of working with him but Tom is too naïve to read her signs of distress.

6. “It’s Not My Fault” Pat gets laid off when the gas station owner decides to replace her with a man—Tom. To cheer her up, Tom invites her to see his apartment. He borrows Jane’s car and has an accident when the old lady whom he met on the bus trip to San Francisco hits him. Pat insists on taking him to the hospital.

7. “You’re Terrific”At the hospital, the doctor thinks Pat is his girlfriend. Tom continues to misinterpret her friendly behavior as something more. When he tries to tell her how much he really likes her, she is relieved to have the conversation interrupted by Jane’s arrival.

8. “Read Before You Sign”Tom buys an expensive stereo system “on credit” without reading the credit agreement in advance. He cooks dinner at his new apartment for Jane and Pat. Jane is angry that he signed a credit agreement for something he cannot afford without reading it. When leaving, Pat tells Tom they need “to talk some things over.” Misreading her intentions, Tom schedules a lunch date at the Chinese restaurant “where we first met.”

9. “You’re Right”Pat interviews for and gets a good job at an engineering firm. She tells Tom the good news. He is upset when she tells him she can be his friend but not his girlfriend. Tom decides to go back to Indiana and start college there.

10. “I Know Exactly Where I Am”Jane and Pat see Tom off at the bus station. He runs after a “man” who appears to have stolen his suitcase only to encounter the attractive young woman who took it by mistake. Will she be on the bus to Indiana with him t? As he is getting ready to board the bus, he encounters the mysterious old man, the stranger whom he met when he first arrived. Not recognizing him, the old man again asks him if he needs help.

5. Open For Business . Suitability: Most suitable for ESL 5 and above, including TOEFL.

Description: Open for Business consists of two videotapes designed for business students. The tapes are suitable for ESL students with appropriate adaptation by the teacher. Teachers may wish

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to remind students that listening to the videotape is somewhat like listening to material that they will encounter in college lectures and classes.

Each videotape has three episodes dedicated to various aspects of entrepreneurship. Episodes are informative with good visuals. The interviews, demonstrations, and dialogue do not require a prior knowledge of business. However, teachers should review episodes carefully for business vocabulary and contexts that may be new to students.

Organization: Tape I1. “Is It For You?”—assessing one’s personal potential for business2. “How Do You Start?”—types of ownership3. “Do You Know Your Market”—market analysis

Tape II4. “What’s Your Plan?”—developing a business plan5. “What’s Your Bottom Line?”6. “How Do You Keep It Going?”

6. Perfect English: How To Pronounce Vowels, Diphthongs, and Word Endings

Perfect English Pronunciation provides ideal practice for those learning proper pronunciation. Each sound can be individually accessed as a lesson or practice drill. This series has been produced under the supervision of a panel of speech/language pathologists. The phonetic symbol for each sound is shown on the videotape jacket (reproduced in this announcement) and on each sound lesson title. The comprehensive and visual nature of this program makes it unique as a teaching aid.

7. Side by Side TV . Suitability: Level 1 videotapes suitable for ESL 1-3; level 2 videotapes suitable for level 4 review.

Description: Side by Side TV is a fictional television channel that offers varied programs to provide language instruction in an entertaining fashion. In four videotapes, the series provides a sequenced progression of grammatical structures and vocabulary. It presents language in a mix of short clearly focused segments consisting of model conversations, short scenes and sketches, on-location interviews, news reports, rap numbers, and music videos. Each of its 52 segments includes some or all of these formats.

The following provides a very brief summary of each segment’s curriculum elements only. Two additional instructional resources are available:

Extensive summaries of each video segment with suggested exercises are provided in the Resource Manual in the Bookstore. Faculty can also request a copy of the Manual from Dr. Prager.

Side by Side TV Video Workbooks are also available for consultation in the Bookstore. They may be checked out with the relevant videotapes.

