Preface
Everyone is talking about intercultural communication and globalization but how can wetrain our students to think globally? The key is in the 3 C’s. Understanding what Culture
is, realizing strategies to Communicate those ideas, and then making Connections on a
personal level.
Finding Connections follows interesting characters on an interconnected journey through15 scenes that will present situations and language strategies to help students to makeconnections with those from other cultures. It is a character-driven book that also has abuilt-in teaching video of me in each chapter.
Speaking a foreign language fluently is not enough. There has to be a connection to thepeople and culture if one truly wants to understand the target language. Every culture
has customs, humor, ways of thinking and rules of engagement that are somewhat unique.
The idea for Finding Connections began years ago, in my efforts to help my students tounderstand, not just the English language, but also to provide them some insights intoAmerican culture.
The characters in this book are completely different from other books I have done. The
scenes were true collaborations between the actors, crew, and myself. The situation andmotivations of each character were decided upon but I never held the actors too close tothe script. I wanted the language to be as natural as possible. The result, I hope, is acollection of fun and interesting scenes where the characters have been allowed to create
something––true to themselves and their unique experiences of America.
The idea for the strategy videos came about for a couple of reasons. First, the videos aremulti-layered. There is subtext that is just as important as what the characters actuallysay. This should be examined if learners are to get the most out of each scene. Next,
there is absolutely a need for students to practice note taking. It is an essential academic
skill that needs to be taught and practiced. The difference between spoken and written
discourse cannot be taught without students experiencing it firsthand.
Finally, I hope the pleasure we took in making this book comes through to those watching.
I believe every learner will find something interesting and exciting to discuss. Our goal isthat this book can play a small part in helping students on their own journey in finding
their connections in the years to come.

Acknowledgements
First and foremost, thank you to the Fluent Films actors because of your input, the videos
are twice as good:
Jenny:

Chrystal ChauTim:

Nick Kowalzyck

Alex:

Sarah Moliski

Vinh:Nhan DuMaya:

Lipica Shah

Zac:

Austin Mitchell

Lily:

Caitin Mehner

Heather: Arami Malaise
Kate:

Rachel Kaplove

Josh:

Josh Beyers

Max:

Matt Dumont

I’d like to thank Ted Kerley, Jerry Caraccioli, and Simon in Morocco for all the logisticalsupport. You made your homes our homes.
Next, to the Fluent Films crew: Eri Togami who also appears in 2 videos as “woman in theroom.” Arami Malaise, script supervisor extraordinaire, and Sarah Moliski who pulled
double duty more than once, acting and as production assistant on the same day. Finally,to the indefatigable Jenny P.L. Tatsumi, who had more roles than I can mention. Frommakeup, lighting, catering, and shooting to name a few––you always gave it your all.
Thank you from the bottom of my heart.
Thank you to the City of New York. There is usually no place else I’d rather be.
Last but not least, the team at Kinseido. I remember the first night I pitched Finding
Connections to Nishida-san and Imakado-san. To my surprise, they liked the idea as muchas I did. I am particulary indebted to Imakado-san though, without his guidance andpatience, this project would never have been possible.

Todd Rucynski

Unit Overview
Warm Up: Survey / Ranking
Ranking is a quick and easy way to activate learners and get them
introduced to the theme. The hope is that conversation will follow. Examples
are provided to help.

Reading
A short reading of the same theme follows vocabulary and points of view
will differ from the video segment. Questions follow to elicit opinions.

Let’s Watch!

1

Only the first half of the video is shown so that students can learn to listen
actively and predict what will come next.

What did you hear?
After reading the 3 questions, students will find chosen lines of exactly what
each character has said. This should lead to some grammar discussion as
well as only one answer is possible in the given context.

Let’s Watch!

2Learners will watch the second half of the video here.

Before Watching: Predict!
Learners will read the possible answers and predict based on what they
have learned about the characters and situation in the first half.

Watch Again: Pop up questions
Here we watch the whole video. Four questions will pop up onto the screen.
The questions are more in-depth and the challenge for the learners is tohave remembered what they saw in the first viewing.

5What do you think?
This is an opportunity for students to voice their opinions on the theme andvideo.

Strategies for Improving Communication
This is a note-taking exercise that also reviews the video situation and offers
advice and strategies for improving communication.

Strategies: Note Taking
The first thing you realize when trying to take notes is that spoken language
is different from written. The tongue is much faster than the hand. You can,however, learn certain techniques to write more quickly. To do this, you will
have to make a system of abbreviations or symbols that you understand.
You do not have to learn a set system. You can make your own but here aresome ideas:
Using symbols. These are common words and most you are familiar withthe symbols because of your keyboard.
& = andw/o = without? = questionb/c = because% = percent@ = atw/ = withStandard abbreviations
ie = in other words
eg = example
Using only the first syllable of the word or leaving out final letters.
con = conservative

max = maximum

imp = important

intro = introduction

ind = individual6

Tips to remember:Start with a fresh sheet of paper. You want to makesure you have enough space.
Do not try to write everything. Listen for discourse
markers and words that are stressed. Todd will usuallysay, 1st, 2nd, 3rd, to help break down the information.
Listen for facts, dates, and key ideas and underline
the most important.
Check your notes soon after the lecture is finished so
you can fill in parts you do not understand.

Strategies in Action
This is a time to practice the strategies with a partner or group. Students aregiven tips and, with all the other language learned in the unit, will be able toconverse about the theme. This is the biggest step to finding connections!

7

Contents
Scene 1 What made you who you are?

12

Scene 2 What is good about you?

18

Scene 3 Can you tell me about music?

24

Scene 4 When and who do you ask for advice?

30

Scene 5 Are you easy to live with?

36

Scene 6 What is your type?

42

Scene 7 How do you give and receive compliments?

48

Scene 8 Do you like me?!

54

Scene 9 Can you guess?

60

Scene 10 Can we work it out?

66

Scene 11 How do you describe events in detail?

72

Scene 12 What are you into?

78

Scene 13 How do you help a friend find the way?

84

Scene 14 What are you talking about?

90

Scene 15 Can you tell me a story?

96Character Heather
ProfilesFriends

Scenes 3, 7Music Lover,Photographer.
Fan of Tim’s
old movies.

New to New York.
Young andpossibly naive.
Casual, loves thebeach!

Alex

Scenes 2, 6, 11

Lily

Friends

Scenes 9, 13

Drama instructor.
Directs plays.
Loves Ice cream.
LoversFriends?

College student.
Drama major.
Not sure if he should
be in New York.

Max
Scene 9

Josh
Scene 13

Works in Publishing.
Lily’s oldest friend.
Loves tennis and cookies.

10?

RoommateTim

Vinh

Scenes 1, 3, 5, 7, 10

Scenes 1, 5, 10

Wealthy,
unemployed former
child actor.
Likes music andplaying in the park.

Friends

College Student.
Works at a comedy club.
Is careful with money.

Jenny

Scenes 2, 4, 6, 11, 14

Kate

Scenes 12, 15

Yoga instructor.
Vegan. World traveler.
Lives in New Yorkwithout stress.

Avid reader whopractices martial arts.
Spends most of her
time in Central Park.

Friends
Friends

Friends

Friends

Zac

Scenes 4, 8, 14

Investment Banker.
Loves the beach and
Italian sandwiches.

Maya

Scene 8, 12, 15

Market researcher.
Storyteller.
Raised in India andNew York.

11

Scene1What made you who you are?
Warm Up: Survey / Ranking
Rank how knowledgeable you are about your country on a scale of 1 to 5.
NOI know the culture.
I know the food.
I know the history.
I am patriotic.
I know what makes it unique.

YES

1 —— 2 —— 3 —— 4 —— 51 —— 2 —— 3 —— 4 —— 51 —— 2 —— 3 —— 4 —— 51 —— 2 —— 3 —— 4 —— 51 —— 2 —— 3 —— 4 —— 5Now share your ideas with a partner using the examples below .
- I think I am very patriotic because I love themakes my country

and I can tell you whatin the world. For example,and.
- I do not consider myself an expert on history. All I know is the Tips history / food / people / culture / politics / manners / customs / unique
12.

What made you who you are?

Scene 1

Reading
Read the following text.

