2010
Instructional
Materials Packet
College Intermediate Level ESL
Students (Age level: 18-30+)
Prepared by
Duman, Serdar & Mast, Nicholas & Meisch, Josie
Dr. Ethan Krase
ENG 584
4/21/2010
UNIT 1
NEWSPAPERS
How to use the newspapers
Sharing Information
1. Look at the picture. What do you think this unit will be about? Write down your
ideas for a few minutes and discuss with your partner.
2. Where do you get your news from?
3. What is the advantages/disadvantages of getting news from a newspaper (as
opposed to television, radio, or internet)?
Brainstorming
For each category, describe what kind of newspaper articles would be present.
o (Can be done in groups OR as a previous day homework)
o Teacher may want to split up the categories between groups
Local/domestic/
Weather
Business/finance/economy
Opinion/editorial
Sports
International news
Entertainment/comics
national news
Politics
crossword
puzzle/horoscopes
Classified ads
Interviews
Letters from the readers
Other
Small Groups


Each person is given a local newspaper
Students find an example in the newspaper from each of the categories and write the
purpose of that article.
Large Group: (speaking and listening)

Brainstorm what the overall purpose of each of the categories may be. (What is the
purpose of writing local, international news, business, etc.)
o Should include
To entertain
To inform
To persuade

Discuss which categories are used/read the most and the least.