Organization:

Level 1, Part A Segments

Major Curriculum Elements

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1 Personal introductions with “to be,” possessives “my” and “your,” numbers for addresses and phone numbers, question intonation

2 “to be” present tense with subject pronouns3 Contracted forms of “to be”4 Present continuous, the “ch” sound5 “to be’ with short answers, possessive adjectives6 Adjectives, antonyms, “yes/no” questions, short answers7 “Yes/no” questions, short answers8 Prepositions of location, review of present continuous9 Adverbs of location, “there is/there are”10 Singular/plurals with “there is/there are”11 Singular/plural, asking questions by intonation in declarative sentences12 “this/that/these/those”13 The simple present, with and without auxiliary “to do”

Level 1, Part BSegments

14 Simple present, “yes/no” questions, questions with interrogative pronouns, negatives, short answers

15 Questions with interrogative pronouns and simple present16 Object pronouns, adverbs of frequency, simple present17 Have/has18 Simple present vs. present continuous, adjectives19 Simple present vs. present continuous (con’t.)20 Can21 “have to,” can22 Future with “going to”23 Future with “going to,” “want to”24 Past tense of regular and irregular verbs25 Past tense questions, short answers, more irregular verbs26 “to be” past tense

Level 2, Part ASegments

27 Past, present, future28 Indirect object pronouns29 Count/non-count nouns30 Count/non-count nouns31 Partitives, count and non-count nouns32 Count-non-count nouns, imperatives33 Future tense with “will”34 Might, future tense with “will”35 Comparatives36 Comparatives, “should,” possessive pronouns37 Superlatives38 Superlatives39 directions

Level 2, Part BSegments

40 Directions41 Adverb comparatives, agent nouns42 “if” clauses43 Past continuous44 Reflexive pronouns, “while” clauses, past continuous45 “be able to,” “too”+adjective46 “have got to”

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47 Count/non-count nouns (see also segments 29-31)48 “must” vs. “should”49 Future continuous50 Future continuous51 Pronouns and verb tense reviews52 “some/any”

8. True Voices

Suitability: ESL 1 through TOEFL, depending upon the videotape level.

Videotape Level Corresponding ESL LevelBasic 1-2

1 2-32 3-43 4-54 5 and above, TOEFL

listening comprehension

Description: True Voices, a five-level video series for young adults and adults, was designed specifically for international students. Each unit builds students’ understanding of real language through several steps. The emphasis is on social language. Short segments gradually progress from easy to understand language to more challenging authentic, unscripted excerpts.

A copy of the True Voices Video Guide for each videotape level is taped inside the front cover of the True Voices Video Workbook available in the bookstore. The Guides and Workbooks may be borrowed and returned along with their corresponding videotapes.

Each Guide contains complete video scripts, language and culture notes, and teaching tips. It also contains activities for each video segment that link viewing with language practice. The Workbook includes previewing, comprehension, and language reinforcement activities.

Organization: Each 10-unit video is organized differently.

True Voices Basic’s 10 units have 4 segments each—Vocabulary Game, Conversations, Video Story, and interviews. “Interviews” are short on-the-street conversations with real people.

True Voices 1 and 2’s units have 2 segments each—Interactions and Views. “Interactions” are scripted and rehearsed dramatic episodes and improvised conversations using the social language and grammar of the unit. “Views” are narrated features on general subjects and interviews with people on the street relating to the subjects of the features.

True Voices 3 and 4’s units contain Interactions, Panel Discussions, and Real TV. In “Panel Discussions,” people share their views about topics in unrehearsed format. “Real TV” presents formal discussions of the topic.

