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First Class Likes and Dislikes INCLUDEPICTURE "http://www.hellasmultimedia.com/webimages/lines-htm/lines/ddrule20.gif" \* MERGEFORMATINET

Level: Beginner-IntermediateAims: Get to know students by having them ask and answer questions on likes/dislikes

Vocabulary:

like, dislike, love, hate, do you like…?, I like, I love, I don’t like, I really don’t like, I hate

Steps:

1. If it’s your first class, introduce yourself and pass around the birthday/email chart provided. It can be a good reference to help you learn names and celebrate birthdays.

2. Play a warm-up such as “bumper to bumper (simply write a word on the board, and the students have to think of another word that starts with the last letter of the word you wrote, and so on)” while students pass around the chart. Playing the game will keep them occupied.

3. Likes/Dislikes: Find out a little about your students. On a sheet of paper have the students trace their hand. Demonstrate this on the board. Inside each finger have students write a sentence about what they like or dislike.

4. Student Introductions: After finishing, call on each student. Ask them to tell you something they like and dislike.

T: Hi! What’s your name?S: My name is Park Sung HeeT: Nice to meet you Park Sung Hee. Can you tell me something you like? Something you dislike?S: I like soccer. I dislike homework.

5. Game: Divide the class into groups. Have them think of group names and write them on the board. Tell them you are going to play a game and write, “What does (teacher’s name) like?” Each group must ask you questions using the phrase, “Do you like___________?” If you answer, “Yes, I like____”, give that team a point. If you answer, “No, I don’t like________”, give zero. They should not repeat any questions that other teams have used and they should answer in unison within 10 seconds.

After a couple of rounds make the addition of love and hate. Award double points or negative points to keep it competitive!

Example: “Yes, I love ____________.” 4 points“Yes, I like _____________.” 2 points“No, I don’t like _________” 1 point“No, I hate _____________.” -2 points

No. Name Email Birthday

12345

About Me

Level: Beginner-Low IntermediateAims: Students write about themselves, classmates introduce and talk about one another Materials: My Profile sheet

Vocabulary:

movie, subject, special, food, brother, sister

Steps:

This activity is good to use during one of the first few classes of the year. Along with giving the teacher pertinent information about their students, these profiles will also help teachers learn a little more about their students’ personal lives.

1. Explain to students that they are going to write about themselves. In order to assure that all students understand how to answer the About Me sheet, go over the vocabulary used (i.e. MOVIE, SUBJECT, BROTHER, SISTER, SPECIAL, FOOD).

2. Hand out the About Me worksheet to each student. As they are working, walk around and provide assistance with ideas and spelling. Inform the class that if they do not have an English name, or do not

want to have one, they can write their Korean name in English. The blank box is where the students are to draw a picture of them selves.

3. Have the students share their papers with a partner. Next, have each pair come to the front of the class and introduce one another. For instance: “This is Kyeoung-Ye. Her English name is Jane. Her favorite ….”

Have them share their pictures as well!

ABOUT ME

NAME:

ENGLISH NAME:

E-MAIL:

FAVORITE MOVIE:

FAVORITE FOOD:

BROTHERS/SISTERS: FAVORITE SUBJECT:

SOMETHING SPECIAL ABOUT ME:

http://www.free-graphics.com/clipart/Cartoon/Education/Edu33.shtml


At a SupermarketLevel: Beginner-IntermediateTime: 45 minutes

Expectations: 1. Students will learn and use new vocabulary for locating items in a supermarket.2. Students will learn and use the sentence patterns, “Where can I find the ….?” and “Where is/ are the …”3. Students will learn how to respond when someone asks where something is, by using the sentence pattern, “The ____ is/are in the _______.”

