Conversation class presents puppet shows

The ESL Conversation class recently presented three puppet shows based on folk characters and fairy tales. Instructor Suzanne Van Dam said students worked together making the puppets as well as playing the roles of the characters in teams of two. Here are some photos of the project.

Kumiko and Fumiya presented Snow White and the Seven Dwarfs. Kazuki and Mickey (Toshi) dramatized a Japanese tale about Hachiko, a very loyal dog.

Kumiko and Fumiya made these puppets and presented the story of Snow White and the Seven Dwarfs. Cassie Van Dam, Instructor Suzanne's daughter, donated the puppet theatre for the ESL Conversation class puppet show. (Photo by Nick)

Nick and Kana chose the story Clever Tom and the Leprechaun for their puppets, seen in the photos below, with cutlines (captions) by Nick, and Michele's mini-videos.

When Tom took a ramble he found a Leprechaun behind a hedge. The Leprechaun was hammering on the heel of a fairy-sized shoe. (Photo by Michele Anderson, ESL Reading instructor)

Finally Tom reached a place where the leprechaun had buried a treasure, but then Tom didn't have any tool to dig so he tied his garter on the bush as a mark. (Photo by Michele Anderson)

Tom finds the place where he thinks the treasure is buried. (Video by Michele)

Tom returns with a shovel and digs for the treasure, but to no avail. (Video by Michele)

After the event Tom always carried his spade and he'd tell children (played here by the seven dwarfs) how he nearly found the gold. Hachiko, the loyal dog, and his master listen to the story as well. (Photo by Michele)

Please post your comments on our puppet shows!

"St. Nick" visits foreign language students' Christmas party

Finlandia students of foreign language and their instructors celebrated an early Christmas on Nov. 28 with a skit and dramatic reading of "'Twas the Night Before Christmas," the singing of Christmas songs in Finnish and English, a gift exchange and a Christmas buffet of goodies. The basement of St. Matthew's Chapel on campus took on a festive atmosphere during the party, organized by Anna Leppanen, instructor of Finnish and ESL.

Finlandia students and instructors of foreign language enjoy a potluck feast during their Nov. 28 Christmas party in St. Matthew's Chapel basement on campus. Pictured clockwise from left are Suzanne Van Dam, ESL instructor; Angela Book, German instructor; Anna Leppanen, Finnish and ESL instructor; Kumiko Takahashi; Kazuki Nishiyama; Fred Knoch, student of Finnish; Fumiya Kobashi; Toshiyuki Mita; and Takaaki (Nick) Niikura. (Photo by Michele Anderson, ESL instructor)

St. Nick --Takaaki (Nick) Niikura, left -- boards his sleigh, pulled by his "tiny reindeer" (from left), Suzanne Van Dam, Finlandia ESL instructor, and students Fumiya Kobashi, Kumiko Takahashi and Toshiyuki Mita during the students' performance of "'Twas the Night Before Christmas." Not pictured is Kazuki Nishiyama, who did the dramatic reading of the poem to accompany the skit during the ESL Christmas party Nov. 28 in the Chapel basement. (Photo by Anna Leppanen, ESL instructor)

St. Nick's reindeer play dual roles in the skit as Kazuki Nishiyama reads the poem. (Video by Michele Anderson)


Here's "St. Nick" -- Takaaki (Nick) Niikura -- ready to deliver his bundle of toys. (Photo by Michele Anderson)

St. Nick and his reindeer take off for Hancock ...

... where Anna Leppanen, Finnish and ESL instructor, receives one of the first gifts St. Nick has to deliver. Pictured in the background are, from left, Toshi (Mickey), Fumiya and Suzanne Van Dam, ESL instructor, who organized and directed the skit. (Photo by Michele Anderson)

Special guests Angela Book, German instructor, and Fred Knoch, student of Finnish, relax and enjoy St. Nick's antics at the party. (Photo by Michele Anderson)

Toshi (Mickey) comments on this photo he took: "When we each exchanged presents, Santa Claus (Nick) gave a present to Kumiko. What is in the present?" Also pictured in the background are instructors Suzanne, Michele and Anna. (Photo by Toshi Mita)

Toshi also took this photo, noting, "When we were in the chapel, there was a Christmas tree. It 's cute !!!!" (Photo by Toshi Mita)

We welcome your comments on our Christmas party!

Fashion Show a success!

The ESL Reading class organized a fashion show as one of their lab assignments in November. Each student wrote a creative description of his or her partner's outfit and read it during the show. ESL Conversation Instructor Suzanne Van Dam was the judge, and visiting photographers Karen Johnson and Gustavo Bourdieu took photos of the occasion. Students received a grade for the description and for modeling the outfit. Here are some photos with excerpts from the students' descriptions ...