The table below summarizes language and grammar topics covered in each unit. For a full description, including a copy of each video transcript, please consult its companion Video Guide and Video Workbook

Video Units ESL Levels Curriculum Elements

True Voices Basic 1-2

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1 Names and occupations, “to be” singular2 Relationships, “to be” plural3 Places and things, “to be” negative, “it is”4 Events and time, “there is”5 Activities, Present continuous6 Foods and drinks, simple present7 Clothes

“this/that/these/those,” simple present & present continuous8 Sickness and health, imperatives9 Weather, past tense10 Future activities, “be going to”

True Voices 1 2-31 Making introductions, scenes and views

“to be”2 Identifying yourself on the phone, agreeing to meet, stating

the time, eating out“there is/there are”

3 Making suggestions, stating commands, the supermarketImperative, “Let’s,”

4 Apologizing, offering to call back later, giving directions, cattle ranchesPresent continuous

5 Stating likes and dislikes, the culture mixSimple present tense

6 Requesting an appointment, describing an ailment, Frequency adverbs, future with “be going to”

7 Expressing obligations, expressing regrets, the great outdoors “can,” “have to”

8 Getting someone’s attention, asking about price, agreeing to buy, expressing disbelief, computers“some/any,” “this/that/these/those”

9 Apologizing, traditional craftsPast tense of “to be”

10 Talking about recent activities, empathizingSimple past tense

True Voices 2 3-4

1 Making, accepting, & declining an invitation, college Past continuous

2 Offering help, asking for a favor, an island vacation“will” for willingness & for the future

3 Exchanging something in a store, stating a problem, coming to an agreement, the mallComparative of adjectives

4 Asking about someone’s absence, offering sympathy, suggesting a course of action, scenic treasuresPresent perfect

5 Asking for advice, giving advice, suggesting an alternative, a big city“could” & “should”

6 Apologizing, confirming identity, car manufactureNegative “yes/no” questions, negative questions with “why”

7 Expressing preferences, giving warnings, fitness“would rather,” “had better”

8 Making a complaint, offering a solution, agricultureThe real conditional

9 Expressing likes and dislikes, commuting to work

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Gerunds10 Expressing future ability & future obligation, a fishing

village“will be able to,” “will have to”

True Voices 3 4-51 Making and agreeing to polite requests, asking someone to

repeat, asking for advice, making a suggestion, mannersPresent perfect continuous

2 Giving an opinion, expressing certainty, the environmentPassive voice

3 Giving an opinion, confirming location, cleanliness and food preparation“Might,” tag questions

4 Confirming information, expressing surprise at a change, work environments & telecommutingComparison with “as,” “used to”

5 Persuading someone not to act impulsively, empathizing, suggesting a course of action, persuading someone not to do something, honestyThe present unreal conditional

6 Asking about someone’s identity, offering and making an explanation or suggestion, offering and accepting help, culture and cultural differencesEmbedded questions

7 Expressing irritation, drawing conclusions, giving surprising information, expressing surprise, vacations “must/can’t,” “must/should”

8 Describing a person’s qualities, good deeds Adjective clauses

9 Taking about intention, expressing concern for someone, empathizing, making a date, age & birthdays“was going to” and “would” + a base form

10 Asking for and agreeing to a promise, practical jokesInfinitives

True Voices 4 5 & above1 Offering to introduce someone, describing a relationship,

making a formal introduction, namesThe past perfect

2 Expressing regret, nature vs. nurture“should have/could have”

3 Speculating about possibilities, heroes“must have/might have”

4 Disagreeing politely, expressing skepticism The passive voice, passive voice with models

5 Stating a problem, asking for a favor“must, have, let, help, & get,” the passive causative

6 Making a complaintAdjective clauses, reduced adjective clauses

7 Offering help, confirming information, memoryThe past unreal conditional

8 Explaining what you like or don’t like about something, acknowledging another’s point of view, museumsAdverbial clauses

9 Expressing uncertainty about an event’s outcome, offering support, expressing confidence, job interviews and workplace fashion

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Quoted and reported speech, verb changes in reported speech, “be supposed to”

10 Making an excuse, suggesting an alternative, introducing new information, musical tastes Gerunds and infinitives

9. Understanding Business and Personal Law: Cases From the People’s Court (1988)

Suitability: Most suitable for ESL 6 and above, including TOEFL. Does not require any knowledge of the law. However, teachers should introduce common legal vocabulary such as: defendant, plaintiff, judge, your honor, judgment, burden of proof, civil case, dispute, sue, sworn, breach of contract.

