spanish-american institute

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Instructional Resource Manual

Winter 2016

Spanish-American Institute Library. 1

Institute “Fair Use” Copyright Policy. 1

Public Library Access. 1

Information Literacy. 1

Textbook Companion Materials: 1

Other Multi-Media Instructional Resources. 1

Spanish-American Institute Resource Center 3

Spanish-American Institute” Fair Use” Guidelines for Duplication of Copyrighted Material 5

Public Library Access. 6

Obtaining a Library Card: 6

Library Systems: 6

Branch (Local) Libraries: 6

Research Libraries: 6

Applying for a Card: 7

Information Literacy Skills Development 8

Introduction to Multi-Media Resources. 10

Call Numbers and Barcodes. 12

AUDIO.. 13

Video Lessons. 15

Thematic Video Collections. 20

Examples of Pronunciation Materials And How To Effectively Utilize Them In ESL Instruction. 37

TABLE OF CONTENTS

	Start page
Spanish-American Institute Resource Center Automated Catalog Electronic Databases Information Literacy Tutorials Circulating and Non-Circulating Items Professional Library Library Use	3
Spanish-American Institute “Fair Use” Guidelines for Duplication of Copyrighted Material	5
Public Library Access Library Systems Locating Branches Branch and Research Libraries Applying for a Card Important Identification Accessing Electronic Databases	6
Information Literacy Skills Development	8
Introduction to Multi-Media Resources	10
Call Numbers and Barcodes for ESL Audio-Video Material and Teacher’s Manuals	11
WorldView and NorthStar Videos	21

Spanish-American Institute Resource Center

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

q faculty recommendations,

q textbook correlations and program support,

q information about New York City and American culture of interest to international students, and

q faculty professional development.

Automated Catalog, Electronic Databases, and Information Literacy Tutorials:

In addition to the physical Resource Center, 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.

Electronic Databases— The Spanish-American Institute 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 Resource Center 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 Resource Center collection contains circulating and non-circulating items.

Non-Circulating Material--Print collection reference material such do not circulate. Non-circulating print material can be used only in the Resource Center.

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

Professional Library:

The Spanish-American Institute Resource Center also includes a collection related to curriculum and instruction for faculty use and consultation.

Library Use:

Faculty are encouraged to bring students to the Resource Center 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.

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

Public Library Access

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.

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. Faculty Student-Services Associates can get students information 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 5^th Ave. and 42^nd Street. However, 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 41^st and 5^th Ave.

The Science, Industry, and Business Library on 5^th Ave. at 34^th 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 10^th Avenue and the Mid-Manhattan Library at 41^st St. and 5^th 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.

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

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.

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 Dean of Administrative Services, Thomas S. Schwenke.

NorthStar Unit DVDs, Teacher Guides, and Student Video Worksheets.

NorthStar DVDs contain thematic video material correlated to each textbook unit’s 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.

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	0000349
ESL 1	Worldview 1 Teacher’s Edition	Book	TM10.1	0000853
ESL 1	Worldview 1 Teacher’s Edition, copy 2	Book	TM10.3	0000899
ESL 1	Worldview 1 Teacher’s Resource Book	Book	TM10.2	0000851
ESL 1	Worldview 1 Teacher’s Resource Book, copy 2	Book	TM10.4	0000900
ESL 1	Worldview 1, Testing Audio CD, copy 1	CD	A22.4	0000868
ESL 1	Worldview 1, Testing Audio CD, copy 2	CD	A22.5	0000901
ESL 1	WorldView 1&2 TestGenTestBank	CD	A22.6 A22.7	0000902 0000952
ESL 1	WorldView 1 Student Audio CD	CD	A22.9
ESL 2	NorthStar Introductory L & S Teacher’s Manuals, 2 copies	Books	TM1 TM2	0000783 0000782
ESL 2	NorthStar Introductory L & S Achievement Tests, 2 copies	audio cassettes	A18.5 A18.6	0000781 0000780
ESL 3	NorthStar Basic/Low Intermediate L & S Teacher’s Manual, 2 copies	Books	TM5 TM6	0000835 0000806
ESL 3	NorthStar Basic/Low Intermediate L & S Achievement Tests, 2 copies	CDs	A19.1 & A19.2	0000820 0000834
ESL 4, TOEFL	NorthStar Intermediate Building Skills for the TOEFL iBT	Book	TM22.1	0000330
ESL 4	NorthStar Intermediate L & S Teacher’s Manual, 3 copies	Books	TM3 TM4 TM4.2	0000830 0000776 0000337
ESL 4	NorthStar Intermediate L & S Achievement Tests, 3 copies	CDs	A18.7 A18.8 A18.9	0000803 0000817 0000329
ESL 5, Bus.Eng., TOEFL	NorthStar High Intermediate Building Skills for the TOEFL iBT	Book	TM22.2	0000331
ESL 5	NorthStar High Intermediate L & S Teacher’s Manual, 2 copies	Books	TM5 TM6	0000797 0000798
ESL 5	NorthStar High Intermediate L & S Achievement Tests, 3 copies	CDs	A20.1 A20.2 A20.11	0000822 0000858 0000897
Bus. Eng.	NorthStar High Intermediate R & W TestGen	CD	A20.18	0000053
ESL 6	NorthStar Advanced L & S Teacher’s Manual and Achievement Tests (2 copies)	Books	TM11.1 TM11.2	0000948 0000938
ESL 6	NorthStar Advanced L&S Achievement Tests (2 copies)	CDs	A21.8 A21.9	0000922 0000923
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
ARW	NorthStar Advanced R&W Test Generator and QuizMaster	CD	A21.3 A21.15	0000843 0000943
ARW	NorthStar Advanced R&W Writing Activity Book)	Book	TM8	0000845
ESL 6, ARW, TOEFL	NorthStar Advanced Building Skills for the TOEFL iBT	Book	TM22.3	0000332
TOEFL	TOEFL Next Generation iBT (2^nd ed.), student CD	CD	A 24