By Kumiko: I'd like to introduce Mickey (Toshi). He is wearing a brown jacket, a pink checked shirt, a watch which has a black leather watch band, black trousers and leather shoes. Thanks to this outfit Mickey will look more stylish. I think he will be able to get more love from his girlfriend tonight. (Photo by Karen Johnson)

By Mickey (Toshi): Her name is Kumiko. She is wearing this outfit to a friend's birthday party. The jacket is a zip-up jacket, and she is wearing a red halterneck camisole under the jacket. The belt on her black pants is decorated with a pink flower in white leather. Her light brown boots are brown swede with 4-cm high heels. (Photo by Gustavo Bourdieu)

Here Toshi models his outfit as Kumiko describes it. (Video by Gustavo)

By Nick: Kana's fashions are economical. The gray overalls are corduroy and she bought them for $2. The colorful muffler is made of wool and acrylic. The colors -- bright and light pink, blue, black and ocher are attractive to men. (Photo by Karen Johnson)

By Kana: Nick's jacket is by Timberland. It was made in Bangladesh, and it's made of polyester and duck down. Its cost was two hundred and fifty dollars, so the jacket is so warm! (Photo by Karen Johnson)

Nick models his jacket as Kana describes it. (Video by Gustavo)

By Kazuki: Kazuki is playing the role of a British student in the daytime. He likes drawing something. He is wearing sunglasses, a checked jacket, a red sweater, a striped shirt, a black tie, black pants and white sneakers. (Photo by Karen Johnson)

By Kazuki: Fumiya is dressed for a London night club. He is wearing a green wig, black sunglasses, big head phones, a polka dot hooded jacket, an oversize white shirt, colorful spandex pants and white sneakers. He can dance very well! (Photo by Gustavo Bourdieu)

Kazuki describes Fumiya's outfit while Fumiya hams it up! (Video by Gustavo)

ESL Instructor Suzanne Van Dam, assisted by visiting Japanese students, announced the winners of the fashion show as follows: Toshi and Kumiko for the “funniest dialogue,” Nick and Kana for "best acting" and Kazuki and Fumiya for the "most creative outfits."

And here are the winners! (Photo by Karen Johnson)

By the way, Kazuki is becoming famous as a fashion model. See his photo taken at the Mall of America in Minneapolis during Thanksgiving break: http://vita.mn/story.php?id=1594315

Post your comments on our fashion show!

About "Noh"

Editor's Note: Students attended the recent Finlandia production of At the Hawk's Well, a play by Irish poet W. B. Yeats. It is an experimental play based on a fragment of ancient Irish mythology and patterned after Japanese "Noh" drama. Students were reading about body language in class and made the following observations on the body language of the actors in the play.

By Kana Ito

“Noh” is composed of some instruments, singers, narrators, actors.

The narrators wore all black costumes. The singers and the players wore all white costumes. One actor wore white clothes, and I saw a shabby man. One actor wore brown clothes, and I saw a vigorous man. One actor wore black clothes and put wings on both hands. She played the part of a bird.

I think body language expresses the actor’s thoughts. And if the actor doesn’t say anything, we can understand what is in the actor’s mind.

I have never seen “Noh.” And I didn’t know anything about “Noh.” So this is the first time for me.

By Kazuki Nishiyama

A young man who is a hero of Ireland goes to the Hawk's well to look for the water. This young man wore a mask and had a sword. With masks, the actors can play the roles without showing expressions on their faces. The water is a legend. If people drink the water, they can live forever.

When he arrives at the Hawk's well, there are a old man who is lying on leaves and a girl who is defending the well from other human beings. The old man, who also wants to get the water, prevents the young man from getting the water. When the young man is speaking about himself, he sticks out his chest and he puts both hands on the side of his waist. However, suddenly, the girl changes into a hawk after two men heard hawk's crying. The hawk flies away and the young man runs after it.

By Toshiyuki Mita

This story has three characters: an old man, a young man and a girl. The stage has a few leaves of trees, and sometimes one can hear a hawk's chirping. Alone a girl defends the well. The well gushes out miraculous water. If people drink the water, they can get eternal life. It seems legendary.

The old man was believing the legend. Then the young man also came there. He also believed the legend. The old man feared that the young man would steal water. So the old man tried to guard the well from the young man, but the young man wouldn't listen to the old man's talk. Then the girl figure changed into a hawk.

By Kumiko Takahashi

I saw the play At The Hawk's Well Saturday night, and now I'd like to describe the guardian of the well. In the play, the guardian of the well is a woman, and she was wearing a hawk-like mask. At first, she was entirely covered by a black cloak and she said nothing at all. When the old man and the young man were talking about the water of eternal life and a cry of the hawk, suddenly she started moving and threw off her cloak.

And then, she was dancing around the young man. The dance was powerful, and she looked like a hawk. She danced as a hawk fluttering its wings. This action made the play more dramatic. I have never seen Japanese "Noh" drama, so I couldn't compare the play with "Noh" drama. But the atmosphere of the theater looked like "Noh."

ESL Reading: Calendar, lab for Nov. 14-28

Wednesday, Nov. 14. Unit 7, Culture. "Adventures in India."

Preparation: Write your answers to the questions on p. 49 and do the vocabulary exercise at the bottom of the page. Look up the English meanings of any words you don’t know and write them on your paper. Do Before you read, Reading (scanning), p. 51. Then do ex. A, p. 51, after you read p. 50.

In class: We’ll go over your answers and we’ll do ex. B and C, p. 51, together.