Description: Although keyed to an introduction to law text, Understanding Business and Personal Law provides interesting listening experiences for advanced ESL students as well as useful introductions to American civil law. The videotape covers 10 real cases, each heard by the same judge in an actual “people’s court.” A reporter introduces each 5-6 minute case to the audience. Before the judge renders a decision, the tape can be stopped and students can discuss its merits, then listen and compare their positions to the judge’s ruling.

Organization:

1. “Who Put The Water In The Gas Tank?”A young man sues a gas station owner, insisting that his car broke down because he was sold gas mixed with water.2. “The Goofed Up Wedding Gig”A young couple sue because the band they hired never showed up at their wedding.

3. “The Boat That Didn’t Float”A man sues a boat dealer, claiming that his new ski boat almost sank the first time he took it out. 4. “Polly Wants A Doctor”The defendants refuse to pay a pet store because they claim the owner sold them a sick parrot.

5. “The Lamps That Got Away”A couple sue the storeowner who took their deposit for lamps but then sold them to someone else. 6. “The Terrified Tenants”A landlord claims that his tenants broke their lease and owe him money. The former tenants claim they did so out of fear and accuse him of the real breach of contract.

7. “Get Out of My Space”A plaintiff claims that his car was illegally towed from a disputed parking space by a man who insists he has had the rights to the space for more than 12 years. 8. “The Big Payoff”The plaintiffs claim that they had to pay a tenant an exorbitant amount to get her to leave a house that they sold while she had a lease. They are trying to recover some of the money that they paid her.

9. “The Missing Mother’s Helper”The plaintiff claims that the defendants refuse to pay him a finder’s fee for recruiting a mother’s helper for them. They claim they don’t owe him any fee because she left after working only 10 days.10. “The Last Will and Testament”A friend tries to collect the money she lent a now dead friend from her estate. (Requires some introduction to contextual vocabulary, including words such as: estate, executor, probate, will and testament, promissory note).

10. Your Life In Your Hands (1984)

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Suitability: Level 2-3 and more advanced ESL levels. Students should have working familiarity with the simple past tense. Activities and outcomes should differ for different ESL levels. For example, levels 2 & 3 should focus more on literal meanings, simple tenses, and common expressions. Advanced students should analyze and discuss more elusive meanings, emotional undertones, and character revelations.

Description: Your Life In Your Hands consists of 15 units on two videotapes. Units run from about 8-12 minutes each. Most units have three parts:

1. A silent component that previews scenes without dialogue (with a few subtitles to help determine meaning).

2. A sound component of complete scenes with easy to follow dialogue. 3. A profiles/focus component in which characters respond to questions posed by an off-

screen interviewer. Their responses reveal how they feel about their various encounters with each other and about their problems in forming mature adult identities.

Your Life In Your Hands revolves around the intertwining lives of three young adults who live in the same apartment building in New York City--Jane, Kitty, and Serge. They work, socialize, and begin and end relationships. Jane and Kitty consult a fortuneteller who reads their palms to determine their lives “from their hands.” In the end, each of them comes to understand the extent to which your life is really “in your hands.”

The characters express their thoughts in natural everyday language. Most dialogue uses simple tenses. The three-part approach to each unit facilitates language teaching and learning. The first part without sound prepares students for the longer segment with sound. It also offers opportunities to study non-verbal cues and expression. The concluding monologues encourage students to think about what has happened. In addition, the introspective monologues allow students to explore the language of feeling and emotion.

Part 1, Tape 1

Unit 1: Serge, a young man from Toronto, arrives in front of his uncle’s New York City apartment building. Moving in, he literally bumps into a young woman (Kitty) who lives in the building. He takes her to meet his uncle and his uncle’s lady friend.