AUDIO

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

Title	Tape Number or Format	Call No.	Barcode
NorthStar Advanced Building Skills for the TOEFL iBT (units 1-6), 2 copies	CD	A21.12 A21.14	0000345 0000342
NorthStar Advanced Building Skills for the TOEFL iBT (units 7-10), 2 copies	CD	A21.13 A21.15	0000344 0000343
NorthStar Advanced L & S (units 1-5), (3 copies)	CDs	A21.4 A21.5 A20.10	0000925 0000929 0000934
NorthStar Advanced L & S (units 6-10), (4 copies)	CDs	A21.6 A21.7 A20.11	0000927 0000026 0000935
NorthStar Advanced R&W (units 1-5) (for ARW)	audio CD	A21.1	0000841
NorthStar Advanced R&W (units 6-10) (for ARW)	audio CD	A21.2	0000842
NorthStar Basic/Low Intermediate L & S (listening passages 1-5), 2 copies(ESL 3)	CD tape	A19.5 A19.9	0000807 0000870
NorthStar Basic/Low Intermediate L & S (listening passages 1-5) (ESL 3)	tape	A19.3	0000779
NorthStar Basic/Low Intermediate L & S (listening passages 6-10) (ESL 3)	tape	A19.4	0000793
NorthStar High Intermediate Building Skills for the TOEFL iBT (units 1-6), 2 copies	CD	A20.12 A20.14	0000340 0000936
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	0000809
NorthStar High Intermediate L & S CD, units 1-5 (ESL 5)	CD	A20.9	0000879
NorthStar High Intermediate L & S CD, units 6-10 (ESL 5)	CD	A20.10	0000888
NorthStar High Intermediate L & S CD, units 6-10 (ESL 5)	CD	A20.4	0000861
NorthStar High Intermediate L & S Audio, units 1-5 (ESL 5)	tape	A20.5	0000810
NorthStar High Intermediate L & S Audio, units 6-10 (ESL 5)	tape	A20.6	0000811
NorthStar High Intermediate R&W CD, units 1-5 (Business English), 2 copies	CD	A20.7 A20.15	0000865 0000939
NorthStar High Intermediate R&W CD, units 6-10 (3 copies)	CD	A20.8 A20.16 A20.17	0000866 0000937 0000940
NorthStar Intermediate Building Skills for the TOEFL iBT (units 1-6), 2 copies	CD	A18.10 A18.12	0000339 0000931
NorthStar Intermediate Building Skills for the TOEFL iBT (units 7-10), 2 copies	CD	A18.11 A18.13	0000932 0000933
NorthStar Intermediate L & S (listening passages 6-10), 2 copies, (ESL 3)	CD tape	A19.6 A19.0	0000821 0000867
NorthStar Intermediate L & S (listening passages 1-5), 2 copies, (ESL 4)	CD	A18.1 A19.7	0000790 0000838
NorthStar Intermediate L & S (listening passages 6-10) (ESL 4)	CD	A18.2	0000804
NorthStar Intermediate L & S (listening passages 1-5) (ESL 4)	tape	A18.3	0000833
NorthStar Intermediate L & S (listening passages 6-10) (ESL 4)	tape	A18.4	0000778
NorthStar Introductory L&S (listening passages 1-5) (ESL 2) , 2 copies	CD	A17.3 A17.7	0000859 0000877
NorthStar Introductory L&S (listening passages 1-5) (ESL 2)	CD	(A17.5)	(0000886)
NorthStar Introductory L&S (listening passages 6-10) (ESL 2), 3 copies	CD	A17.4 A17.8	0000869 0000887
NorthStar Introductory L&S (listening passages 6-9) (ESL 2)	CD	(A17.6)	(0000896)
NorthStar Introductory L&S (listening passages 1-5), 2 copies (ESL 2)	tape	A17.1 A17.2	000043 000045
NorthStar Introductory L&S (listening passages 6-10), 2 copies (ESL 2)	tape	A17.2	000042 000044
NorthStar Introductory L&S Achievement Tests, 2 copies (ESL 2)	CD tape	A18.5 A18.6	0000781 0000782
TOEFL, Next Generation iBT (2^nd ed), Student CD	CD	A24
TOEFL, Next Generation iBT (2^nd ed)	CD 1 (2 copies)	A24.1 A24.2
TOEFL, Next Generation iBT (2^nd ed)	CD 2 (2 copies)	A24.3 A24.4
TOEFL, Next Generation iBT (2^nd ed)	CD 3 (2 copies)	A24.5 A24.6
TOEFL, Next Generation iBT (2^nd ed)	CD 4 (2 copies)	A24.7 A24.8
TOEFL, Next Generation iBT (2^nd ed)	CD 5 (2 copies)	A24.9 A24.10
TOEFL, Next Generation iBT (2^nd ed)	CD 6 (2 copies)	A24.11 A24.12
TOEFL, Next Generation iBT (2^nd ed)	CD 7 (2 copies)	A24.13 A24.14
TOEFL, Next Generation iBT (2^nd ed)	CD 8 (2 copies)	A24.15 A24.16
TOEFL, Next Generation iBT (2^nd ed)	CD 9 (2 copies)	A24.17 A24.18
Worldview 1, CD 1, unit 1-review unit 1	1	A22.1	0000854
WorldView 1, Student Audio CD	1	A22.9	0000954
Worldview 1, CD 2, unit 9-World of Music 3	2	A22.2	0000856
Worldview 1, CD 3, unit 21-World of Music 4	3	A22.3	0000857