Friday, Nov. 16. "Body language in the United States."

Preparation: Do Before you read, Reading (scanning), p. 53. Then do ex. A and B, p. 53, after you read the text on p. 52. Try to observe the body language (gestures) of some American students in your other classes or in the dorm, cafeteria, etc. Do you notice anything different from body language in Japan?

In class: We’ll finish p. 51 and go over your answers on p. 53. If time permits we'll do ex. C, p. 53, together.

Lab Assignment for this week: Attend the Finlandia play At the Hawk’s Well this weekend. It will be presented Friday, Nov. 16, and Saturday, Nov. 17, at 7:00 p.m., and Sunday, Nov. 18, at 2:00 p.m., at the Finnish American Heritage Center. The play is free for Finlandia students with your I.D. You can attend it at any of these times.

This play, written by Irish poet William Butler Yeats, is an experimental play patterned after Japanese "Noh" drama. The minimalist play features one main and one companion character, the use of masks and faces painted to resemble masks, chant-like singing, and minimalist scenery.

Set during the early medieval period, the story concerns a young keeper and an old keeper of a well from which springs the water of eternal life. The keepers are tricked by the Guardian of the Well into missing the water when it finally flows. Instead of continuing to wait, the young one goes to do battle, while the old one stays by the well.

After you see the play, write a paragraph about one of the well keepers in the play. Describe the aspects of "Noh" drama as seen in this character (Does he or she wear a mask or face paint to resemble a mask? If you know something about "Noh" drama, you may compare this play to any you have seen.) Describe the body language of the actor or actress playing the role of this character. How or why is it effective? (How do the gestures help tell the story?) You may wish to take a few notes during the play or jot them down right after you see it.

Monday, Nov. 19. "Cross-cultural differences."

Preparation: Do the Before you read, p. 55, and the Reading (scanning). Then read the whole text on p. 54 and do ex. A and B on p. 55.

In class: We’ll go over your answers and do ex. C, p. 55, together. We’ll also discuss the play. Hand in your paragraph on the play (lab assignment).

Thanksgiving Break!! Have fun!

Monday, Nov. 26.

Preparation: Do the Wrap-up, ex. A and B, p. 56, and bring your vocabulary notebook up to date for Unit 7.

In class: We’ll go over the Wrap-up and review vocabulary of Unit 7.

Wednesday, Nov. 28. Vocabulary review and Quiz on Unit 7.

Bring your vocabulary notebook to class.

Updated: Finlandia students attend Powwow at MTU

Finlandia's ESL students joined Finlandia Native American student John Gokee III at the Powwow held at Michigan Tech's Gates Tennis Center on Oct. 27. Here are some photos and video memories of the occasion.

Students pause for a snack and a taste of the famous fry bread. Pictured here, clockwise from left, are Kumiko Takahashi, Moto Kidokoro, John Gokee III, Kazuki Nishiyama, Kana Ito and Toshi Mita. Click on photo for larger version. (Photo © 2007 Michele Anderson)


Lowery Begay, a Navajo from New Mexico and Arizona, performs his Eagle dance. Read more about him on Keweenaw Now. (Photo © 2007 Gustavo Bourdieu)


Toshi poses with Lowery after the Eagle Dance during the Powwow at MTU. (Photo © 2007 Toshi Mita)


Eagle Dancer Lowery Begay, center, background, joins a men's dance, following the lead dancers of the Powwow. (Photo © 2007 Takaaki [Nick] Niikura)

Finlandia students, invited by John Gokee III, join in one of the Powwow dances. Watch for them coming from the right in this video. (Video © 2007 Gustavo Bourdieu)


Drummers take a break between dances. The Drum accompanies the dancers with traditional rhythms throughout the Powwow. (Photo © 2007 Takaaki [Nick] Niikura)


A girl who wears beautiful green clothes is dancing. (Photo © 2007 Kumiko Takahashi)


A Native American man and his son. I like the blue clothes the boy is wearing. (Photo © 2007 Kumiko Takahashi)

Students, please send your best Powwow photos to add to this article! Thanks to those of you who have sent photos and to Kumiko for her captions.

Updated: ESL Reading: Calendar of Assignments for Nov. 5 – Nov. 12, 2007

Monday, Nov. 5. Unit 6: “Casual dress in the workplace,” pp. 44-45. Preparation: Do Before you read and then scan the text to check your predictions. Then read the text carefully and do ex. A in complete sentences, underlining the vocabulary word in each sentence. Do also ex. B.

In class: We’ll discuss your answers and do C together.

Outside of class: Work with your partner on Lab Assignment #8: Fashion Show.

Wednesday, Nov. 7. “T-shirts out; uniforms in,” pp. 46-47. Preparation: Do Before you read. Then skim the text and check the statements the writer of the article agrees with and compare his/her opinions with yours. (See definition of skimming in the reading tip at the bottom of p. 46). Then do A, p. 47. Update: Work with your partner to plan your outfits for the Fashion Show. Use the worksheet I sent on email to write names of clothing items and adjectives for each. Bring this to class so I can help you with the description.

In class: We'll work on your descriptions for the Fashion Show for part of the class. We’ll discuss your answers to p. 47 and do B and C together if time permits.