Unit 2 (starts c. 11:00): Jane, another neighbor and Kitty’s friend, reads Kitty’s note about having located a good fortuneteller. The fortuneteller reads Jane’s palm and tells her that she has a lot of creative talent. She also tells her that her current boyfriend Barry is not good for her but (of course) there is a tall, dark, handsome stranger in her future.

Unit 3 (starts c. 18:00): Jane works as a waitress for an angry nasty boss. She takes a phone call from Barry who cancels their date. Her boss accuses her of ignoring and insulting two customers who have left. Jane knows they left because of a personal argument. She quits before being fired.

Unit 4 (starts c. 26:00): Serge drops by Kitty’s apartment. Kitty suggests he meet her boss, a film director, who needs someone for a small part. As he is leaving, Serge meets Kitty coming into the apartment. She tells Jane about losing her job and about visiting the fortuneteller. It seems each has a handsome man in her future.

Unit 5 (starts c. 33:30): Jane and Barry walk in the park. They argue. Jane ends their relationship because he has lied about the reasons for breaking their date (another woman, of course). Serge auditions for the film role of a man who has trouble meeting women because he makes them uncomfortable. He tells Kitty that he got the part and invites her to go with him and his uncle to visit his cousin in Westchester.

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Unit 6 (starts c. 43:30): Serge, Kitty, his uncle, and his uncle’s girlfriend ride in his truck to Westchester county. Kitty is upset to learn about Serge’s fiancée Ann in Toronto.

Unit 7 (starts c. 55:30): Kitty decides that she and Serge can be friends, even though he is engaged. She invites him, Jane, and her boss Paul to dinner. Paul asks Jane if she would like to replace an injured actress in a small part in his film.

Unit 8 (starts c. 1:03:30): Serge gets a letter from Ann saying that she will never come to New York. Kitty tries to cheer him up. They decide to go to the movies.

Part 2, Tape 2

Unit 1: This 8-minute unit repeats key scenes from Part 1’s eight units. It provides opportunity for review and summary.

Unit 2 (starts c. 8:00): Jane and Serge rehearse the film’s travel agency scene. Serge asks Paul if he likes Jane and Kitty asks Jane if she likes Paul. Kitty tells Jane she is going to a party with Serge.

Unit 3 (starts c. 15:30): Paul calls Jane. She is disappointed in the conversation. She looks through the help wanted ads and makes an appointment for a job interview. The interview does not go well.

Unit 4 (starts c. 27:00): Jane and Kitty are exercising. Paul comes by to invite Jane to go to the Guggenheim museum with him next Monday.

Unit 5 (starts c. 35:00)Jane and Paul go to the museum. They reveal a lot about themselves through their discussion of the paintings. They meet an old friend of Paul’s, an art book editor looking for an assistant. Jane and Paul walk in the park and talk about their childhoods.

Unit 6 (starts c. 46:30)Jane interviews for the job at Palette Press. She thinks she recognizes an artist who works there, the fortuneteller Maria Vogel.

Unit 7 (starts c. 53:30: Almost everyone from the series comes together at the party, including the mysterious Maria Vogel.

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Authentic and Other Commercial Full-Length Films

The Institute does not encourage faculty to use authentic (commercial films). Preparing video lessons is a difficult process, requiring a great deal of sophisticated planning. At best, good practice demands that teachers show only a short (5-10 min.) video segment from a commercial video. In general, video lessons should follow activities modeled by NorthStar video Student Activity Sheets.

In the unusual event that showing segments of commercial videos is justified or necessary, the following books are available to help with the necessary thoughtful lesson planning. Instructors may borrow these books through the Library.

To be effective ESL teaching vehicles, authentic films must be adapted to the ESL classroom. Adapting authentic films requires attention to some or all of the following:

pre-viewing reading, writing, and discussion activities; mid-viewing focus upon selected portion of the films; mid- and post-viewing structured discussion and follow-up exercises.