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. Focusing

3. Comprehension

4. Discussion

5. 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:

q from general prediction,

q to comprehension of the main idea,

q to comprehension of details,

q to inference and analogy,

q 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

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 class time, 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. Focusing

8. Comprehension

9. Discussion

10. Writing

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

q Teacher briefly explains the topic in the video segment.

q 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.

5. Writing Activities. (Option one: use remaining class time to set up assignment for homework or class work 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.

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 Wash ESL 4 and above

23 min. in 4 sections

V40 VB40

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.

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:

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

q 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:

q Predict.

q Focus.

q Comprehension.

q Discussion.

q 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.

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:

q Electrical Safety

q Volunteerism and Service

q Invention and Innovation

q Environment

q Miscellaneous

Example of How to Use Videos: Electrical Safety

Electrical Safety Tips With Safety Man

Operation Decoration

UL Appliance Safety Quiz

These three videos, for example, 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:

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

q 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:

• 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

Example of How To Use Videos: Volunteerism

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.

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

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 Diabetes

ESL 6 with extensive preparation ARW & 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.

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 disease

sugar 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 preparation ARW & TOEFL

10 min

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 preparation ARW & TOEFL

16 min

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

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.

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

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 21^st 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 21^st 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?"

Example of How To Use Videos: Invention and Innovation

Lewis Latimer: renaissance man, African-American inventor

She's got it: women inventors and their inspirations

Reinventing the wheel: the continuing evolution of the bicycle

Sound, 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.

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

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

ESL 5 and above with preparation

45 min.

V38 VB38

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

ESL 3 and above with preparation

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.)

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

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

ESL 4 and above with preparation

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.

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.

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

Example of How To Use Videos: Environmental

Sunkist: Growing the Future

Saving A Species

Science 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 classes

10 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 Post viewing—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 Post viewing—Focus pre-viewing

activity 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 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 Guide	Supplementary 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.

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

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 over viewing, 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."

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:

1. 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
2. Ask students to rewrite their passages with additional information from the discussion.
3. Use part of the video as a dictation.
4. 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.

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

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 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.

Example of How To Use: Short Thematic Audio and Video Material Utilization

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

Mr. Jelly Belly leads a field trip through the Jelly Belly manu

The following are examples of previewing activities for the week before the video is shown and post viewing 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 Post viewing Activities:

5. Note-Taking and Post viewing 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. Post viewing 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 Post viewing 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 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.)

Examples of How To More Effectively Utilize 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.

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.

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 17^th 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.

Examples of Pronunciation Materials And How To Effectively Utilize Them In ESL Instruction

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.