Optional: Email me your descriptions for the Fashion Show if you have questions on how to write good sentences. I’ll return them with comments. Remember to describe the outfit logically – maybe starting with the main items, then adding accessories like hats, belts, shoes or boots, etc.

Friday, Nov. 9: Wrap-up, p. 48. Preparation: Do A and B. For B, just write the number and the answer. You don’t have to copy the question unless you want to.

In class: We’ll have the Fashion Show! Wear your outfits and bring your descriptions on cards. Be sure to practice ahead of time with your partner – both modeling and reading the descriptions.

Monday, Nov. 12. Review and quiz on Unit 6, Clothes. Bring your vocabulary notebook up to date and bring it to class.

ESL Reading: Lab Assignment #8: Fashion Show. Due Friday, Nov. 9.

1. With your partner browse through fashion magazines or catalogs with clothing for various occasions. Find at least two outfits that you like and list the vocabulary used to describe them. Try to find at least 6 new vocabulary words and write a sentence (not a definition) with each one to show the meaning.

2. With your partner, decide on an outfit to wear for the Fashion Show. Wear it to class on Friday, Nov. 9. Before that time, meet with your partner outside of class and write descriptions of your two outfits. Try to use some new vocabulary from the magazines and from Unit 6 in the textbook. You will be the fashion narrator describing your partner’s outfit and telling where he/she wears it (for what occasion). Add comments to attract the audience’s attention, for example, “(Name) will wear this fashionable but conservative suit for an interview with the First National Bank.” Or “At the next Finlandia dance (Name) will be a hit wearing this …” Use as many adjectives and colors as you can to describe at least 5 items your partner is wearing or carrying, including accessories.

3. The audience will comment on your presentation and vote for the best narration and the best model (for prizes!). Practice modeling your outfit and reading your presentation of your partner’s. Write the description on an index card. Read it as if you were on television! (We’ll try to take video clips of this.)

Baton twirlers meet challenge for Japanese festival

By Kumiko Takahashi

Do you know what Baton Twirling is? Baton twirling is a performance in which a baton twirler turns a metal stick, which has a rubber weight attached to each end, and throws it into the air. In addition, it’s a kind of sport. Recently it became popular in many countries, including Canada, the United States, Brazil, England, etc.

Is it popular in Japan too? It isn’t popular in Japan yet. But I learned it for two years. When I saw the performance for the first time, I was surprised and impressed. After that I started being interested in baton twirling. Fortunately, there was a baton twirling club in my hometown; and there were very good teachers, so I could start learning it.

My teammates and I choreographed our performances together. Our club participated in some contests and took part in parades and festivals in our city.

One day, we participated in the sports festival of my town, and I’d like to tell you about this.

This festival opened at my alma mater, and there were many people participating in the festival. We usually play baton twirling in a gym, but this festival was in a sandy playground. At lunch time break, it was our turn. First we wore a marching band costume and played percussion. It was difficult to play instruments as we walked. After that we changed our costume and performed baton twirling. There were no marks to show us where to stand, and we were not allowed to drop the baton on the ground. We felt a lot of pressure.

During the performance, we threw a baton into the air and turned it with a hand and a finger. The most difficult part was one big technique with another teammate. We lined up and threw a baton to each other and caught another person’s baton. It was very difficult, but we practiced hard.

Finally, we did it! And the performance at that festival finished successfully.

I like both playing and watching baton twirling very much. I would like to play and learn it again. And I wish that baton twirling would become more popular in the world, especially in Japan.

Wearing two uniforms at the same time

Volleyball is a popular sport at Finlandia University. Here Finlandia's women's team plays against a visiting team in the Paavo Nurmi gym. (Photo © 2007 Niikura [Nick] Takaaki)

By Kazuki Nishiyama

They wear a uniform on the court, and put on a suit for their daily job.

The ''Ketchuppers'' that entered the Premier League for volley ball, though they are working at a school in a small town, closed a curtain on this league.

All players are ''Teachers'' who work at a school in Japan. When it is time for the league, other teams have a good environment for concentrating on volleyball. However, the Ketchuppers play volleyball only on weekends; and their works starts at 7 a.m. on Monday if there are games over the weekend.

Kazuya Kuroyanagi, who got the receiving prize in the last season, takes charge of the class of volleyball as ''Gym teacher'' in his school.

''Because it is physical work, my body is exhausted,” he said. “I thought I needed a rest occasionally; however, someone always replaces us at the school while we are playing volleyball. Because I understand that fully, there is no time to complain.''

Work is work. Volleyball is volleyball.

However, it didn't go well in the Premier League, which is a top league. The Ketchuppers sank to the lowest rank by a series of 12 defeats after the league had begun. We should look forward to watching this remarkable team in their next league.

Finlandia Women's Basketball Club aims for victory

By Kana Ito

Now that it is October we are into basketball season at last. And FUWBBC [Finlandia University Women’s Basket Ball Club] started to practice in earnest. This year, four freshmen joined in, so we now have 12 members.

Last season, we could not win. So this season, our goal is to win. Just like that.

