Instructor: Sharon Sassone, M.A.
Mount Hood Community College
Maywood Campus, Room 304
Saturdays, 9:30 a.m. --12:20 p.m.
Class: ESL 88 A #33; Listening/Speaking—a beginning level class which focuses on improving students’ pronunciation and speaking confidence;
CASAS SPLs 2-3.
CA Objective: #22 Community Resources-Recreation
1. Consult newspapers or other media; identify performances to attend and facilities to visit.
Resources and Materials:
National Geographic magazines, The Oregonian newspaper, and The Oxford Picture Dictionary, and various bi-lingual dictionaries and translating machines.
0.2.4 Converse about daily and leisure activities and personal interests
1.2.1 Interpret advertisements, labels, charts, and price tags in selecting goods and services
information about recreational and entertainment facilities and activities
2.6.2 Locate information in TV, movie, and other recreational listings
2.6.3 Interpret information in order to plan for outings and vacations
7.2.1 Identify and paraphrase pertinent information
The students were assigned four separate tables in which I had manipulated the native language combinations with sensitivity so that, for the most part, the students would not know each other’s cultural past-times. Using the publications previously listed under “Resources and Materials,” the students found photos, illustrations, and to a lesser degree, articles, about their homelands. They told each other about their native countries, with a focus on, but not limited to, how they spend their non-working time in that culture.
Students were encouraged to use their dictionaries and translating devices so that they could fully understand the articles in the publications and could talk with other students with different native languages.
Next, students identified leisure activities in the newspaper. We discussed who had done which activities here in Portland. We discussed the prices of certain activities. Students chose activities they would like to do and then we figured how much it would cost for their family to do so.
Next, because many of the students expressed a concern at the expense of the family activities, we compared prices to other forms of activities and to other ways of spending money; for example, we discussed how much a pack of cigarettes cost and how much it costs to smoke as compared to taking a child to the zoo, etc.
A very interesting debate ensued on what people found essential expenditures for their lives!
Lastly, we discussed saving up to do certain things, and, for some of the students, this seemed like a new idea, to save up money for the purpose of taking their children to the zoo or the Children’s Museum.
Several students were very well-informed about using the library instead of buying books, and they described to uninformed students how to get a library card. Several students took library cards out of their wallets to show.
We further discussed bigger savings projects, such as saving to pay for the airfare back to their native homelands, and the students were very savvy about this type of saving.
Students were also very savvy about knowing where to find the best bargains when shopping for food and other products, and they discussed where they shop. We discussed retail vs. resale, and I encouraged students to buy books for their children at Goodwill because they are very inexpensive.
The students and I had a very enjoyable, lively class, in which we achieved our objectives as well as got to know each other a lot better.