DL 02

CD1-02

What does it mean to be Japanese or American?
What does it mean to be Japanese or American? Does it mean knowing the culture
and history? Or is it only being born in a country and learning the language? Of course,
the United States has a different history than Japan. United States citizens have comefrom all over the world. Still, some people expect Americans to look a certain way. What5

do you imagine Americans look like? Many believe that Americans are Caucasianwith blue eyes but this cannot be true for all if you know anything about the historyof immigration in the United Sates.
The Gold Rush brought more than 25,000 Chinese to California in 1850s. By 1880,
25% of workers in the state were Chinese. More than 100,000 Japanese came to the10

USA before 1900. Starting in 1975, 100,000 Southeast Asian immigrants per year, for
10 straight years, entered the country. These examples are just from Asia. Of course
not all of the people who came to America became citizens but their children had
something in common. If you are born in the USA then you are a citizen. Americans
clearly cannot be identified by how they look.

15

Japan does not have a past defined by immigration but did you know that 36,000
children every year in Japanese are born mixed-race? If they are born in Japan, speak
Japanese and study history and culture in Japanese schools, are they Japanese?
How might they feel if they are treated differently only because of their appearance?

What do you think?
Share your ideas with a partner.
1. What are five questions you ask someone you first meet?
2. If someone is born in Japan and speaks Japanese, do you think he/she isJapanese?
3. What would you say if someone does not believe you are Japanese?
Now, let’s check out the video!
13

Let’s Watch!

1

Tim and Vinh meet for the first time. Tim isinterviewing possible roommates. They are trying tolearn about each other to see if they can get along …

DL 03

What did you hear?
Choose exactly what each character says.

1

A. I am a child actor.
B. I will be a child actor.
C. I was a child actor.

2

A. I’m sure it’s how it sounds.
B. I’m sure it’s kind of how it sounds.
C. I’m sure it’s not how it sounds.

3

A. My grandparents will come here
from Vietnam.
B. My grandparents came here
from Vietnam.
C. My grandparents come here
from Vietnam.

14

CD1-03

What made you who you are?

Let’s Watch!

Scene 1

2

Before Watching: Predict!
Guess what the character will say.

DL 04

CD1-04

A. I see. You are American!
B. So you grew up in New York State.
C. What’s it like growing up in a village
in Vietnam?

Watch Again: Pop up questions
Watch the whole video again and answer the questions.
DL 03~04

CD1-03

CD1-04

1. When and how old was Tim when he bought this apartment?

2. Exactly where did Vinh grow up?

3. What do Tim and Vinh agree on about Vietnam?

4. Tim mentions two movies he was in. What are the titles?

What do you think?
Share your ideas with a partner.
1. How do you feel about the characters?
2. Why do you think Tim is confused?
3. Would you want to live there?

15

Strategies for Improving Communication
DL 05

CD1-05Strategies: Note Taking
Listen and try to get the 5 main
strategies from the talk. Fill in as
many details as you can. After,
compare with your partner.

1

2

3

4

5

Now practice with a partner using the strategies above.
You don’t have to be yourself. Be a character. Have fun!
16

What made you who you are?

Scene 1Strategies in Action ith a partner, do some quick research and find a country that you wantW
to know more about. After choosing, let’s look at the strategies and see
how we can use them.
1 Make 5 questions for a person from the country you chose. For example, “I’masking about the national sport because I love sports.”
Tips

Asking questions is a skill. Good questions have good reasons for asking.
I want to know …

I’m asking …

2 Understand your rwith the person. Are you meeting for the firsttime (job interview) or did you study abroad together?

Your rwill ask.
Tips

is important to consider for the type of questions you

3 Acting fun! Pretend you are answering questions and choose a differentfe
you are feeling.

for each one. See if your partner can guess how Tips Use posture and gestures to communicate too.

4 Imagine you are surprised by an answer. Admit what you do not.

Practice using the correct intonation.
Really? / I did notthat. / Is that right? / I had no idea! / That isfascinating. / I had never imagined that.
Tips

5 Try making 3 more questions that border on the personal. Sometimes you
are not sure how private the person is or if a question might be annoying.
Personal topics might include: age, religion, politics etc …
 Tips I’m sorry but could I ask ... / Do you mind if I ask about …? / This may be too
sensitive but do people in your country ...? / You don’t have to answer if this is too
personal but do you believe in …?
17