There was a girl called Cathy on this team. She was the captain and a good player.

One day an unfortunate thing happened. She suddenly left FUWBBC. The members were sad and felt down.

But our coach said to us, "Don’t lose our goal! You have to think about what you should do!!"

Now, we have only 11 members in FUWBBC. But the women got over the sad event, and FUWBBC’s teamwork is getting better and better.

Aim for victory!!

I want to see this team win. I’m looking forward to FUWBBC’s reaching their goal.

Soccer team sets goals for improvement

By Toshiyuki Mita

My high school soccer ended at the moment the referee blew the whistle at the end of a game two years ago. In that game the opposing team was a very strong team from a Korean high school in Aichi Japan. It was the first qualifying round of the prefecture tournament. The result was a complete defeat of 0-2. It was very mortifying.

Toshiyuki Mita (far left, front row), the author of this article, is pictured here with his high school soccer team. Click on photo for larger version. (Photo courtesy Toshiyuki Mita)

But our team accepted the challenge. Although our team had been very weak for the previous six months, we participated in the prefectural tournament.

We held many meetings. At the meetings, we chose to take soccer more seriously. Our goals were to enter the prefectural tournament and to make the second round.

We ran 10 kilometers every day. So it was a hell of a practice. What feeling did we have from soccer practice? We had only the memory of running in our head.

We had confirmed our goals before practice every day. And we wrote the goals on paper many times.

We are very satisfied though we were able to accomplish only one of two goals -- making it to the first round.

Japanese pitchers score in Major League Baseball

By Takaaki Niikura (Nick)

The Red Sox beat the Indians in the American League Championship and got the ticket to the 2007 World Series. At the pitching mound there are two Japanese pitchers. The Red Sox’s starting pitcher in the championship game was Daisuke Matsuzaka, who is Japanese. (He was bought by The Red Sox for 100 million dollars.) 　　　Matsuzaka allowed just two points in five innings and was the winning pitcher.

After 　Daisuke Matsuzaka, Hideki Okajima also went to the mound. He is also Japanese, and he joined the Red Sox this year. After doing a great job of pitching in the regular season, he was chosen for the All Star games. Okajima shut out two innings perfectly, so he also contributed to the Red Sox's American League pennant win.

They played in the 2007 World Series and they won!

The two men are very important players. At one time the Japanese baseball league bought many American baseball players, but now American baseball teams want Japanese players even if it takes so much money. We are proud of them. Now that the Japanese players show an ability for playing baseball equal to that of American players, someday a Japanese league will be strong.

Note: For a photo of Matsuzaka and Okajima, visit this Web site:

http://mlb.yahoo.co.jp/photo/?f=3813

Lab #7: Update: Climate change: Due Wednesday, Oct. 31

Read at least two recent newspaper or magazine articles (from two different publications) on climate change or global warming. Read them in English only and make a list of 5 new vocabulary words you learned from context or from looking up the definition in an English-English dictionary. Write a summary of each article. Try to find two facts and two opinions in each article and list them on your paper. If possible find articles that talk about climate change in different parts of the world, for example, the Arctic (melting of the ice, loss of wildlife, etc.), the tropics (hurricanes and tsunamis) and your own country, Japan. Suggestions: www.npr.org and National Geographic Magazine have published several articles on these topics. If you use Internet articles, please send me the links on email. This must be handed in by Wednesday, Oct. 31. See also the articles on Keweenaw Now. I sent you the links.

ESL Reading: Updated Calendar of assignments: Oct. 15-Nov. 2

Monday, Oct. 15: Preparation: Be ready to hand in the lab assignment due today. Review the vocabulary of Unit 4, Sports. If you did not finish pp. 30-31, do the Before You Read, Reading, ex. A and B. (I collected this Friday from some of you.)

In class: We will go over p. 31 and do ex. C together. We will also do the Wrap-up, A and B, p. 32.

Wednesday, Oct. 17: Preparation: Review vocabulary and study for the Quiz on Unit 4, Sports. Finish B in the Wrap-up, p. 32.

In class: Short vocabulary review. Quiz on Unit 4.

Friday, Oct. 19: Mid-term break. No class! Happy weekend!

Monday, Oct. 22: Unit 5: Weather. Preparation: Write your answers to the questions on p. 33. Look up words you don’t know in the list of Vocabulary and put the words in the correct list. (on your homework paper). Also do the Before you read, Reading and ex. A, After You Read, pp. 34-35.

In class: We’ll go over your answers and we’ll do ex. B and C, p. 35, in class.

Wednesday, Oct. 24: Unit 5: "Nature's weather forecasters." Preparation: Do the Before you read, p. 37. Then do the Reading to check your answers according to the information on p. 36. Then do After you read, ex. A and B. For B mark T (true) only those sentences that are true according to the reading on p. 36. If it is not clear from the reading whether true or false and you think it might be true, put a question mark [?].

In class: We'll go over your answers and we'll do ex. C, p. 37.

Friday, Oct. 26: Unit 5: "Could you survive a natural disaster?" Preparation: Before you read, p. 39, by writing one piece of advice to go with each heading. Then read the text and see if the author gave the same advice. Do ex. A, filling in the headings where you think they should go in the text. Then do ex. B. Put the number of the picture and the type of disaster on your paper.

