Unit 1 Overview
Introduction: "Coming to America"
CASAS Competency: 0. Basic Communication
Time Frame: 2-3 days

Unit 1 Picture

Goals for this unit:

  1. Teacher will review syllabus for the class.
  2. Students will get to know each other, share their immigration experiences, and discuss their feelings about coming to America.
  3. Teacher will explore students’ concerns, vocabulary, and general educational background, as well as knowledge about culture, civics, community services, and government.
  4. Students will be introduced to language in social context through an introduction to idioms and practice in verbal communication, as well as through written context and reading comprehension exercises.
  5. Students will discuss, read, answer questions, and write about cultural differences.

Suggested Activities:

Activity 1—Pre-test
Teacher-led discussion follows the completion of the test.
Prior to pre-test, review syllabus with class.

Materials needed:
◆ Syllabus (teacher generates - example provided)
◆ Pre-test “Introduction: ‘Coming to America’”

Activity 2—View the video “Coming to America: Elderly immigrants and refugees tell their stories.”

Materials needed:
◆ Video and teacher’s guide - can be viewed on-line or purchased at: http://www.clese.org/videos.htm
◆ VHS player or computer with Internet access
◆ TV monitor or projector

Activity 3—Ask students questions regarding the facts about the people in the video (e.g., Is Biba from Bosnia? Does Biba speak perfect English? When Biba came to America, did she laugh every day? Does Ms. Chen have seven brothers? etc.). Students hold up the appropriate“Yes,” “No,” & “I Don’t Know” cards to answer the questions. (This is a less-threatening way for new students to participate in a discussion. More vocal students might not need the cards.)

Materials needed:
◆ List of questions (teacher generates)
◆ Three note-cards for each student: “Yes,” “No,” & “I Don’t Know” (teacher provides)

Activity 4—Complete interview worksheet. Students interview and introduce each other to the rest of the class in small groups or entire class (depending on the class size and group of students).

Materials needed:
◆ Worksheet “Interview Questions”

Activity 5—Gather around a large poster-size world map or globe. Students locate and discuss their countries on the map and label them with their names.

Materials needed:
◆ Classroom map (teacher provides - laminated map recommended)
◆ Small sticky labels or dry-erase marker (teacher provides)

Activity 6—Complete the culture-related worksheets that identify the diversity and unique differences in our global community and in the students’ lifestyles with respect to the civics topics covered in the curriculum. Using the student worksheets as a guide, talk about cultural differences and how the students feel about them in an open forum-type discussion.

Materials needed:
◆ Worksheet “Cultural Differences”
◆ Worksheet “Looking at the Differences”

Activity 7—Read “Life in My New Country.” Discuss as a group and answer the reading comprehension and vocabulary questions that follow.

Materials needed:
◆ Reading “Life in My New Country”
◆ Worksheet “Life in My New Country”

Activity 8—Post-test
◆ Post-test “Share What You’ve Learned”

Connected Activities:

GUEST SPEAKER
Former student
Recently naturalized citizen
Prominent immigrant in the community
Member of ethnic club or organization

FIELD TRIP

See Using This Text - Connected Activities

Supplemental Resources:

English, No Problem 4, Unit 1, pp. 10-16
Stand Out 4, Unit 1, pp. 10-14

Summary:

CASAS COMPETENCIES

0. Basic Communication
0.1 Communicate in interpersonal interactions
0.2 Communicate regarding personal information

VOCABULARY

Emotions: Words used to describe feelings (e.g., happy, sad, frustrated, annoyed, lonely, united, confused, excited, etc.)
Actions: Words used to explain how they accomplished a goal (e.g., fly, talk, walk, go, complete, fill out, make reservations, apply for, etc.)
Idioms: Expressions/phrases dependent on the culture for meaning

SKILLS

Listening: Video of immigrants’ stories and classmates’ views
Speaking: Talking about feelings and experiences comparing/contrasting cultures
Reading: Questions and video subtitles
Writing: Answers to questions on worksheets and tests
Life Skills: Interpersonal communication and understanding other perspectives, personal experiences, feelings, and culture identifying; analyzing, and discussing cultural norms and lifestyles

GRAMMAR

Adjectives: Words and phrases to describe emotional feelings and perspectives
Verbs: Words used to indicate a specific action (do-ing words)
Verb Tense: Past tense to explain the process of immigrating to America, how students felt, etc. (e.g., moved, flew, came, was, felt, thought)

ENTERTAINMENT

Using local resources and information, students develop an awareness of social and cultural activities. Teacher and students work together to incorporate this in the course of study.

ASSESSMENT ACTIVITIES

  1. Pre-test (needs assessment)
  2. Video (verbal) comprehension: questions (yes, no)
  3. Conversation about personal immigration experiences
  4. Verbal discussion with classmates about their countries and their experiences with U.S. culture.
  5. Post-test

Activity Sheets: