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Life and Work

Objectives:

	The learner will listen to "Sadette Cakalli's Story" and respond orally and in writing to associated questions.
	The learner will add at least five slang terms to his/her personal list of favorite American slang.

Duration:

2 hours

Materials:

	3.5" floppy disk
	Computer with Internet access
	"Sadette Cakalli's Story," Collaborations: English in Our Lives, Intermediate 1 Student Book, Jann Huizenga and Jean Bernard-Johnston, Heinle and Heinle; 1996, pgs.18-19
	Web site: http://www.manythings.org/slang/

Activities:

Teacher reviews with class how to express likes and dislikes with possessive pronouns (my job, her boss, our apartment, etc) and infinitives (to clean, to drive, to take a break, etc.), stressing proper noun or pronoun/verb agreement with "like" and "doesn't like." Teacher writes the following chart on a writing board or poster board:

nouns/pronouns
like/do, don't, doesn't like

infinitive/possessive pronoun

I

our new house.

You

my old boss.

He/she/It

to ride with her to work.

We

to clean the bathroom.

You (plural)

to fix their mistakes.

They

their new software program.

Teacher points to each learner, and then to different combinations of nouns/pronouns and infinitive/possessive pronouns; learner provides correct correct form of "like" or "do, don't, doesn't like."

Learners go to http://www.manythings.org/slang/ and search for at least five more slang terms to add to their personal list of favorite American slang. Teacher monitors learners' choices and assists with word processing/computer skills.

Learners share one of their new slang terms with class, providing definition and example of its use in context. Students take notes as desired.

Teacher reads "Sadette Cakalli's Story," to class, allowing time for definition of unfamiliar vocabulary. Learners complete parts A and B independently, then compare answers. Class re-reads story out loud.

Learners participate in Think-Pair-Share activity using questions immediately following story ("What surprised you when you first arrived in America?" "How much English did you know when you first arrived?" "What are some of the things that have helped you learn?").

Assessment:

Teacher monitors verbal and written responses, offering corrections to grammar as required.