SIDE BY SIDE GAZETTE 97

Text Pages 3336: Side by Side Gazette

1. Have students talk about the title of the
article and the accompanying photograph.
2. You may choose to introduce the following
new vocabulary beforehand, or have students
encounter it within the context of the article:
earthquake
economic
flood
flow (n)
for example
foreign
foreign born
historic
immigrant
immigration
living conditions
marry
native
natural disaster
political
public school
reason
republic
total
war
Places Around the World
Africa
Albania
Asia
Bulgaria
Eastern Europe
former Soviet republics
Latin America
Middle East
Moldova
North Africa
Saudi Arabia
Ukraine
Western Europe
1. Have students read silently, or follow along
silently as the article is read aloud by you, by
one or more students, or on the audio
program.
2. Ask students if they have any questions and
check understanding of new vocabulary.
Show the class a world map and have
students identify the locations of all the place
names mentioned in the article.
3. Check students comprehension by asking the
following questions:
Why do people move to other countries?
What are examples of natural disasters?
Name three different flows of immigrants.
Where do immigrants often live in their new
countries?
What changes do immigrants bring to their
new neighborhoods?
In the Los Angeles public schools, how many
different languages do children speak?
How many people in New York are foreign
born?
1. World Map
Cut out seven large arrows that can be taped to
a large world map. Have students tape the
arrows on the world map to indicate the flows
of immigrants according to the feature article.
2. Class Discussion
a. In small groups, have students discuss the
following questions:
Are there immigrants in your city, your town,
or your neighborhood?
Where do these immigrants come from?
Why did they come to your country?
What changes have they brought to your
community?
b. Have the groups report back to the class.
READING THE ARTICLE
PREVIEWING THE ARTICLE
FEATURE ARTICLE
Immigration Around the World
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98 SIDE BY SIDE GAZETTE
1. Have students talk about the title of the
article and the accompanying photograph.
2. You may choose to introduce the following
new vocabulary beforehand, or have students
encounter it within the context of the article:
check
come through
document
former
harbor
immigration official
island
medical examination
official
pass through
reception hall
Places Around the World
Austria
Austria-Hungary
England
Germany
Hungary
Ireland
Italy
Russia
1. Have students read silently, or follow along
silently as the article is read aloud by you, by
one or more students, or on the audio
program.
2. Ask students if they have any questions and
check understanding of new vocabulary.
Show the class a world map and have
students identify the locations of all the place
names.
3. Check students comprehension by having
them decide if the following statements are
true or false:
Ellis Island was an immigration center in
the United States. (True)
Ellis Island was an immigration center for
75 years. (False)
At Ellis Island, officials checked immigrants
health and their documents. (True)
Some immigrants couldnt stay in the
United States. (True)
Most immigrants who came through Ellis
Island were from the Soviet Republics.
(False)
Forty percent of the present U.S. population
came through Ellis Island. (False)
Class Discussion
1. In small groups, have students discuss the
following questions:
How do you think immigrants traveled to Ellis
Island?
What do you think they brought with them?
How do you think they felt when immigration
officials checked their documents and gave
them medical exams?
Which immigrants probably had to return to
their countries?
2. Have the groups report back to the class.
1. Before reading the Fact File, show the class a
world map. Have students identify the
locations of the following place names:
Australia
Canada
France
Germany
Saudi Arabia
the United States
2. Have students rank the countries according
to which they believe would have the largest
immigrant populations. Write students
ideas on the board. Then have students read
the table on text page 33 to check their
predictions.
FACT FILE Countries with
Large Number of Immigrants
READING THE ARTICLE
PREVIEWING THE ARTICLE
2nd ARTICLE
Ellis Island
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SIDE BY SIDE GAZETTE 99
3. Read the table aloud as the class follows
along. Ask students: Is this list different
from your list? How is your list different?