Materials: Worksheets, and some candy or stickers for bingo winners

Vocabulary:

Bakery Deli Fresh ProduceCash Register Customer Service EntranceAisle Canned food Dental Cosmetics Frozen food spices

Procedure:

1. Teach supermarket sections and other new vocabulary.2. Teach the sentence patterns, “Where can I find the…?” and

“The ______ is/are in the ______.”3. Have students complete review sheet. Then play review bingo

with the teacher asking the class, “Where can I find the ___?”

At a Supermarket Study this supermarket map with your teacher and answer the questions.

Practice finding food in the supermarket with your partner.

1. Where can I find the eggs? The eggs are in aisle ___________________.

2. Where can I find the apples? The apples are in the _________________ section.

3. Where can I find the bread? The bread is in the ___________.

4. Where can I find the sandwich meat? The sandwich meat is in the ___________.

5. Where can I find the potato chips? The potato chips are in the _____________ and _________________ section.

6. Where can I find the shampoo? The shampoo is in aisle _______________________.

7. Where can I find the ketchup? The ketchup is in aisle _________________________.

8. Where is the toilet paper? The ________________________________.

9. Where _________________________? The __________________________

10. Where can _________________________? The _____________________

At a Supermarket Review Bingo

By Roberta T. Stanley

At a Supermarket

At a Supermarket

Teacher: “Where can I find the _______?”Students: “The _______ is/are in the _______.”

*Write 16 store sections, one in each bingo square.

1. Deli2. Fresh Produce3. Bakery4. Flowers5. Chips/Cookies6. Aisle 17. Aisle 28. Aisle 39. Aisle 410. Aisle 511. Aisle 612. Aisle 713. Aisle 814. Aisle 915. Aisle 1016. Aisle 1117. Aisle 1218. Cash Register19. Newspaper20. Customer Service

Level: Beginner-Intermediate-Student Time: 45 minutes

Expectations: 1. Students will learn and use new vocabulary for food and for making food.2. Students will review how to find things at the supermarket.3. Students will learn and use sequence words such as, “first,” “next,” and last.”

Materials: Worksheets

Vocabulary:

Pot Tomato sauce BowlPlate Fork KnifeSpoon Mayonnaise PotatoesBell pepper Salt BeansBean paste Black pepper GarlicHot peppers Cabbage OnionCrab Carrot LettuceFish Cucumber Green onion

Procedure:

1. Teach new food and cooking vocabulary.2. Have students complete the shopping lists and write in which

section of the store they will find the items.3. Finally teach sequence words and have the students practice

the sequence words and new vocabulary by writing a recipe.

At a Supermarket Food/Cooking Vocabulary

frying pan pot tomato sauce

bowl plate

fork/knife/spoon

mayonnaise potatoes (green) bell pepper

salt beans/ bean paste black pepper

garlic hot peppers cabbage

onion crab carrot

lettuce fish cucumber

toaster clams green onion

Shopping List Activity:

Please write down what you need to buy

at the supermarket and in which section

of the store you will find the items.

A. You are going to make a delicious sandwich.

Food Name Section of the Store

B. You are going to make some spaghetti.


C. You are going to make some soup.


Make a Recipe

Finally you will explain how to make a sandwich, spaghetti, or soup. Chose ONE.

First, ________________________________________________________

Next, ________________________________________________________Next,_______________________________________________________Next____________________________________________________________________________________________________________Finally, ________________________________________________________

By Roberta T. Stanley

I’d Like to Buy a Vowel

Level: Beginner-IntermediateAims: Differentiate between long vowels/short, improve pronunciation

cook 요리하다 stir/mix 섞다 pour 붓다fry 튀기다 spread 펴 바르다add 더하다 cut 자르다

Materials: white/ black board

Vocabulary:

Alphabet, letters, consonants, vowels, pronunciation

Steps:

1. Explain to the students the breakdown of alphabet letters, consonants and vowels. Further explain that there are two kinds of vowels - long and short.

Long vowels say their names

Short vowels do not say their names.

a = cate = eggi = ito = clock

u = umbrella

2. After writing the above sounds and words on the blackboard, ask the students to say "long" or "short" for the vowel sound in each of the following words.