Which sections have similar purposes?
Writing
Imagine that you are a newspaper writer. Write an article (at least two paragraphs long) about
something interesting in your neighborhood or on your campus. Its purpose can be to inform,
persuade, or entertain, but must include which purpose. It may also be more than one
purpose.
UNIT 2
NEWSPAPERS
Holocaust
Sharing Information
1. Look at the picture. What do you think this unit will be about? Write down
your ideas for a few minutes and discuss with your partner.
2. Do you know anyone who has a tattoo? What does it mean to him or her?
What do you think this tattoo means to the man in the picture?
Bishop convicted of denying Holocaust
BERLIN (AP)
Former Winona bishop Richard Williamson was convicted on Friday of denying the Holocaust in
a television interview. A court in the city of Regensburg found Williamson guilty for saying in a
2008 interview with Swedish television that he did not believe Jews were killed in gas chambers
during World War II. A Winona Daily News analysis of Williamson’s speeches and writings found
that Williamson had made many other similar statements in Winona between 1988 and 2003.
At that time, he was a rector of St. Thomas Aquinas Seminary. The ultra-conservative Society of
St. Pius X leads the school. The court ordered Williamson to pay a fine of 10,000 Euros, or
13,544 dollars. Williams was excommunicated in 1988, but recently allowed back into the
Roman Catholic Church by Pope Benedict XVI. Denying the Holocaust is a criminal offense in
Germany. The lifting of Williamson’s excommunication caused Jewish groups in Israel to be
outraged.
Saturday, April 17, 2010
Reading Comprehension
Please answer the following questions based on the reading.
1. What is the Holocaust?
2. What crime was Bishop Richard Williamson found guilty of?
3. Why would denying the Holocaust be a criminal offense?
4. Why were Jewish groups outraged?
Listening and Comprehension
Watch the video and answer the following questions.
http://www.youtube.com/watch?v=WmhSlFOSUL4
1. What happened to change Ben Helfgott’s life from good to bad?
2. What happened to his parents?
3. Who gave lily Elbert her necklace?
4. Where did the cattle train take her and her family?
5. How do these two stories differ than the Bishop’s in the newspaper article?
Groupwork
Some say a picture is worth a thousand words. Discuss with your group how each of these
pictures relates to the reading and video.
Writing
Choose any of the following topic and write a 300 word response.
1. From the point of view of a Holocaust survivor, please describe your opinion of Richard
Williamson and his views of the Holocaust.
2. Write a letter to the editor on your opinion of either the newspaper article, keeping the
YouTube video in mind.
3. Describe a time when something unfair, unjust, or hurtful happened to you. How would
you feel if someone told you that it never happened? Explain.
Vocabulary
Please fill in the blanks with the words in the box.
Excommunicated
Convicted
Outrage
Offense
Rector
1. My priest is a ________________ at a church that he works at.
2. I felt ________________ when someone hurt me.
3. A man was ________________ and can no longer attend the Catholic Church.
4. A judge ______________ a murderer and put him in jail.
5. A bad thing someone has done is also known as a(n) _______________.
UNIT 3
MOVIES
LUCAS AND SPIELBERG AT THE MOVIES
Sharing Information
1. Look at the photograph. What is happening in both pictures?
2. Have you watched Jaws and Jurassic Park? Do you know who the directors
are? How popular are these movies in your country? Discuss with your
partner.
3. Who are more famous in your country of origin: American movie stars or
your own country’s movie stars?
Lucas and Spielberg at the Movies
The great white shark silently approaches the unsuspecting swimmer. The audience of Jaws
screams in fear of the moment when those huge teeth will snap shut and pull the victim under the
waves. On the screen a few years later, the forces of good and evil fight against each other in a faraway
galaxy in Star Wars. Space people come to
Earth in Close Encounters of the Third Kind.
Later, Indiana Jones has wild adventures in
Raiders of the Lost Ark. From outer space to
the ocean’s depths to imaginary treasure
hunts, the movies of George Lucas and Steven
Spielberg have entertained audiences for over
thirty years. Moreover, these movies changed
the direction of American film forever.
Lucas and Spielberg both achieved fame
as the brightest young talents in Hollywood in the late 1970s and early 1980s. Two of their greatest
films, Star Wars and Close Encounters of the Third Kind, appeared in the same year, 1977. Both men
were nominated for an academy award. The two science fiction films used special effects that had never
been seen before. Special computerized cameras were invented and miniature models of spaceships and
cities were designed. The effects on screen kept audiences breathless. When Lucas and Spielberg
worked together on the action-adventure films Raiders of the Lost Ark and its sequel, Indiana Jones and
the Temple of Doom, they once again captured the imaginations of the audience and made them feel as
if they were a part of the action. This is what made their films so successful.
In a way, you can say that Steven Spielberg was a born filmmaker. He was born and grew up in
Cincinnati, Ohio, and had all the interests of American boys his age. However, he also had an
extraordinary desire to make films. Steven was not a good student. He spent more time watching and
making movies with his father’s camera than he did studying. His grades were so poor that he couldn’t
get into film school, so he went to study English at a state college in Los Angeles. Once again, he spent all
his time going to movies. He sneaked onto movie sets in Hollywood to watch directors at work, and he
made his own small films. One film made in 1968 called Amdblin’, which was only twenty-four minutes
long, was noticed by film executives. The movie won several film awards and gave Steven his big break.
He was signed to a seven-year contract, and at age twenty-two he became the youngest director ever to
be signed t a long-term contract with a major Hollywood studio.
George Lucas, on the other hand, never gave a thought to making movies. Born in Modesto,
California, he dreamed of being a race car driver. Three days before his high school graduation, he was in
an accident that nearly killed him. He had to give up his car-racing dreams. He went to Modesto Junior
College, where he became interested in film work. A friend encouraged him and helped him to get into
the film work. A friend encouraged him and helped him get into the film department of the University of
Southern California. There he made a short science fiction film that won him first prize in a film festival.
When it was developed in 1967 into a full-length film, THX 1138, he began his career in the film
business.
There were two different boys with very different dreams. Lucas and Spielberg are friends today
and are still among the brightest and most talented directors and producers in Hollywood. Both have
made great contributions to the art of filmmaking and have become legends in their time. During the
1990s and beyond, they continued to produce one hit movie after another, including Spielberg’s The
Losst World: Jurassic Park in 1997 and three more of Lucas’s Star Wars movies in 1999, 2002, and 2005.
Lucas and Spielberg continue their fine work for many years to come.
Reading Comprehension
Please answer the following questions based on the reading.
1. What type of movies made Lucas and Spielberg famous?
2. Why are they nominated for an Academy Award?
3. When did Steven Spielberg first encounter with movies?
4.
How did George Lucas get into the film work?
Writing
A. Find the similarities and differences between Steven Spielberg’s and
George Lucas’s stories of how they became famous directors and write
them in your own words.
Steven Spielberg
1. Steven Spielberg had an extraordinary
George Lucas
1. Lucas never gave a thought to making
desire to be a director.
movies.
2.
2.
3.
3.
4.
4.
5.
5.
B. Now combine your sentences above by using following contrastive
conjunctions. First one has been done for you.
While
Whereas
In contrast
However
but
Instead
On the contrary
a. Steven Spielberg had an extraordinary desire to be a director while George Lucas
never gave a thought to making movies.
b. _____________________________________________________________________
_____________________________________________________________________
c. _____________________________________________________________________
_____________________________________________________________________
d. _____________________________________________________________________
_____________________________________________________________________
e. _____________________________________________________________________
_____________________________________________________________________
Guess the Movie Activity
A. Choose one movie you think you can explain to other group.
Harry potter
Batman
Indiana Jones
Spider Man
Star Wars
Jurassic Park
Jaws
Hulk
Choose your own movie
B. Below is an example of how you can start your description of the movie.
The opening scene: Rose, the
main character, is going out to
the wreck of the ship.
The plot: Titanic is about a
love story that got broke up
by the sinking of the ship.
TITANIC
The ending scene: Jack, the
main character of the movie,
dies in the end freezing in the
middle of the ocean.
The characters: Jack, an
handsome guy, who works in
the ship…Rose, a wealthy
member of the society, falls in
love with Jack
What else did you find
interesting in the movie?
________________________
________________________
________________________.
UNIT 4
TELEVISION
Television comes to America
Sharing Information
1. Look at the picture. What do you think this unit will be about? Write down
your ideas for a few minutes and discuss with your partner.
2. What kind of television shows do you like to watch?
3. Do you think that television affects you? How so?
Reading Comprehension
Please answer the following questions based on the reading.
1. When did television become a part of the average American home?
2. How many television sets do most American households have?
3. What seems to be coming in the future of television?
4. What reasons do critics give for opposing television?
Vocabulary Reinforcement
Use the word bank below to answer the following definitions..
Spinning disks
Scan
Patent
granted
Rolling off
_______________ 1. Items in a television that make it work
_______________ 2. Being produced
_______________ 3. Was given
_______________ 4. To get a picture of
_______________ 5. A fad
_______________ 6. A document that copy writes ideas
_______________ 7. A way of mass producing items
Craze
Assembly lines
Guess the Television Activity
Choose one television program you think you can explain to other group.
The Office
A news program
Survivor
Lost
American Idol
Friends
Hannah Montana
24
Writing
1. Describe how television has influenced a part of your life. Include examples from
specific television programs.
2. Describe the pros and cons of television. Why can it be a good thing? Why can it be a
bad thing?
News Broadcast Project
Try to imagine that you are trying to establish a weekly television program that would appeal to
news resisters. You will be writing and performing a 2-3 minute program.
Objective: to present news that tries to solve real life problems- news that is directly
targeted not only to learning about problems that face us, but also to taking active steps
to solve them
1. Choose one thing about your school or neighborhood that needs to change
2. In groups of 2-3, you will write a 2-3 minute script of a news broadcast on the change
that you see needs to be done in your school or neighborhood.
3. Bring your script tomorrow to perform to the class.
UNIT 5
ADVERTISEMENTS
HOW THE ADS WORK
Sharing Information
1. Look at the photograph. What do you think this unit will be about? Write down
your ideas for a few minutes and discuss with your partner.
2. Where do you think this photo was taken? Are you familiar with the ad being
imitated here? What product is being advertised? Who do you think these kind of
ads are appealing to?
Background Information
When you are trying to understand an advertisement, it is important to be able answer these
five questions:

Who is the target audience,

What is being presented,

Where (what kinds of media are being used),

When (timing, when it’s shown, and for how long), and

Why (what the company is trying to accomplish).
These five questions are sometimes called the 5 W’s of advertising and they can help us
understand what advertisements are trying to say or do.
Group Activity: Compare and Contrast two video ads.
The following videos are advertisements that have appeared on tv. Watch one video and
then try answer the 5 W’s before moving onto the next one. Once you have finished watching
both videos, be prepared to compare and contrast each of the ads with each other to see how
they are similar and different.
Old Spice Ad (30 seconds): http://www.youtube.com/user/oldspice?v=s1l4wRt7TJ8
Old Spice tagline: “This commercial explores many important themes in a mans life, including
freshness, exotic travels, successorizing, long-haired blonde ladies, snow preparedness and
buying things.”
U by Kotex Ad (46 seconds): http://www.youtube.com/watch?v=lpypeLL1dAs
Video tagline: “Ooh it comes in my color. Later dullsville. Hello, different.”
Comprehension questions
1. Who is the target audience for these products?
2. What are they trying to sell?
3. Where did this advertisement appear?
4. When was it shown?
5. What was the advertisement trying to accomplish?
Old Spice
U by Kotex
1
2
3
4
5
After you have watch both videos, compare and contrast them. How are they are they similar
or different? In what ways are these ads trying to appeal to their target audiences? If the target
audience was switched, would these still work? Why or why not.
Role-play Activity
As a class brainstorm a list of topics or bring random items to class. Get into groups of 3 or 4
and try to create an advertisement for the item or product your group chose. Think of the 5 Ws
of advertisement and try use this information when you make decisions about how to present
your ad. The ads should take the form of an oral skit that tries to persuade your classmates to
buy your product.
UNIT 6
BOOKS
METAMORPHOSIS
Sharing Information
1. Look at the photograph. What is happening in the picture? What do you
think this unit will be about? Write down your ideas for a few minutes and
discuss with your partner.
2. Are you afraid of insects? Have you ever had an experience (a bad dream or
bitten by it) with insects? Discuss with your partner and explain.
THE METAMORPHOSIS
BY FRANZ KAFKA
One morning, Gregor Samsa woke up from a bad dream and realized he was some kind of terrible
insect. He was a cockroach, and he was as large as a man! Lying on his back, he could see his large
brown belly and thin legs. He tried to run over onto his side, but every time he tried, he would roll
onto his back again.
He began to think about his job as a traveling salesman. He hated his job, but he had to do it to
support his father, mother, and sister because his father no longer worked. He looked at the clock and
realized he had overslept- it was 6:30. He was late. The next train left at 7:00. He would have to hurry
to make it. A few minutes later his mother yelled to him: “It’s 6:45. You are late. Get up!” When he
answered her, he was surprised to hear his voice; it sounded so high. “Yes, mother. I am getting up
now.” His sister now whispered through the door, “Gregor, are you all right? Do you need anything?”
Well, it was time to get up. Surely, as soon as he got out of bed, he would realize this had all
been a bad dream. He tried to move his back part first, but it moved slowly, and he had a hard time.
His thin little legs seemed useless, just moving and moving in the air, not helping him at all. Then he
tried the front part. This worked better, but he still could not move enough to get out of bed. He
began rocking back and forth, stronger and stronger, and finally threw himself onto the floor, hitting
his head as he fell.
All of a sudden, he heard a knock at the door. It was his manager, who had come to see why he
was late. “Oh,” thought Gregor, “I hate my job.” Then the manager spoke. “Mr.Samsa, I must warn you
that you could lose your job because of this. Lately, your work has not been very good, and now I find
you in bed when you should be at work!” Gregor panicked and said, “No, no, I will come out
immediately. I was sick, but now I feel much better.” The manager and Gregor’s family did not
understand a single word he said, for his speech was now the hiss of an insect. As he talked, he
managed to move himself to the chest of drawers, tried to stand up, then slipped and fell, holding
tightly to a chair with his thin legs. He finally managed to open the door to talk to his manager.
At the sight of him, the manager began to back out of the room to leave and Gregor realized he
could not let him go. He let go of the door and dropped into the living room of his tiny little legs. Again
his mother screamed, while the manager disappeared out the door. His father quickly grabbed a
walking stick and a newspaper to beat Gregor back into his bedroom. Once Gregor was inside, the
door was locked from the outside.
Gregor awoke as it was getting dark. He smelled food and saw that his sister, Grete, had left him
one of his favorite meals, a bowl of milk with bread in it. But, when he tasted it, it tasted terrible, and
he turned away in disgust. He slid under the couch and slept there until morning.
The next morning, Gregor’s sister looked in and was surprised to see that he hadn’t eaten a
thing. She picked up the bowl and soon returned with some old vegetables, bones, and smelly cheese,
which she offered to him. After she left, Gregor hungrily ate them all up. And so the days passed, for
she was the only one brave enough to come into the room.
Gregor grew tired of being in the bedroom day and night,
and soon took to walking back and forth across the walls and
ceiling. It felt much better than walking on the floor. His sister
noticed this because of the brown sticky substance left from his
feet wherever he walked. She decided to move most of the
furniture out of the room to make more walking space for
Gregor. But Gregor wanted to keep a picture on the wall- a
picture of a beautiful woman dressed in pretty clothes. While
Grete and her mother were in the other room, he quickly
climbed the wall and pressed himself against the picture to stop
them from taking it. When his mother saw him, she screamed
and fainted. His sister then became very angry with him. He followed her into the dining room to help
her, but his frightened her. When his father returned home and learned what had happened, he
became very angry. Gregor tried to return to his bedroom to get away from his father, but he was
unsuccessful. He could not fit through the doorway. Suddenly, his father started throwing apples at
him. The first few did not hurt him, but then one pierced his body, and he felt terrible pain. His mother
rushed over to his father to beg him not to kill Gregor, as Gregor slowly crawled back to his room.
The apple remained in Gregor’s back and stopped him from being able to walk easily. This gave
him great pain. His sister also began to care less and less about feeding him and cleaning his room.
Well, he wasn’t very hungry anyway. The dust and dirt gradually became thick on the floor and stuck
to him whenever he moved.
The family now left his door to the dining room open for two hours every night after dinner, and
he could listen to their conversation. He really loved this. One night, they forgot to lock Gregor’s door.
When his sister began to play violin, which she had not done for a long time, he felt so good. The
music was beautiful and soothing. He had begun to walk toward her to tell her how wonderful it was,
when his family saw him. The music suddenly stopped. Grete became very upset. “Momma, Poppa,”
she said, “This cannot go on. We must find a way to get rid of this thing. It is destroying our lives.”
