Chapter 2

1. Chapter 2 Immigration: Past and Present

2. Pre-listening Warm-up Questions • Do you think there is more or less immigration to the United States now than in the past? • Do you think people’s reasons for immigrating to the United States are the same today as they were in the past? What are the reasons respectively? • Given a chance, will you emigrant to the United States? Why? • What do you know about the Great Depression?

3. Pre-listening Vocabulary and Key Concepts • Read through the sentences and figure out what words would fit in the blanks. Then check your answers by listening to a dictation of the full sentences. • (See the sentences in the textbook on page 11---12 )

4. Pre-listening Predictions • Using the pictures in your textbook and the vocabulary exercises as a starting point, write 3 questions that you think you can get answers in the lecture. (Answers vary)

5. Pre-listening • Note-taking Preparation • Dates: Teens and Tens • Where is the stress of each one? For teens, as in 1815, both syllables are stressed, with heavier stress on the second syllable. For tens, as in 1850, only the first syllable is stressed.

6. Country People France French Germany Germans Scotland; Ireland Scotch-Irish Great Britain Britons; the British Denmark Danes Norway Norwegians Sweden Swedes Greece Greeks Italy Italians Spain Spaniards Portugal Portuguese Philippines Filipinos Mexico Mexicans Country People India Indians Russia Russians Poland Poles Argentina Argentines Brazil Brazilians Burma Burmese Iraq Iraqis Thailand Thai Netherlands(Holland) Netherlanders( Hollanders); Dutch; Dutchmen Peru Peruvians Switzerland Swiss Nigeria Nigerians Language Conventions: Countries and Nationalities

7. Rhetorical Cues • Introducing a topic / subtopic • Today, we are a little more interested in… • Let’s consider the reason for… • Let’s talk about… • I would now like to talk briefly about… • As I said, we’ll begin our discussion today with… • Now that we know something about …, let’s consider the reason why… • It would be possible to discuss all the …, but we can touch on a few… • Let’s see how different things are today from the past. • To understand some of the changes, it is more important to note…

8. Rhetorical Cues Besides, such expressions as indicating the order of information, drawing the audience’s attention and coming to the conclusion are also important rhetorical cues: • Let’s first look at… • The first stage was… Now let’s consider the second stage… • In addition to…, there are also… • It would be easier if we look at… • As I said… • As I noted… • Now let’s summarize the reasons for… • Now let’s conclude our talk by discussing…

9. Listening A. In the first listening, you get down the main subtopics of the lecture. ST1: the Great Immigration ST2: reasons for the Great Immigration and why it ended ST3: immigration situation in the United States today B. In the second listening, write down necessary relevant details. Remember to use proper number notation we learned last week to save time.

10. Post-listening • Answer the following questions. • What did the earliest Britons who came to what is now the United States consider themselves to be? (colonists or settlers) • Which five non-English groups came to the United States during the Colonial Period? (Dutch, French, German, Scotch-Irish, Blacks) • 3. Of the three stages of the Great Immigration, in which did the heaviest immigration occur? (the third, 1890---1930) • From which two areas did most immigrants arrive between the year 1890---1930? (South Europe and Eastern Europe) • What three conditions in Europe caused a lot of immigration to the United States during the Great Immigration? (The population doubled, there was widespread unemployment, and there was a scarcity of farmland.)

11. Post-listening • What conditions in the United Stated attracted early immigrants? (free land, plentiful jobs, and freedom from religious and political persecution) • Give an example of a natural disaster that caused immigration to the United States. (the failure of the potato crop in Ireland) • What three reasons are given for a decline in immigration after the period of the Great Immigration? (laws limiting immigration from certain areas, the Great Depression, and World War II) • How is the origin of people who immigrate to the United States today different from those who immigrated during the Great Immigration? (They are largely non-Europeans.) • Today, why does the U.S. government try to restrict immigration to people who already have the skills to be successful? (Industry doesn’t need a large number of unskilled workers.)

12. Oral Activities A. Rehearsal of the Lecture With the help of the above questions and your notes, retell the contents of the lecture to your classmate who might miss the lecture.

13. Oral Activities B. Group Discussion Discuss with your classmates the following questions and decide what information to include. Write the answers in complete sentences in paragraph form in about 125 words. • Why do the Chinese emigrate to the U.S. or other developed countries? Do people come to our country to work or study? If so, who are they? How long do they stay? • Why do new immigrates have problems in the new environment? • What are some of the advantages and disadvantages of immigrating to another country? • What are some of the advantages and disadvantages for the host country having immigrates? • How would you feel when you immigrate to another country? What to do to cushion the culture shock for adaptation and assimilation?

14. Homework • Write a summary of the lecture within 300 words. • Log on the Internet www.uscis.gov for information about immigration, including information on processing immigrant visas, naturalization, and so forth. • Interview a foreign teacher or a foreign student whose parents or grandparents immigrated to the United States.