4. For a comprehension activity, have students
read the Feature Article again and identify
where the immigrants in the listed countries
probably came from. For example:
United States: Latin America and Asia
Germany: Eastern Europe, the former Soviet
republics, and North Africa
France: Eastern Europe, the former Soviet
republics, and North Africa
Saudi Arabia: Africa and Asia
1. Have students read silently or follow along
silently as the text is read aloud by you, by
one or more students, or on the audio
program.
2. Bring a world map to class and point out the
locations of the places depicted in the
photographs. Introduce the words
Chinatown, Cuban, Sydney, Turkish.
3. Have students first work in pairs or small
groups, responding to the question. Then
have students tell the class what they talked
about. Write any new vocabulary on the
board.
Investigating Interesting Immigrant
Neighborhoods
1. Brainstorm with the class interesting immigrant
neighborhoods in your area.
2. Have students think of information they would
like to learn about each neighborhood. For
example:
What are the directions to the neighborhood?
What are some interesting things to do there?
Is there a special festival that is interesting to
visit?
What are the best restaurants?
3. Have each student chose a neighborhood to
investigate. Have students begin their
investigations by circulating around the room to
see if other classmates know the answers to the
questions. Students may also want to interview
people outside the classroom. Students can also
visit the neighborhood to get the information
firsthand.
4. For homework, have students write up the
information they learned and present it in class.
Option: The class can publish their information as a
Neighborhood Guide to Our City.
1. Have students read silently, or follow along
silently as the interview is read aloud by you,
by one or more students, or on the audio
program.
2. Ask students if they have any questions.
Check understanding of the words
immigrate, Melbourne, opportunity, recently,
and the expression seven days a week.
3. Check students comprehension by having
them decide if the following statements are
true or false:
Mr. Nguyen came from Vietnam with his
brother. (False)
Mr. Nguyen never takes a day off from
work. (True)
Mr. Nguyen wants his children to work in
the restaurant when they grow up.
(False)
Mr. Nguyen likes to teach mathematics.
(True)
Mr. Nguyen works in the restaurant so he
can send his children to college. (True)
Mr. Nguyen likes the way Australians spend
their time. (False)
Mr. Nguyen likes the opportunities in
Australia. (True)
INTERVIEW
AROUND THE WORLD
Immigrant Neighborhoods
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100 SIDE BY SIDE GAZETTE
1. Before and After Immigrating
a. Write the following on the board:
Vietnam Australia
b. Have students read the article again and
compare Mr. Nguyens life in Vietnam to his life
in Australia by completing the chart. For
example:
Vietnam
He lived with his wife and children.
He was a mathematics teacher.
People took care of each other.
There wasnt a very good future.
Australia
He lives with his wife and children.
He works in a restaurant.
People dont have much time to be with
friends.
There are many opportunities.
c. Have students share their ideas.
d. Discuss with the class:
How did Tran Nguyens life change when he
moved to Australia?
Is he happy he moved?
What is the most important opportunity for
Tran Nguyen and his family in Australia?
2. Student Interviews
a. If possible, have students ask the same
interview questions of an immigrant they
know.
b. Have students report their findings to the
class.
1. Have students read silently, or follow along
silently as the letter is read aloud by you, by
one or more students, or on the audio
program.
2. Ask students if they have any questions.
Check understanding of the words future
tense, present tense, sincerely, tense (adj),
tense (n), TV program.
3. Check students comprehension by having
them decide whether these statements are
true or false:
The writer is confused about why English
speakers use the present tense to talk
about the past. (False)
Im flying to London is in the present
continuous tense. (True)
My plane leaves at 9:30 is in the simple
future tense. (False)
The writer thinks it isnt correct to say Im
flying to London tomorrow because its in
the present tense, and tomorrow is in the
future. (True)
4. Ask students:
Did you ever have this question?
Can you think of another example in
English where someone uses the present
tense to talk about the future?
1. Have students read silently, or follow along
silently as the letter is read aloud by you, by
one or more students, or on the audio
program.
2. Ask students if they have any questions.
Check understanding of the words definite,
event, regular, schedule.