Apple, Boat, Under, Eat, Day, Pig, Ten, Ice, Usually, After, Chicken, Teacher, every, Open, Umbrella, Phone, Easy, Mom, Dad, April, Pen, Baby

A = cakeE= beeI = iceO= orangeU= unicorn

3. Short Vowel Game: Write the 5 short vowels on the board in a circle.

4. Divide the class into teams. Have a member from each team stand 2 meters away from the board. Say a vowel sound. The students should try as quickly as possible to circle the correct letter to gain a point.

5. Call new students to the board and repeat the process. After they get the hang of it, up the anty by saying a word containing a short vowel sound. This is much more difficult for them to identify. Set a time limit or a point limit for the teams to reach (ex: first 10 points).

6. Distribute play money to each team. Tell them that they are going to play a game like hangman, except they must buy their vowels. Write a simple phrase on the board similar to “Wheel of Fortune” or pre-write it on a large piece of paper with each letter covered. Establish the order of each team by rock, scissors, paper. Then, one by one each team must choose a consonant or buy a vowel. They then have 10 seconds to guess the phrase. If they guess correctly, reward them with more money, which they can exchange later for a small prize!

Christmas Card

AE I O U

Level: Beginner-Intermediate

Expectations: 1. Learn Christmas vocabulary.2. Learn adjectives.3. Bring some Christmas cheer.4. Have fun.

Materials: Sample Christmas cards, blank paper, scissors, glue, crayons, markers, Christmas music, Christmas flash cards.

Vocabulary:

Rudolph, present/gift, candy cane, Christmas tree, stockings, angel, holly, merry, joyous, peaceful, snowman, wreath, reindeer, bells etc…

Procedure:1. First brainstorm Christmas vocabulary using a word web on the

white/black board. 2. Using Flashcards/pictures, go over Christmas vocabulary. 3. Next, teach adjectives. At first, just look for general descriptive

words. When the students are comfortable ask them to give adjectives for Christmas. If they are not mentioned, introduce merry, happy, joyous, festive, peaceful and any other pertinent Christmas words. These are important for later.

4. Distribute sample Christmas cards for the students to look at. Have them pay extra attention to what is written inside the card.

5. Have the class come up with possible Christmas card sayings and write them on the board.

6. Give each student a sheet of paper. Have them make their own Christmas card with a Christmas saying inside and a festive picture on the front. Tell them they can use one from the board or make a new one.

7. Have the students give the card to a teacher or a parent. I chose to have them make it for a teacher in the school. This way I could get some feedback on the cards and it adds some

Christmas cheer to your school which most likely lacks it.

Adaptations:The cards can also be used as decorations for your classroom. You can play Christmas music while the children are working, but expect to hear many kids singing Jingle Bells. You can find sample cards on-line at ivyjoy.com/printcards/christmascards.html.

For other levels? All levels of students can enjoy this. Some of the older students will make marvelous cards.

BY CHRIS DEVISON

Cube of Fortune


Expectations: 1. Review grammar patterns and new words2. Work in team setting to determine answers

Materials: A Cube (template attached), timer, and white/black board

Vocabulary:

Any previously learned vocabulary or new simple words

Procedure:1. Introduce the game “Cube of Fortune”. Explain that it is based

on a popular American television game show called “Wheel of Fortune”.

2. Split the class into two or three teams depending on the size3. RULES:

A. Team 1 rolls the die.B. If $100, $200, $300, or $400 is rolled, the team may guess

a letter (consonants only).C. If the letter is in the puzzle, the team gets the money.D. The amount of money is multiplied by the number of times

the letter appears in the puzzle (ie if the team rolls a $200, guesses an “R” and there are 3 “R’s”, the team gets $600)

E. Next the team has 3 choices: they can roll again, buy a vowel, or solve the puzzle.

F. The team rolls until they guess a wrong letter or they roll “Lose a Turn” or “Bankrupt”.

G. Lose a Turn = the next team rollsH. Bankrupt = the team loses their money and the next team

rollsI. Vowels cost $50

J. A bonus of $400 is given to the team who solves the puzzle.K. At the end of each round, each of the teams keep their

money, not like in the game show where only the winner keeps the money, hence the bonus is given to increase the score of the team who solves the puzzle.