Gregor slowly crawled back to his room. He lay there in the dark and could not move. Even the
place in his back where the apple was no longer hurt. He thought of his family tenderly as he lay there,
and, when the light began to come through the window, he died.
When Gregor was found dead next morning, the whole family seemed to feel relieved. For the
first time in a long, long time, they went out and took a train ride to the country, making plans for the
future.
Reading Comprehension
Please answer the following questions based on the reading.
1. What happens when Gregor Samsa wakes up in the morning? Explain.
2. Why does Gregor Samsa have to work even though he hates his job?
3. How do the household and his manager react to Gregor when they see the sight of him?
4. What happens at the end of the story and how does his family react to Gregor’s death?
Please explain.
Listening Comprehension
Watch the short video of Kafka’s metamorphosis and answer the questions below.
http://www.youtube.com/watch?v=8DfrBcjisVo&feature=related
1. How is Gregor’s father portrayed in the book and the movie?
2. What does Gregor’s boss complain about? What does he say about business?
3.
What does his boss look like? Can you describe him?
4. Write a descriptive sentence for each person in the short movie and write it on the board.
Gregor
Gregor is a scary and frightening insect with many legs.
Father
Mother
Grete
Manager
Roleplay
Work in pairs. Choose one character from Kafka’s metamorphosis and act it out in the class. You
can make changes in the story if you like. For example, instead of a boss coming to the house,
you might call the ambulance and take Gregor to the hospital.
Writing
Go to the library and do a quick research on metamorphosis. Find an animal that undergoes
metamorphosis and write what kind of processes the animal goes under in your own words.
Use at least five words you have learned in this unit.
UNIT 7
POEM
MY PAPA’S WALTZ
Sharing Information
1. What does the man do in the cartoon?
2. Do you think alcohol is harmful?
3. Write about the disadvantages of alcohol for five minutes and share it with the
class.
My Papa’s Waltz- Background information
The poem includes topics such as alcoholism, child abuse, and the relationship between a
father and a son. In the poem, the father comes home drunk and starts to mistreat his son and
wife. Since the father is so drunk, his behavior scares the whole family.
My Papa's Waltz
By Theodore Roethke
The whiskey on your breath
Could make a small boy dizzy;
But I hung on like death:
Such waltzing was not easy.
We romped until the pans
Slid from the kitchen shelf;
My mother's countenance
Could not unfrown itself.
The hand that held my wrist
Was battered on one knuckle;
At every step you missed
My right ear scraped a buckle.
You beat time on my head
With a palm caked hard by dirt,
Then waltzed me off to bed
Still clinging to your shirt.
Reading Comprehension
Please answer the following questions based on the reading.
1. How does the poet deal with alcoholism in the poem?
2. Who is the speaker of the poem?
3. Describe the boy's father. How would you characterize the relationship between the boy
and his father?
4. How does the speaker's mother respond to the father and son dancing together?
Listening and Reading
Please listen to the poem read by Theodore Roethke. Choose two lines that you liked most,
recite it in the class, and explain why you chose them.
http://poets.org/viewmedia.php/prmMID/18045
Vocabulary
A. Matching the vocabulary
a. having a sensation of whirling and a tendency to fall
___ buckle
b. to play in a lively manner
___ cling
c. the look or expression of the face
___ scrape
d. to look displeased
___ romp
e. to beat persistently and hard
___ batter
f. to draw or rub (a thing) roughly across something
___ countenance
g. to close or fasten
___ dizzy
h. to hold tight, as by grasping or embracing
___ frown
B. Write your own sentences by using the vocabulary from section A.
a. One morning, Jack entered the office with a slow step and a sad countenance.
b. __________________________________________________________________
c. __________________________________________________________________
d. __________________________________________________________________
e. __________________________________________________________________
Speaking and Writing
Poem writing
Please read the prompt below and write a poem with five to ten lines using at least three
words below. You need to read aloud your poem in the class.
Batter
Breath
Frown
Miss
Death
Hung on
Dizzy
Time
As you witness in the poem, it is implied that the mother and the son are abused by the
alcoholic father who comes home drunk. His father's breathe smells whiskey and he abuses his
son and wife. Now, it is your time to turn one of your experiences into a poem. What you need
to do is imagine a time when you had a bad experience in your life. It might be a childhood
memory, a sad love story, or a time when you had to leave your loved ones behind you.
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
UNIT 8
INTERNET
Internet Censorship
Sharing Information
1. Look at the picture. What do you think this unit will be about? Write down
your ideas for a few minutes and discuss with your partner.
2. What do you use the internet for? What are some of your favorite websites?
Which search engine do you use the most and why? If you lost access to the
web sites you rely on how would you feel?
3. Would you be upset if someone kept a record of your personal information and
what you do on the internet or your computer? Explain why or why not.
Video Activity
Watch the news clips below about Google and China’s internet supervision laws. The first video
is from CBS News which has an American perspective. The second video is from TanTao News
which has a Chinese perspective. Watch carefully and see if you can notice how these two
reports are similar or different.
CBS News (2 minutes): http://www.youtube.com/watch?v=JPSZ604_OPI
Statement by Google: “These attacks … combined with the attempts over the last year to
further limit free speech on the web, have led us to conclude that we are no longer comfortable
continuing to censor our results on Google.cn.”
TanTao News (3 minutes): http://www.youtube.com/watch#!v=gjAhTD6igkU
Statement by Jiang Yu, the Chinese Foreign Ministry spokesperson:
“The Chinese government encourages internet development and strives to provide a
healthy internet environment. China’s law is also against any kind of hacking. Like other
countries, China has its own regulations on internet supervision and they [go] along with
international standards. China welcomes internet companies to develop here as long as they
obey Chinese law.”
Listening Comprehension
1. Why is Google pulling out of China? What reasons did they give for their decision?
2. What does China’s government ask internet companies to do if they develop in China?
3. Besides Google’s search engine, what else do they do in China?
4. What concerns do Chinese internet users have if Google leaves China?
Compare and Contrast the two videos
List the similarities and differences you saw in the two videos. What was reported and what
wasn’t? How were ideas and facts presented differently? Were both sides represented and how
in depth was it?
CNN
TanTao
Group Debate Activity: Internet Censorship
For this activity you will divide into two groups based on whether or not you are for or
against internet censorship. Each group will have about ten minutes to brainstorm ideas for
supporting arguments for their position. After the ten minutes are over, each group will take
turns presenting their supporting arguments and then allowing the other group to respond. You
may elect a spokesperson for each group or allow everyone in your group to have a turn as the
spokesperson. Some sample questions to think about are listed below to help start your
discussion:

What place does censorship have in society and does censorship belong on the
internet?

How does censorship work in your country? What is censored and how do you feel
about it?
UNIT 9
INTERNET
Internet Piracy
Sharing Information
1. Look at the picture. What do you think this unit will be about? Write down
your ideas for a few minutes and discuss with your partner.
2. Have you ever had something stolen from you? How did that make you
feel? Was the person who stole it ever get caught? What punishment do
you think is right for theft?
Video Activity 1
The BSA (Business Software Alliance) is a group that fights against the piracy or theft of
software online. Software pirates are individuals that sell software illegally for profit. Many of
them operate online through services such as ebay and point to point download software such
as bit torrent. Selling software you don’t own or have a right to sell is a crime with serious
consequences. Watch the video and see how software piracy has affected the lives of the
people interviewed.
BSA on Software Piracy (2 minutes): http://global.bsa.org/faces/index.html
Listening Comprehension
1. What kind of lives did these people have? What happened to change this for them?
2. What did they lose? How were they punished?
3. What do they have to say about what they have done?
Online Software Scams: A Threat To Your Security
What seemed like a victimless act turned into a life-changing experience for Danny,
Tommy, Diane, and William. With the click of a mouse, these individuals turned from
businessman, track star, grandmother, and software programmer into software pirates. How?
They got caught offering illegal software over the Internet through for-profit websites, auction
sites, and private servers. As a result, these ‘Faces of Piracy’ are paying for their actions with jail
time, community service, and financial settlements.
The internet is filled with software pirates who await the opportunity to offer illegal
software to online consumers. Some venders sell illicit products via auction sites and websites.
Others offer free software for download on private servers. Regardless, these individuals
knowingly break the law and are under the misguided assumption that they will not get caught.
But the anonymity of the Internet is no longer a safe haven for individuals peddling their
illegal wares. The Business Software Alliance (BSA) working with the FBI and local law
enforcement agencies has intensified its efforts to track down and prosecute online software
pirates, and their efforts are paying off. Consider this:

In 2007, BSA sent more than 1.9 million takedown notices to Internet Service Providers
(ISPs) asking them to remove the offending software;

In 2007 BSA shut down more than 13,800 online auctions offering more than 50,500
individual software products; and

During the first half of 2008, BSA requested that 18,314 auctions offering 45,000
products worth a combined $22 million be shut down.
The BSA has toured the country, talking to convicted software pirates. While these
individuals’ stories are all different, there is one constant: the software pirates did not think
they would get caught. But they did, and the ramifications were serious.
Here are the tales of the “Faces of Piracy.” The stories illustrate the unscrupulous
behavior of the software pirate(s), the dangers consumers face when purchasing software
online, and how to detect illegal software.
Reading Comprehension
Please answer the following questions based on the reading.
1. Why did these software pirates believe they wouldn’t be caught?
2. What methods did these software pirates use to sell copyrighted material?
3. What are the consequences of being involved in software piracy?
4. The BSA says that their efforts are paying off. What evidence do they give to support
their claim?
Group Listening Comprehension Activity
Split into four groups to cover each of the case videos and answer the questions listed below.
Be prepared to share the answers your group finds with the rest of the class. Watch the case
study video and fill in the answers in the column for that person. When the other groups report
their findings, fill in the other columns and watch for common similarities. Find the case videos
for Danny Ferrer, Tommy Rushing, Diane Goins, and William Veyna at the website listed below:
Case Study Main Link: http://global.bsa.org/faces/case-studies.html
Listening Questions
1. What did they sell and where did they sell it?
2. What did they lose or have taken away from them?
3. What punishment or consequences do they have to face because of their actions?
4. What do they regret most and what advice do they give us?
Danny Ferrer
1.
2.
3.
4.
Tommy Rushing
Diane Goins
William Veyna
UNIT 10
MAGAZINES
Turn-on or Turn-off: Gambling
Sharing Information
1. Look at the picture. What do you think this unit will be about? Write down
your ideas for a few minutes and discuss with your partner.
2. Do you read magazines? Are you subscribed to any magazines?
3. Have you ever gambled before? If so, can you share your experiences with
the rest of the class?
Turn-On or Turn-Off: Gambling
Glamour Magazine
Ever since I was little, I've spent most of my weekends during the summer down the
shore, near Atlantic City where my family has a condo. I love going there because it's quiet and
relaxing. When Drew first found out that my family had a place down the shore, he was so
excited to go...not for the beach, but for the casinos.
I immediately told Drew how much I hate gambling. I completely understand that it can
be fun to do every now and then, but it makes me nervous to see how people can get addicted
to the thrill of the win. Drew isn't a huge gambler, but he really loves playing craps and poker
(he watches professional poker on
TV whenever it's on). It frustrates me
to see him "studying" because it just
makes him want to try out whatever
tricks he learns from the pros. He
and I work so hard, and I don't think
it's smart to risk any of our salaries
on a game. Luckily, Drew has
recently gone into major money
lockdown because he wants to see how much we can save over the year, so I'm not too
worried about his gambling anymore. Drew, my dad and I went to the Atlantic City boardwalk
this summer, and I had to beg them not to go into the casinos. Instead, we just took a picture in
front of one.
I was in Atlantic City for my girlfriend's bachelorette party last weekend, and I was so
happy to avoid the casinos. We didn't even play the penny slots, which is the only thing I'll do
when I am persuaded to go to the casino. Some would call me cheap—I just think I'm smart!
Reading Comprehension
1. Why does the writer feel nervous about gambling? Do you feel the same way as she
does?
2. What does the writer mean by “studying”? What do you think about the tone of the
writer? Is she being sarcastic or serious? Why? Explain.
3. What does the author mean by “major money lockdown”? Explain in your own words
please.
4. Why does she think she is smart? Explain please.
Vocabulary
Look at the boldfaced words and try to determine their meaning from the context. Write your
synonyms and definitions of the word and compare your answers with the other students.
1. After spending five hours in one of the famous casinos in Las Vegas, he became addicted
to playing penny slots, and lost almost 100 dollars.
________________________________________________________________________
2. Any resolution of these problems must begin by going beyond the limits which
frustrated all previous attempts at independent national development.
________________________________________________________________________
3. Children learned all the tricks of the circus trade at a family fun day.
________________________________________________________________________
4. It is vital not to panic but equally important to be prepared for the probable short term
money lockdown in the economic crisis.
________________________________________________________________________
5. I want to prepare a surprise bachelorette party before my brother’s wedding next week.
________________________________________________________________________
Writing – Story Writing
Read the sentence and complete the story with your own sentences. Write at least 400 words
long. Try to be creative as much as possible and use at least three words in the vocabulary
section.
Jason owns a computer software company and he has a happy marriage for five years. One day,
he flies to Las Vegas…
Research
Do a research in the library on any of the most popular casino games and provide the
following information to the rest of the class:

History of the game

Rules of the game

Chances of Winning

An interesting short anecdote
The possible casino games you would like to do a research on are:

Lottery

Blackjack

Poker

Roulette

Baccarat
APPENDIX 1 – ANSWER KEY
NEWSPAPERS UNIT
Reading Comprehension
5.
6.
7.
8.
Student answer varies
Denying the Holocaust in a television interview
Because the reality of the crimes were so intense.
Because Jewish people were the ones who were oppressed in the holocaust
Listening Comprehension
1. Nazis forced them into an inclosed area.
Deportations
Reign of terror
2. They were shot.
3. Mother
4. They were taken to Auschwitz
5. These are real stories of what happened in the Holocaust that Williams tries to deny ever
happened.
Vocabulary
a.
b.
c.
d.
e.
My priest is a _Rector
_ at a church that he works at.
I felt outrage when someone hurt me.
A man was excommunicated
and can no longer attend the Catholic Church.
A judge convicted a murderer and put him in jail.
A bad thing someone has done is also known as a(n) offense___
MOVIES UNIT
Reading Comprehension
1. Fiction movies such as indiana jones, jurassic park, jaws…
2. Their movies used special effects that had never seen before and also they achieved a
great fame in their early 30s.
3. Instead of studying for his classes, he spent more time watching and making movies
with his father’s camera.
4. With the help of his friend.
Writing
The answers of students might vary.
TELEVISIONS UNIT
Reading Comprehension
1. 1950s
2. At least two
3. Being able to connect TVs to computers, phones, notebooks and all kinds of handheld devices.
Voice command
4. Many predicted it would destroy the American family and way of life.
Americans spend too much time in front of the television.
Vocabulary
Spinning disks 1. Items in a television that make it work
Rolling off
2. Being produced
Was granted 3. Was given
Scan
4. To get a picture of
Craze
5. A fad
Patent
6. A document that copywrites ideas
Assembly Lines 7. A way of mass-producing items
ADVERTISEMENTS UNIT
Compare and Contrast
Old Spice
U by Kotex
1.Men
Women
2.Deoderant
Tampons
3.TV/Internet
TV/Internet
4.Buy and use the product
Buy and Use
Old Spice
U by Kotex
Men – Main character and most of the actors were
Women – All actors were women. Appealed to the
men. Appealed to masculine ideals.
reality of having a period by poking fun at other
ads that treat it in a superficial manner.
Deodorant for men.
Tampons and other women’s hygiene products
TV and the Internet
TV and the Internet
Convince men to buy and use Old Spice by
By pointing out how unrealistic other tampon ads
portraying a man and his life.
are, U by Kotex is trying to convince women to use
their product.
METAMORPHOSIS UNIT
Reading Comprehension
1. He finds himself turn into a cockroach.
2. He has to support his family.
3. They are all surprised by the sight of Gregor. Mother screams and starts to cry. Gregor’s father
starts to beat him with his walking stick and pushes him into Gregor’s room vigorously.
4. The family takes a train to the countryside and starts to think about their future plans.
Listening Comprehension
1. His father only wants his son to bring money home so that they can afford their living expenses.
He is so harsh on his son and he even beats him when the father sees Gregor as a cockroach.
2. He complains because Gregor is late for the work.
3. He looks pale and has a large nose. His eyebrows are pressed together and looks annoyed and
angry.
4. Write a descriptive sentence for each person.
a. Gregor is a scary and frightening cockroach with many legs.
b. Father looks sneaky.
c. Mother looks scared to death because of his son’s mutation.
d. Grete likes to play violin and takes care of her brother.
e. Manager, with his slow steps, enters home and starts to swear to Gregor.
POEM UNIT
Reading Comprehension
1.
2.
3.
4.
He gives an example of a drunken father coming home.
The son
He smells whiskey and he cannot even stand still because he is so drunk.
Mother is angry because her pans are flying around.
Vocabulary
A. Matching the vocabulary
a.
b.
c.
d.
e.
f.
g.
h.
having a sensation of whirling and a tendency to fall
to play in a lively manner
the look or expression of the face
to look displeased
to beat persistently and hard
to draw or rub (a thing) roughly across something
to close or fasten
to hold tight, as by grasping or embracing
g
h
f
b
e
c
a
d
buckle
cling
scrape
romp
batter
countenance
dizzy
frown
B. Write your own sentences by using the vocabulary from section A.
Students’ answers vary
INTERNET CENSORSHIP UNIT
Listening Comprehension
1. Google is pulling out of China because of hacking attempts. They also no longer agree with selfcensoring their search results.
2. China asks internet companies to censor their search results according to Chinese law.
3. Google has research and development and other businesses and services such as Gmail, YouTube,
News, and Images.
4. Internet users in China are concerned about getting good English search results and losing access
to other Google services such as Gmail.
Compare and Contrast
The students’ answers vary.
INTERNET PIRACY UNIT
Listening Comprehension