In class: We'll go over your answers on p. 39, and we'll do C together.

Monday, Oct. 29: Wrap-up, p. 40: Do A and B. Then add two more questions to the interview. Ask at least one American friend the 5 questions and write down the person's answers on your homework paper. Try to find the "weather words" on the card given out in class Friday. Put as many of these words as you can in your vocabulary notebook with definitions or sentences to show the meaning.

In class: We'll go over your vocabulary answers, and we'll interview one another and compare answers to the questions on weather. Bring any questions you want to ask about the vocabulary of Unit 5.

Wednesday, Oct. 31: Hand in the lab assignment on climate change. Review vocabulary for Unit 5. We will have a short review and the Quiz on Unit 5.

Friday, Nov. 2: Unit 6: Clothes. Preparation: Read page 41 and answer the questions on your homework paper. Do the Vocabulary exercise at the bottom of the page. Write the meaning of each word in italics on your paper. Then answer questions about the people in the picture. Do the Before you read, scanning, reading (p. 42) and ex. A, p. 43.

In class: We'll discuss the questions on p. 41 and go over your answers on p. 43. Then we'll do B and C on p. 43.

Lab Assignment #6: Sports page

Due Monday, Oct. 15: 1. Read at least 2 newspaper or magazine articles about your favorite sport. If you do not like sports, read 2 articles that criticize athletes for cheating, taking drugs, etc. (There was an Olympic track star in the news recently who must give up her medals because of taking drugs. She also lied about it.) If you read the articles on the Internet, please email me the link. You may also read about a sports event in Finlandia’s student paper or the MTU Lode if you wish. Write a summary of each article and give the source and date on your paper. Make a list of at least 6 new vocabulary words you learned from reading both articles (total of 6 or more) with the meanings. Put these on your homework paper and in your vocabulary notebook.

Due Monday, Oct. 22:

2. Use one of your articles as a model if you wish and write a sports article or editorial (opinion column) for a sports page to be published on the class blog. If you write a news article, it can be about a real game or match you watched or it can be imaginary. Type and double space the article.

3. After you have written your article, work with at least one other student to decide what your headlines should be. Email me your story with the suggested headline by Monday, Oct. 22. You may also submit a photo to go with your story and a caption to describe who is in the photo and what they are doing.

I may ask you to revise (rewrite) the article before we publish it. We may also try to print the stories later in the week and put the page together as a team. See “Sports and you,” p. 32 in your textbook.

ESL Reading Assignments: Oct. 8-12

Monday, October 8. Unit 4: Sports

Preparation: Answer the questions on page 25 in complete sentences on your paper. Find the meanings of the vocabulary words at the bottom of p. 25. Write the definitions in your own words if you are able to figure them out from the context. Do this on the homework paper. If the words are new for you, put them in your vocabulary notebook also. Also do the Before you Read, Scanning of the Reading and ex. A on p. 27. (Read the article on p. 26 in order to answer A).

In class: We will discuss the questions on p. 25 and will do B and C on p. 27.

Wednesday, Oct. 10. “Extreme Sports”

Preparation: Do the Before You Read and Scanning of the Reading (pp. 28-29). Read p. 28 and do ex. A. Try to figure out the meaning from the context in the article and write down the hints you found (words that suggested the meaning).

Extra credit: If possible, find a magazine or newspaper article (from library or Internet) on an extreme sport and write a short summary of it to report to the class. If it’s on the Internet, please send me the link on email.

In class: We will go over your answers and will do ex. B and C in class. If there is time we’ll discuss your articles.

Friday, Oct. 12. “Olympic Games”

Preparation: Do the Before You Read and Scanning of the Reading (pp. 30-31). Read the article carefully and do A and B, p. 31.

In class: We’ll go over your answers and discuss ex. C.

Lab Assignment #5

This must be handed in by Monday, Oct. 8:

1. Read this article on the Internet: (click on link)

“GM Ends Strike, Tries Health Plan”

Use the vocabulary helps below to help you get started.

2. Write a paragraph summary of at least 6 sentences in your own words to tell what the article is about. Notice the date of the article. This happened last week.

3. Add at least 5 more words from the article to the vocabulary list with the English meanings you determined from context, if possible, or from the dictionary.

Vocabulary helps: (Put these in your vocabulary notebook)

strike – act of stopping work for a period of time to force the employer to improve salaries, working conditions, etc. Usually this is organized by a group or labor union.

labor union – an association of workers organized to defend their interests. United Auto Workers (UAW) is a union for workers in the auto industry.

pickets – persons posted by a labor union at the place of work where employees are on strike; picket is also the verb describing the action of the pickets: walking or standing, usually with signs (See photo when you click on the link that says: the ostensible reason for the strike.)

ostensible – apparent (what is visible or evident or seems to be)

ratify – to approve officially

rank and file – the members of a group (not including the leaders) In this case the workers who are members of the union

skepticism – doubt or a doubting state of mind

walkout – a labor strike

convened – called, caused to come together for a meeting, etc.

