The Lives of Young Immigrants Unit 9 WTUC http://www.sptimes.com/2006/05/13/images/immigrant450.jpg
Background <ul><li>Columbia </li></ul><ul><li>The Dominican Republic </li></ul><ul><li>West Indies </li></ul><ul><li>Polan...
Vocabulary for Comprehension <ul><li>G </li></ul><ul><li>K </li></ul><ul><li>B </li></ul><ul><li>L </li></ul><ul><li>E </l...
Listening 1, p. 184 <ul><li>The International High School is successful because students use both their native language an...
Listening 1 <ul><li>2. Students in other high school programs probably use one language at a time. </li></ul>http://www.ne...
Listening for Main Ideas <ul><li>4. </li></ul><ul><li>5 </li></ul><ul><li>6 </li></ul><ul><li>8 (Item 8 is inferred) </li>...
Listening for Details <ul><li>Shenke: Teacher. She likes the fact that the students enjoy themselves, help each other, and...
<ul><li>3. Listhaus: Teacher. He thinks it is important that school is a “safe” place where students feel welcomed and val...
<ul><li>5. Rucker: Teacher. She feels that speaking another language has a practical economic value because there’s so muc...
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The Lives Of Young Immigrants

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The Lives Of Young Immigrants

  1. 1. The Lives of Young Immigrants Unit 9 WTUC http://www.sptimes.com/2006/05/13/images/immigrant450.jpg
  2. 2. Background <ul><li>Columbia </li></ul><ul><li>The Dominican Republic </li></ul><ul><li>West Indies </li></ul><ul><li>Poland </li></ul><ul><li>Nigeria </li></ul><ul><li>Russia </li></ul><ul><li>Egypt </li></ul><ul><li>China </li></ul><ul><li>Korea </li></ul>http://www.dw-world.de/image/0,,2754456_1,00.jpg
  3. 3. Vocabulary for Comprehension <ul><li>G </li></ul><ul><li>K </li></ul><ul><li>B </li></ul><ul><li>L </li></ul><ul><li>E </li></ul><ul><li>J </li></ul><ul><li>D </li></ul><ul><li>H </li></ul><ul><li>A </li></ul><ul><li>C </li></ul><ul><li>F </li></ul><ul><li>i </li></ul>http://www.can.uk.com/archive/Mix/pics/wai_yin.jpg
  4. 4. Listening 1, p. 184 <ul><li>The International High School is successful because students use both their native language and their new language, English. </li></ul><ul><li>Students feel confident in their native language, so they are better able to learn in general, including their new language </li></ul>
  5. 5. Listening 1 <ul><li>2. Students in other high school programs probably use one language at a time. </li></ul>http://www.newhorizons.org/strategies/multicultural/kozulin_fig2.gif
  6. 6. Listening for Main Ideas <ul><li>4. </li></ul><ul><li>5 </li></ul><ul><li>6 </li></ul><ul><li>8 (Item 8 is inferred) </li></ul>http://www.bethlehem.edu/images/archive/2007/Cologne%20Exchange%202.jpg
  7. 7. Listening for Details <ul><li>Shenke: Teacher. She likes the fact that the students enjoy themselves, help each other, and learn at the same time. </li></ul><ul><li>Billarel: Student. She feels that the students understand, support, and correct each other without making fun of each other’s mistakes. </li></ul>
  8. 8. <ul><li>3. Listhaus: Teacher. He thinks it is important that school is a “safe” place where students feel welcomed and valued for who they are. </li></ul><ul><li>4. Namovich: Student. She was not punished for speaking Polish and she was encouraged to bone up on Polish while she was learning English </li></ul>
  9. 9. <ul><li>5. Rucker: Teacher. She feels that speaking another language has a practical economic value because there’s so much rapid travel and international business. </li></ul>http://www.metroactive.com/metro/09.19.07/gifs/NEWSMT0738.jpg

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