Chapter 2
Immigration: Past and Present
Pre-listening
Warm-up Questions
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Do you think there is more or less immigration to
the United States now than in the past?
Do you think people’s reasons for immigrating to
the United States are the same today as they
were in the past? What are the reasons
respectively?
Given a chance, will you emigrant to the United
States? Why?
What do you know about the Great Depression?
Pre-listening
Vocabulary and Key Concepts
• Read through the sentences and
figure out what words would fit in the
blanks. Then check your answers by
listening to a dictation of the full
sentences.
• (See the sentences in the textbook on
page 11---12 )
Pre-listening
Predictions
• Using the pictures in your textbook
and the vocabulary exercises as a
starting point, write 3 questions that
you think you can get answers in the
lecture. (Answers vary)
Pre-listening
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Note-taking Preparation
– Dates: Teens and Tens
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Where is the stress of each one? For
teens, as in 1815, both syllables are
stressed, with heavier stress on the
second syllable. For tens, as in 1850,
only the first syllable is stressed.
Language Conventions: Countries and Nationalities
Country
People
France
French
Germany
Germans
Scotland; Ireland Scotch-Irish
Great Britain Britons; the British
Denmark
Danes
Norway
Norwegians
Sweden
Swedes
Greece
Greeks
Italy
Italians
Spain
Spaniards
Portugal
Portuguese
Philippines
Filipinos
Mexico
Mexicans
Country
People
India
Indians
Russia
Russians
Poland
Poles
Argentina
Argentines
Brazil
Brazilians
Burma
Burmese
Iraq
Iraqis
Thailand
Thai
Netherlands(Holland)
Netherlanders( Hollanders);
Dutch; Dutchmen
Peru
Peruvians
Switzerland
Swiss
Nigeria
Nigerians
Rhetorical Cues
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Introducing a topic / subtopic
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Today, we are a little more interested in…
Let’s consider the reason for…
Let’s talk about…
I would now like to talk briefly about…
As I said, we’ll begin our discussion today with…
Now that we know something about …, let’s consider the
reason why…
It would be possible to discuss all the …, but we can touch
on a few…
Let’s see how different things are today from the past.
To understand some of the changes, it is more important to
note…
Rhetorical Cues
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Besides, such expressions as indicating the order of
information, drawing the audience’s attention and coming
to the conclusion are also important rhetorical cues:
Let’s first look at…
The first stage was… Now let’s consider the second stage…
In addition to…, there are also…
It would be easier if we look at…
As I said…
As I noted…
Now let’s summarize the reasons for…
Now let’s conclude our talk by discussing…
Listening
A. In the first listening, you get down the main
subtopics of the lecture.
ST1: the Great Immigration
ST2: reasons for the Great Immigration and why
it ended
ST3: immigration situation in the United States
today
B. In the second listening, write down
necessary relevant details. Remember to use
proper number notation we learned last week to
save time.
Post-listening
• Answer the following questions.
1. What did the earliest Britons who came to what is now the
United States consider themselves to be? (colonists or settlers)
2. Which five non-English groups came to the United States
during the Colonial Period? (Dutch, French, German, ScotchIrish, Blacks)
3. 3. Of the three stages of the Great Immigration, in which did
the heaviest immigration occur? (the third, 1890---1930)
4. From which two areas did most immigrants arrive between the
year 1890---1930? (South Europe and Eastern Europe)
5. What three conditions in Europe caused a lot of immigration
to the United States during the Great Immigration? (The
population doubled, there was widespread unemployment, and
there was a scarcity of farmland.)
Post-listening
6. What conditions in the United Stated attracted early
immigrants? (free land, plentiful jobs, and freedom from
religious and political persecution)
7. Give an example of a natural disaster that caused immigration
to the United States. (the failure of the potato crop in Ireland)
8. What three reasons are given for a decline in immigration after
the period of the Great Immigration? (laws limiting
immigration from certain areas, the Great Depression, and
World War II)
9. How is the origin of people who immigrate to the United
States today different from those who immigrated during the
Great Immigration? (They are largely non-Europeans.)
10.Today, why does the U.S. government try to restrict
immigration to people who already have the skills to be
successful? (Industry doesn’t need a large number of unskilled
workers.)
Oral Activities
A. Rehearsal of the Lecture
With the help of the above questions
and your notes, retell the contents of the
lecture to your classmate who might
miss the lecture.
Oral Activities
B. Group Discussion
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Discuss with your classmates the following questions and decide
what information to include. Write the answers in complete
sentences in paragraph form in about 125 words.
Why do the Chinese emigrate to the U.S. or other developed
countries? Do people come to our country to work or study? If
so, who are they? How long do they stay?
Why do new immigrates have problems in the new environment?
What are some of the advantages and disadvantages of
immigrating to another country?
What are some of the advantages and disadvantages for the host
country having immigrates?
How would you feel when you immigrate to another country?
What to do to cushion the culture shock for adaptation and
assimilation?
Homework
1. Write a summary of the lecture within
300 words.
2. Log on the Internet www.uscis.gov for
information about immigration, including
information on processing immigrant
visas, naturalization, and so forth.
3. Interview a foreign teacher or a foreign
student whose parents or grandparents
immigrated to the United States.