Students should never look at the film for more than 5-10 minutes. Before that, they should have completed several class sessions of pre-viewing activities. Conceivably, an instructor could spread these activities over several days.

The Spanish-American Institute owns each of the films referenced in these two books. However, if used at all, we ask that faculty prepare comprehensive lessons in accordance with the principles of good practice discussed in these books.

Five Star Films: An Intermediate Listening/Speaking Text: Five Star Films contains pre-viewing, mid-viewing, and post-viewing activities for To Kill A Mockingbird.. Activities include the following:

A reading to get things started Vocabulary and idiom lists and exercises Simple writing activities such as dialogue completion Structured discussion exercises Group work exercises Important script line focusing exercises

American Picture Show: A Cultural Reader: American Picture Show contains advanced activities for The Milagros Beanfield Wars, Children of A Lesser God, and A Coalminer's Daughter. Readings have been selected to emphasize aspects of American culture depicted in the films. Since it is designed for upper level ESL students preparing to enter American colleges and universities, American Picture Show contains advanced reading and writing activities. Each chapter ends with a list of comprehensive essay questions of TOEFL level difficulty.

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Five Star Films: An Intermediate Listening/Speaking Text: Five Star Films contains pre-viewing, mid-viewing, and post-viewing activities for To Kill A Mockingbird.. Activities include the following:

A reading to get things started Vocabulary and idiom lists and exercises Simple writing activities such as dialogue completion Structured discussion exercises Group work exercises Important script line focusing exercises

American Picture Show: A Cultural Reader: American Picture Show contains more advanced activities for The Milagros Beanfield Wars, Children of A Lesser God, and A Coalminer's Daughter. Readings have been selected to emphasize aspects of American culture depicted in the films. Since it is designed for upper level ESL students preparing to enter American colleges and universities, American Picture Show contains advanced reading and writing activities. Each chapter ends with a list of comprehensive essay questions. Each chapter ends with a list of comprehensive essay questions of TOEFL level difficulty.

Children of A Lesser God

An idealistic teacher in a school for the hearing-impaired students believes he can teach anyone to speak and read lips to function in the hearing world. Initially, he faces opposition from the school's principal. He also faces the challenge of convincing a bright deaf-mute school graduate still on campus doing menial work that she can function in the hearing world. Their encounter provides the film with a love theme.

Teaching Resource: Chapter 2, "Rethinking Disabilities," pp. 33-62, American Picture Show: A Cultural Reader, available in the Library. The text provides several pre-, mid-, and post-viewing activities including visual material, vocabulary development, 4 readings passages, structured writing activities, and two movie reviews.

A Coalminer's Daughter

The movie is set in a poor coal-mining town in the Kentucky mountains in Appalachia, one of the most impoverished areas in the United States. It depicts the face of rural poverty through the love story of a 13-year-old daughter of a coal miner and a veteran just returned from fighting in WWII.

Teaching Resource: Chapter 7, "The Faces of Rural Poverty," pp.181-214, American Picture Show: A Cultural Reader, available in the Library. The text provides several pre-, mid-, and post-viewing activities including visuals, vocabulary development, 3 readings passages, structured writing activities, and two movie reviews

To Kill A Mockingbird

To Kill A Mockingbird depicts issues of race and racial discrimination in terms of the moral dilemmas faced by whites and African-Americans when a white lawyer defends a black client in the South in the period before the civil rights movement. The film is seen through the eyes of children in the rural South as well as adults. The film is shot deliberately in black and white, although produced in 1962.

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Teaching Resource: Chapter 3, pp.51-78, Five Star Films: An Intermediate Listening/Speaking Text available in the Library. The text provides several pre-, mid-, and post-viewing activities including visuals; vocabulary development; readings, including Martin Luther Kings Jr.'s I Have A Dream speech; and multiple listening, speaking and writing activities related to each scene of the film. Teachers may also borrow an audiotape of the King speech.