L. The team with the most money at the end of class wins some candy.

4. To start, draw blocks for each letter in the words of the puzzle.5. Write the Alphabet underneath the puzzle and cross off the

letters as the students guess. 6. Play for 2 or 3 rounds at the beginning or end of a specific

lesson, or play for as long as the class goes.7. Sample Puzzles:

A. Phrasesi. WHATEVER(8) FLOATS(6) YOUR(4) BOAT(4)ii. READ(4) BETWEEN(7) THE(3) LINES(5)iii. SAVE(4) IT(2) FOR(3) A(1) RAINY(5) DAY(6)

B. Peoplei. POLICE(6) OFFICER(7)ii. PROFESSIONAL(12) SOCCER(6) PLAYER(6)iii. BRAD(4) PITT(4) AND(3) ANGELINA(8) JOLIE(5)

C. Thingi. FRUITS(6) AND(3) VEGETABLES(10)ii. SCHOOL(6) SUPPLIES(8)iii. ARTS(4) AND(3) CRAFTS(6)

D. Placei. BASKETBALL(10) COURT(5)ii. FAST(4) FOOD(4) RESTAURANT(10)iii. NIAGARA(7) FALLS(5)

Adaptations:For lower levels, allow them to guess any letter and not buy vowels. Some students often had trouble with the concept of not being able to buy a vowel until they had money, or not having to roll the cube if they wanted to buy a vowel. For higher levels, increase the difficulty

of the puzzle.

BY LESLEY SCOTNEY

Cube Template

Make using larger and heavier paper, like Bristol board. On each side write one of the following: $100, $200, $300, $400, Bankrupt, or Lose A Turn. Then cut along the outside edge of the template. Fold along each of the lines, then put glue or tape on each of the small flaps and press them against the side to make the cube.

Greetings

Level: Beginner-IntermediateAims: Learn different English greetings and practice dialoguesMaterials: Greeting cards, dialogue cards, “Autograph Scavenger Hunt” worksheets, tape

Vocabulary:

greetings, hello, hi, how are you?, how’s it going?, how are you doing?, what’s up?, how have you been?, how’s it hanging?

Steps:

1. Introduction: Ask the students, “What would you say when you meet a friend? Your grandmother? Your sister?” After coming up with a few words and phrases, explain to the students that these are called GREETINGS.

2. Explain the difference between FORMAL and INFORMAL greetings, using examples. “How do you greet your classmates? Is it

different from how you greet your teacher?” This will not require much explanation since there is a very clear-cut difference between informal and honorific speech in Korean.

3. On the board, write FORMAL and INFORMAL in chart form:

FORMAL INFORMAL

Place the greeting cards face down in front of the board. Have a volunteer come to the front of class, pick a card and read it, and tape it in the correct column. Ask the rest of the class if the greeting is in the correct column. Have another student come up and do the same thing. Continue until all of the greeting cards are correctly posted on the board. Recite each greeting with the entire class.

4. Dialogue: Divide the class into groups of 4 and hand each of them a “Greetings” dialogue. In their groups, have the students practice the dialogue, taking on different roles. For instance, one student will be A and another student will be B, and then they will reverse roles. Circulate around the class and help with pronunciation and intonation. Next, tell the students that they must now select two or three volunteers (depending on the dialogue) from each group to come to the front of the class and present their dialogues.

5. Autograph Scavenger Hunt: Provide each student with an “Autograph Scavenger Hunt” sheet and explain the rules of the game.