1. They lead rich and comfortable lives. This changes when they were caught for Internet Piracy.
2. Property such as boats, tvs, and cars are confiscated and they had to pay large fines or face prison
time.
3. They regret what they have done and advise other people not to start pirating software for any
reason.
Reading Comprehension
1. They were misguided under the assumption that they would not be caught because of the
anonymity of the internet.
2. For-profit websites, auction sites, and private servers.
3. Jail time, community service, and financial settlements.
4. The evidence presented is statistics which show that the BSA has in the first half of 2008 stopped
a number of illegal auctions equal to what they accomplished the year before in 2007.
Compare and Contrast
The students’ answers vary.
MAGAZINES UNIT
Reading Comprehension
1. She is afraid of the idea of getting addicted to gambling.
2. The writer is being sarcastic because she uses the word “studying” to refer to his friend’s effort
in practicing gambling.
3. Major money lockdown means that the writer’s friend decides not to spend money anymore
because of gambling and starts to save money.
4. She thinks that she is smart because instead of paying a lot of money for any other machine in
casino, she chooses the penny slot machine and spends just a little, but still enjoys playing
gambling.
Writing
The answers vary.
APPENDIX 2- REFERENCES
Anti-Zionist Holocaust Denial [Photograph]. (n.d.). Retrieved from http://www.zionismisrael.com/dic/Holocaust_Denial.jpg
AP. (2010, April 17). Bishop convicted of denying Holocaust. Winona Daily News.
Retrieved from http://www.winonadailynews.com/news/local/article_7c53e40a-49d5-11df-b89a001cc4c002e0.html
Buck [Drawing]. (2007). Retrieved from
http://www.toonpool.com/user/1257/files/buck_157275.jpg
Business Software Alliance. (n.d.). Faces of Internet Piracy [Brochure]. Retrieved from
http://global.bsa.org/faces/pdf/FOIP-pr.pdf
CBS. (2010, January 15). Google to pull out of China? [Video file]. Retrieved from
http://www.youtube.com/watch?v=JPSZ604_OPI
Chappatte (n.d.). Internet Censorship [Newspaper Illustration]. Retrieved from
http://www.illuminati-news.com/graphics/ArticlesNew/InternetCensorship061208.gif
Glamour [Magazine Website]. (2010, January 6). Retrieved April 21, 2010, from
Glamour website:
http://www.glamour.com/search/gambling?query=gambling&qt=dismax&sort=score+desc
Holocaust Inmates [Photograph]. (n.d.). Retrieved from
http://mn3050.k12.sd.us/Event/Pics/holocaust-inmates_BK.gif
JAWS [Movie Poster]. (n.d.). Retrieved from
http://www.daysarenumbers.net/wordpress/wp-content/uploads/2009/10/jaws.jpg
Jurassic Park [Screenshot of a Movie]. (n.d.). Retrieved from
http://3.bp.blogspot.com/_bSk6yN_RU3Q/SwIamZ0R90I/AAAAAAAAEKE/YgTmOlYZRI/s400/jurassic+park.jpg
Kids watching TV [Photograph]. (n.d.). Retrieved from
http://www.saidaonline.com/en/newsgfx/kids%20watching%20tv-saidaonline.jpg
[Las Vegas Chips] [Photograph]. (n.d.). Retrieved from
http://3.bp.blogspot.com/_bSk6yN_RU3Q/SwIamZ0R90I/AAAAAAAAEKE/YgTmOlYZRI/s400/jurassic+park.jpg
Las Vegas Sign [Photograph]. (n.d.). Retrieved from
http://whitelilyathome.files.wordpress.com/2009/06/lasvegas_sign.jpg
Le, M. (2004, October 31). Ipod ads [Photograph]. Retrieved from
http://www.flickr.com/photos/maile/1183739/
Lede Holocaust [Photograph]. (n.d.). Retrieved from
http://graphics8.nytimes.com/images/2009/05/13/us/13lede_holocaust.jpg
Legacy of Hope. (n.d.). Daniel Radcliffe narrates
documentary on Holocaust survivors [Video file]. Retrieved from
http://www.youtube.com/watch?v=WmhSlFOSUL4
Lucas and Spielberg [Photograph]. (n.d.). Retrieved from
http://screencrave.frsucrave.netdna-cdn.com/wp-content/uploads/2009/09/Lucas-andSpielberg1.jpg
The Metaporphosis [Book Cover]. (n.d.). Retrieved from
http://heightslibrary.org/wordpress/heightsteenspot/wp-content/uploads/2009/06/kafka1.jpg
Morales, E. (n.d.). Metaporphosis of Monarch Butterfly [Jpg]. Retrieved from
http://anordinarymom.files.wordpress.com/2009/02/metamorphosis-of-monarchbutterfly.jpg
Newspaper: [Teacher Found Murdered] [Photograph of Newspaper]. (n.d.). Retrieved
from http://3.bp.blogspot.com/_5CtPWvrLnT4/SO86py33XI/AAAAAAAAAHk/gBiaKWyiUco/s400/newspaper.jpg
Old Spice: Armpit Mountain [Video file]. (2010, March 15). Retrieved from
http://www.youtube.com/user/oldspice?v=s1l4wRt7TJ8
Ramos, C. (2008, August 24). Metamorphosis: Part 1 [Video file]. Retrieved from
http://www.youtube.com/watch?v=8DfrBcjisVo&feature=related
Roethke, T. (n.d.). My Papa's Waltz. Retrieved from
http://gawow.com/roethke/poems/43.html
Roethke, T. (Speaker). (n.d.). My Papa's Waltz [Audio podcast]. Retrieved from
http://poets.org/viewmedia.php/prmMID/18045
RIAA [Drawing]. (n.d.). Retrieved from
http://condoriano.files.wordpress.com/2009/03/riaa.jpg
Tantao News. (2010, January 14). Perspectives from China: Google pull out [Video file].
Retrieved from http://www.youtube.com/watch#!v=gjAhTD6igkU
UbyKotex - Reality Check [Video file]. (2010, March 11). Retrieved from
http://www.youtube.com/watch?v=lpypeLL1dAs