3. Check students comprehension by having
them decide whether these statements are
true or false:
The man made a mistake when he said Im
flying to London tomorrow. (False)
People use the present continuous tense to
THE RESPONSE FROM SIDE BY SIDE
THE LETTER TO SIDE BY SIDE
WEVE GOT MAIL!
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SIDE BY SIDE GAZETTE 101
talk about definite plans in the future.
(True)
People use the simple present tense to talk
about special schedules and unusual
events. (False)
My planes leaves at 9:30 means the same
as My plane will leave at 9:30. (True)
4. Ask students:
Can you use the present tense for the future
in your language?
1. Set the scene: Two keypals are writing to
each other.
2. Have students read silently or follow along
silently as the messages are read aloud by
you, by one or more students, or on the audio
program.
3. Ask students if they have any questions.
Check understanding of the following new
words and expressions: after midnight,
campfire, computer lab, family reunion, final
exam, lake, turn off.
4. Options for additional practice:
Have students write about their activities
last weekend and their plans for next
weekend and share their writing in pairs.
Have students correspond with a keypal on
the Internet and then share their experience
with the class.
Set the scene: Dave invited his friends to a
party. These are phone messages that his
friends left for him.
Listen to the messages on Daves machine.
Match the messages
You have five messages.
Message Number One: Hi, Dave. Its Sarah.
Thanks for the invitation, but I cant come to
your party tomorrow. Ill be taking my uncle to
the hospital. Maybe next time. [beep]
Message Number Two: Hello, Dave. Its Bob.
Im sorry that my wife and I wont be able to
come to your party tomorrow. Well be attending
a wedding out of town. I hope its a great party.
Have fun! [beep]
Message Number Three: Dave? Its Paula.
Hows it going? I got your message about the
party tomorrow. Unfortunately, I wont be able
to go. Ill be studying all weekend. Talk to you
soon. [beep]
Message Number Four: Hi, Dave. Its Joe.
Thanks for the invitation to your party. Ill be
visiting my parents in New York City, so Im
afraid I wont be around. Ill call you when I get
back. [beep]
Message Number Five: Hello, Dave? Its Carla.
Thanks for the invitation to your party. I dont
have anything to do tomorrow night, so Ill
definitely be there. Im really looking forward to
it. See you tomorrow. [beep]
Answers
1. e
2. c
3. b
4. a
5. d
a piece of cake
give someone a ring
no picnic
raining cats and dogs
tied up
Whats cooking?
For each idiom, do the following:
1. Have students look at the illustration.
INTRODUCTION AND PRACTICE
FUN WITH IDIOMS
LISTENING SCRIPT
LISTENING You Have Five
Messages!
GLOBAL EXCHANGE
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2. Present the idiom. Say the expression and
have the class repeat it chorally and
individually. Check students pronunciation
of the words.
Have students match the expressions with their
meanings.
Answers
1. e
2. d
3. f
4. a
5. c
6. b
1. Line Prompts
Call out one of the following line prompts and
have students respond appropriately with one of
the idioms:
You look terrible. How was your English test?
(It was no picnic!)
You look very happy. How was your English test?
(It was a piece of cake!)
Do you have a minute to talk?
(Im tied up right now.)
Lets talk soon.
(Ill give you a ring tomorrow.)
Hows the weather?
(Its raining cats and dogs!)
Hi!
(Whats cooking?)
2. Idiom Challenge!
a. Divide the class into pairs.
b. Have each pair create a conversation in which
they use as many of the idioms from text
page 36 as they can.
c. Have the pairs present their conversations
to the class. Which pair used the most
idioms?
Have students talk about the characters and the
situations, and then create role plays based on
the scenes. Students may refer back to previous
lessons as a resource, but they should not
simply reuse specific conversations.
Note: You may want to assign this exercise as
written homework, having students prepare
their role plays, practice them the next day with
other students, and then present them to the
class.
Saying Good-bye, Giving Personal
Information
FOCUS
WHAT ARE THEY SAYING?
DO YOU KNOW THESE EXPRESSIONS?
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SIDE BY SIDE GAZETTE 103
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