Students must go around the class greeting one another and finding students who can answer yes to each question on the sheet. The answering student must sign the sheet of the student asking the question if they can answer yes to the question. For instance, a student will say, “Hi, how are you? Do you play the guitar?” If the student can play the guitar, they must sign the student’s sheet. Also, a student can sign another student’s sheet only once. Emphasize

that they must greet one another before asking the question. The winner is the first student to get signatures beside every question.

“ Greeting ” Dialogues

A: Hi John. How you doing?B: Not bad, yourself?A: Pretty good. I’m glad we’re back at school.B: Me too! I love learning math, science and English!A: It was nice talking with you. Take care!B: You too!

A: Good morning father.B: Good morning son. Did you eat breakfast yet?A: No, not yet.B: Okay, then wash your hands and eat before you’re later for

school.

A: Hello Mr. Kim. How are you today?B: Hello Jeff. I am fine, thank youA: That is great to hear. It is very nice to see you again.

Goodbye.B: Goodbye Jeff, and good luck in school.A: Thank you very much Mr. Kim

A: Okay father, I’ll go right nowB: Good boy! A: Good evening mother.B: Good evening son. Have you washed your face and

brushed your teeth?A: Of course mother!B: Okay, then go to bed.A: Okay mother, goodnight.B: Goodnight son!

A: Excuse me, do you have the time?B: Yes, it’s 10 o’clockA: Thank you very much.B: You’re welcome.A: Have a great day.B: Thank you. You too.

A: Hello Mr. Smith. How have you been?B: Great! How about you?A: Not too bad. How are your children?B: They’re great. Thank you.A: No problem, talk to you again soon.B: Goodbye Mr. Park!

A: Hi Eric, what’s up?B: Not much.A: This is my friend Don.B: Hi Don, it’s nice to meet youC: Thanks, it’s nice to meet you too.A: Well, it was nice talking to you guys. See you later.B: Bye!C: Take care

A: Hi Alex! Hi Greg!B: Hi Jeff!C: How are you doing Jeff?A: Not very good. I have a cold.B: Oh no, I’m sorry to hear that!C: Yeah, me too.A: Thanks guys. I’d better go to the hospital now.B: Hang in there!

NAME: __________________________________________________

AUTOGRAPH SCAVENGER HUNT

GREETING:____________________ (e.g. Hi, how are you?) DO YOU HAVE A PET DOG? ________________________HAVE YOU BEEN TO ANOTHER COUNTRY?_____________DO YOU LIKE ENGLISH?___________________________CAN YOU PLAY THE GUITAR?_______________________CAN YOU SING VERY WELL?________________________DO YOU LIKE WRESTLING? ________________________IS YOUR BIRTHDAY IN JANUARY?___________________ARE YOU AN ONLY CHILD? _________________________DO YOU HAVE A GIRLFRIEND/BOYFRIEND? _______________________________________________WERE YOU BORN IN SEOUL? _______________________

Greeting Cards

HELLO HOW ARE YOU?

HOW ARE YOU DOING?

HI

WHAT’S UP? HEY

HOW’S IT GOING?

HOW HAVEYOU BEEN?

GOOD EVENING

HOW’S IT HANGING?

Time

Level: Beginner - Intermediate

Expectations: 1. Students will be able to tell time in English.

Materials: worksheet

Vocabulary:

O’clock, quarter too, quarter after, half past, noon, midnight

Procedure:

1. Ask the students to count to 12. Next write the numbers 5, 10, 15, 20, 25, 30, 35, 40, 45, 50, 55 on the board and have the students say the numbers as you write them.

2. Ask the students: What time is it now? (Example: It’s 2:20)

Ask the students how to say the time in Korean.Explain that in English it means “two hours, 20 minutes”, but when telling time in English we don’t say “hour” or “minutes”.

3. Draw four clocks on the board illustrating the times 10:00, 10:15, 10:30 and 10:45. Ask the students what each of the clocks says. Explain that instead of saying “ten fifteen” we can say “quarter after ten” and instead of saying “ten thirty” we can say “half past ten”.