launched – started, began

hailed – praised, said good things about something

bargaining – discussion between two parties with opposing viewpoints or interests (in this case between management and labor) in order to determine give and take (what each side should give up and receive)

Internet assignment for Wednesday, Oct. 3

The Learning Edge: Issue 5

This Web site is from Canada so some words may have British English spelling, but the audio is very clear and may help you with the reading. The text turns to a blue color to show you what sentence you are hearing. You need a computer with the Internet and sound for this, but you can also read the questions and answers without the sound. It’s better to do both. Click on this link:

http://www.thewclc.ca/edge/issue5/index1.html

1. First click on the 10 Top Interview Questions. Copy each question. Write your own answer to the question according to one of the job ads you found for the last lab exercise or make up a new job you are applying for. Adapt your answers to that job. Compare your answers to Frieda’s. Make a list of 6 or more new vocabulary words you learned from the Interview Questions -- with their meanings. Write C if you figured out the meaning from the context or D if you had to look it up in the dictionary. You will need your paper with the questions and answers for Wednesday's in-class activities, so please do this on time and bring it to class. It should be in ink or typed.

2. Extra Credit: Click on Cold-calling at the link above. Go through the scenes and then do the Learning Activities. Do the writing activity on your homework paper to hand in. If you learned any new words add them to the list you made for #1.

Vocabulary: “Workaholics”

A workaholic is a person who is compulsively addicted to work.

An alcoholic is addicted to alcohol.

Alcohol and work can both be addictive.

Compulsive work can keep you from enjoying life.

That executive is compulsive about work. He lives in his office -- even on weekends.

Work, alcohol, smoking and shopping can be addictions for people with compulsive behavior.

Note that adjectives can describe persons or things. Decide whether the word describes persons or things:

addicted = adjective describing _____________________

addictive = adjective describing __________________________

compulsive = adjective describing ________________________

or _____________________________

compulsion, addiction = nouns describing a problem of behavior without self-control.

Drinking too much alcohol is a sign of an addiction. He has a compulsion to work all the time.

Lab Assignment #4

Lab Assignment #4. Due Monday, October 1.

Job Search.

Imagine that you are trying to find an interesting job in an American city where you would like to live. Look in 2 or more different newspapers – each from a different city – for 2 or more different jobs. Find jobs that sound interesting even if you are not qualified for them now. (You can use real newspapers from a library or news stand or search online using the Internet.) For each of the jobs, answer the following questions in complete sentences. (Try to use some vocabulary from Unit 3 of our textbook and new vocabulary you learn from reading about the jobs.)

1. What kind of job is it? What company is offering the job? Where is it located?

2. What kind of training or experience is necessary for the job?

3. What is the job description? (What are the duties or responsibilities of the job?)

4. Does the job announcement or ad list the salary? Does it have good benefits (health insurance, retirement plan, etc.?)

5. How many months or years of study or training would you need to qualify for the job? (4 years in college? Masters degree? Technical training?)

6. Why do you think you would like this job? (Answer in a short paragraph. Give at least 3 reasons.)

7. List 5 new vocabulary words you learned from reading about each job. Total: 10 words. Copy the sentence with the word. Then write the meaning from context or from looking in an English-English dictionary.

(Extra credit if you answer all the questions for more than 2 jobs.)

You can search on Google to find American newspapers for certain cities. Please do all your searching and reading in English.

ESL Reading Assignments: Sept. 28-Oct. 5

Friday, Sept. 28, 2:30 p.m. TLC study session. Bring your quizzes and questions you have on vocabulary, main ideas, etc. Recommended if you had less than 80% on any quiz.

Friday, Sept. 28. “Are you a workaholic?”
Preparation: Do the Before you read, p. 23, and scan p. 22 to see which items you checked are in the text. Then read the whole text, p. 22. As you read, underline in pencil with two lines words that you think have a positive meaning. Underline with one line words that you think have a negative meaning. (See the Reading Tip at the bottom of p. 22.) This will help you with the exercises on p. 23.

After you read: Do ex. A

In class: We will finish p. 21 that we started on Wednesday. Then we’ll do ex. B and C, p. 23, together in class.

Monday, Oct. 1: Preparation: Do the Wrap-up, p. 24, A and B and put any more new words in your vocabulary notebook. Study the vocabulary of Unit 3.

Finish the lab assignment #4 and be ready to hand it in today.

In class: We will go over the Wrap-up and do an in-class reading together.

Wednesday, Oct. 3: Preparation: Reading assignment on the Internet. I will link to it on the blog soon. This will be a news article related to work. To be announced by Friday or Monday.

In class: Discussion of this and review in class.

Friday, Oct. 5: Short vocabulary review and Quiz on Unit 3 and outside readings.

Vocabulary list for Unit 3, Jobs, pp. 17-19

ESL Reading. Vocabulary, pp. 17-19. Put these words and definitions in your vocabulary notebook if they are new for you. If you have already looked up some of these in the dictionary, compare your definitions with these. Practice using these words in sentences if possible, in your vocabulary notebook.