The Milagro Beanfield Wars

The film is set in a small dying town in New Mexico, home to impoverished Chicano inhabitants. The film pits the interests of poor immigrant farmers and water rights against the interests of land developers. The title refers to the accidental spilling of water from an irrigation ditch onto an old dried up bean field that grows bountiful again and inspires a "war" against the state and its support of land developers.

Teaching Support Material: Chapter 63-88, "Whose Land Is It Anyway?," American Picture Show: A Cultural Reader, available in the Library. The text provides several pre-, mid-, and post-viewing activities including visuals, vocabulary development, 3 readings passages, structured writing activities, and two movie reviews.

We All Came to America

Short segments of the 60-minute film should be shown in any single video lesson, in conjunction with structured learning activities that reinforce writing and listening skills. Teacher familiarity with the film is critical. Teachers should provide students with key information and terms before each viewing session. For example, before showing the earlier part of the film, it is advisable to provide students with some key dates and terms (e.g., Pilgrims, Huguenots, Founding Fathers, Irish potato blight, “transportation”—the English practice of forced transportation of criminals and other to the colonies, etc.). It might also be useful to repeat sections of the videotape after discussion to reinforce understanding and learning.

Description: We All Came to America traces the history of immigration to America, from the 17th century forward. It provides a visually compelling explanation of how everyone in the United States is the product of immigration from another continent. The film explores how the greatest mass migrations in history have shaped a new society and a new world. The film also frankly explores the often hostile reception given to new arrivals by those descended from earlier immigrant populations.

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Pronunciation Materials

Review the audio-cassette material before using it in class. The teaching strategies and materials of the following packages vary widely. Teachers should become familiar with teaching objectives and strategies before using the tapes in class. Except for the last item, which stresses simple drill and practice, the material does not encourage rote pronunciation. Instead, the materials encourage listening, speaking, and writing as well as pronunciation.

Devote no more than 10-15 minutes of class time to pronunciation activity (including listening, speaking, and writing). It is far better to repeat the same material twice during the week than to exceed 10-15 minutes each session.

American Accent Training: A guide to speaking and pronouncing colloquial American English: American Accent Training includes 5 compact disks and a 198-page book divided into 13 chapters. The set is intended more for teacher than for classroom use.

American English Pronunciation: It's No Good Unless You're Understood: American English Pronunciation consists of 5 audiocassettes plus a 337-page book. The book does not reference tape locations. Please consult the book for specific covered topics.

American English Pronunciation Program: For Speakers of English As A Second Language and Native Speakers With Strong Regional Accents: American English Pronunciation Program contains six 60-minute cassettes and a brief reference guide. The reference guide covers the material in Sections One and Two (cassettes 1-3) on Vowels and Consonants only. The other cassettes cover Linking, Reduced English, and Intonation.

The American Accent Guide: A Comprehensive Course on the Sound System of American English: The American Accent Guide is a complete book and audio instruction program. The Guide consists of a manual and 8 cassettes with more than 7 hours total of audio instruction. Students are lead through a variety of exercises involving listening and repeating, listening and responding, and other interactions. Each section is complete in itself but also references the previous sections. For most effective learning, use lessons in sequence within units.

The book contains 8 sections, each with a corresponding audiocassette. Please consult the book for the extensive material listed in each of the following sections and cassettes:

Hummingbird. Hummingbird contains two cassettes accompanied by rock and pop music.

Pronounce It Perfectly in English (best for beginner through intermediate classes): Pronounce It Perfectly in English is a cassette and book program emphasizing speaking, sound discrimination, and accurate sound creation. The material stresses simple repetition of sounds out of context divided into the following sections on three 90-minute cassettes: Vowel Sounds, Consonant Sounds, Stress Patterns, and Intonations Patterns. While geared to lower level classes, the coverage is extensive within each of the 4 sections.

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