Unit 3, Work, p. 17:

work experience = the jobs you have had in the past or are working at now

poll = a study of a group’s opinion on a subject, in which people are questioned and their answers are examined; like a survey

satisfied = happy, content

salary = the amount of money a worker or employee makes each month or annually (in a year)

starting position = an entry-level position; the position you have when you begin working for a company, an organization, etc.

job requirements = abilities or experiences needed for a job

flexible schedule = working hours that can be changed easily

advancement = promotion to a higher level within a place of work

“Your First Job,” pp. 18-19:

dog-eat-dog = having tough competition (each person may be interested most in his or her own advancement and not help co-workers)

personal errands = time-consuming things you have to do outside of work and outside of home -- like buying groceries, going to the bank, etc.

treated me = acted in a certain way, or with a certain attitude, toward me

substandard = below an acceptable level

flip a mental switch = stop and think about what is the appropriate thing to say in a situation

to your benefit = to your advantage; something good for you

benefits = services given to an employee in addition to pay (for example, health insurance)

put together = well groomed, professional looking

challenges = situations that require great mental or physical effort for success

Parade of Nations photos

Here's the group getting ready for the Parade of Nations in Hancock on Saturday morning, Sept. 15, 2007. Click on each photo for a larger version.


Crossing the Portage Lift Bridge from Hancock to Houghton. It was a bit windy and cold, even with the sun shining. Fumiya, is this how you caught your cold?

You're about half-way to Houghton and not yet out of energy.

Kumiko sells some tofu donuts, while Fumiya serves hot tea and Nick gives the victory (?) sign during the International food festival after the parade.


Gustavo loves to pose with beautiful women like Kana and Maiko.

More photos: These are from Nick:

Nick and Kumiko pose for a photo with a friend in Dee Stadium after the Parade.


Here's Nick with some more young friends. Thanks, Nick for these great photos!

Students, please post your comments. You may send me your best parade photo, too. Write a caption for it to describe who is in it, etc. Email it to me and I'll post it here.

ESL Reading. Lab assignment 3. Due Monday, Sept. 24.

1. Go to the library and find a magazine or newspaper article on a subject you don’t know anything about. For example, if you don’t know anything about fishing or Lake Superior, you could read an article in the Native American (Ojibwe) newspaper, Mazina’igan or in Field and Stream. If you don’t know anything about American feminism, read Ms. Choose a magazine or newspaper different from the one you read last week. It should be rather recent: 2006 or 2007. The article should be several paragraphs long – at least 5 or 6 paragraphs.

2. Try to determine the main idea of the article. Copy a sentence or a few sentences that seem to express this main idea.

3. Write a summary of the article in your own words – a paragraph telling what the article is about. Then write a sentence or two telling what you learned from the article – something you didn’t know but found interesting.

4. Vocabulary: List 8 new words you learned from the article. Copy the sentence containing the word. Then give the meaning of the word. If you found the meaning by studying the context (words around it) list the words that helped you or gave you hints. If you had to use the dictionary, write (dictionary) next to your definition. Try to figure out the meaning from the context, if possible.

5. Be sure to sign the paper in the librarian’s office to indicate you spent at least an hour on the assignment.

ESL Reading. Revised Calendar: Weeks 3 and 4

Week 3:

Friday, Sept. 14: Finish reading “Dangers in shopping,” if you haven’t finished it and hand in your answers to ex. A and B, p. 11 if you didn’t hand them in Wednesday. We’ll discuss the questions in ex. C, p. 11 in class.

Also hand in the Lab Assignment #2, your summary and vocabulary list from reading a magazine article or two newspaper articles in the library. This is due TODAY!!

If you did not have A or A- on the quiz, please write out corrections. You can also write original sentences with any of the vocabulary words you missed for some extra points. Hand these in with the quiz today or Monday, Sept. 17. If you still have questions on the quiz, please make an appointment to see me in my office hour or sometime when we are both free.

I will be in the library from 2:30 to 3:30 Friday to help with the blog access, etc.

Preparation for Friday’s class:

Do the Before You Read at the top of p. 13. Scan the reading to see which statements are true according to the author of the reading.

Read the whole article on p. 12 and try to answer A and B, p. 13, on your homework paper. Also list at least 6 words in the reading that you had to look up in the dictionary and write down their meanings. If you determined their meanings from the context, list the “hints” that helped you.

In class: We will go over p. 13 that you have prepared. We will also discuss the questions in C. (You may prepare answers to these if you wish, before class, but not required.)

Saturday, Sept. 15. Parade of Nations. See you there! See the article on http://keweenawnow.blogspot.com (Anyone can view this blog without registering!)

Week 4:

Monday, Sept. 17:

Preparation before class: Do the Before you read and the Scanning, p. 15, to find out how many words you checked are in the reading. Then read p. 14, “Pity the poor lottery winner.”

Answer A and B on your homework paper.

In class: We will discuss your answers to p. 15 questions and we will do C together.

Wednesday, Sept. 19:

Preparation before class: Do the Wrap-up crossword puzzle on p. 16.

In class: We will go over the crossword puzzle answers and make up survey questions to ask each other.

Friday, Sept. 21: Review of vocabulary and QUIZ ON UNIT 2.