Explain: ___:15= quarter after. ___:30= half past. ___:45= quarter to.

4. Under each of the clocks drawn on the board write:

a) It’s ten o’clock. b) It’s ten fifteen. c) It’s ten thirty. It’s ten. It’s quarter after ten. It’s half past ten.

d) It’s ten forty-five.It’s quarter to eleven.

5. Practice the times orally by group. 6. Next there are two activities.

Activity 1 (20 minutes)Time Bingo

Activity 2Worksheet

BY VANESSA REID

Adaptations:

For other levels? For a slightly smarter class you can teach “five to/after”, “ten to/after”, “twenty to/after”, “twenty-five to/after”, 12:00am Midnight, 12:00pm Noon

Time Worksheet

10:00 (“It’s ten o’clock”) OR (“It’s ten”)10:15 (“It’s ten fifteen”) OR (“It’s quarter after ten”)10:30 (“It’s ten thirty”) OR (“It’s half past ten”)10:45 (“It’s ten forty-five”) OR (“It’s quarter to eleven)Look at the clocks and tell the time

It’s ________________________________________________

It’s _________________________________________________

It’s _________________________________________________

It’s _________________________________________________

It’s _________________________________________________

It’s _________________________________________________

Time Bingo

Use the following times and put them on your bingo card in any order you choose.

2:45 6:25 3:504:15 7:20 8:4512:35 9:10 5:206:30 10:40 1:055:10 4:55 7:008:15 12:15 11:202:15 6:50 7:051:15 5:40 6:1012:00pm 2:55 3:254:35 7:55 12:00am9:45 10:15

“When” Questions About TIME


Expectations:1. The student will use prior knowledge from the “Time” lesson to answer questions.2. The students will review and practice sentence structure.

Materials: Worksheet, white/black board

Vocabulary:

quarter to wake upquarter after go to sleephalf past meet friends

Procedure:1. Begin by reviewing times from the previous lesson. Make sure

the student understand the two ways to tell time (“eight fifteen” OR “quarter after eight”)

2. On the board there should be several questions written out:What time is it now?When do you wake up in the morning?When do you eat lunch?When is lunch?

Explain that the first question is very easy to answer. In a complete sentence, the answer is simple “It’s ________”.Next, model the answer for the second question, showing the students exactly how to make an answer from the question:When do youI wake up (in the morning) AT _____. Explain the

importance of the word “at” when answering a question about time.

3. Ask a student if he/she can answer the next question:When do you eat lunch?When do youI eat lunch at ______.

4. Explain that the last two questions have the same meaning, but use different words. The fourth question has no “you” so the answer won’t have “I”

When is lunch?When lunch is at ______?

5. Explain the worksheet to the students and give it out.

6. Correct the worksheet at the end of class.

Adaptations:To make the worksheet more difficult, simply change the times and indicate that they have to answer using the more difficult way of tell time (to/after/past)EX six fifty = ten to seven

BY VANESSA REID

A NSWERING QUESTIONS ABOUT TIME A: Match the following question to the correct answers:

A

BCDEFGH

When do you wake up in the morning?When does the movie start?When is lunch?When do you go to sleep?When is dinner?When is school finished?When does school start?When will you meet your friends?

_________

___

____________

Dinner is at six o’clockSchool starts at half past eight.In the morning, I wake up at seven.I’ll meet my friends at quarter to five.Lunch is at twelve ten.The movie starts at eight forty.I go to sleep at half past eleven.School finishes at quarter after four.

B: Write all of the below times as numbers:Example: six o’clock = 6:00half past eight = seven = quarter to five = twelve ten = eight forty = half past eleven = quarter after four =

C: Answer the following questions:

1. When do you wake up in the morning?________________________________________________________2. When do you eat lunch?________________________________________________________3. When do you go to school in the morning?________________________________________________________4. When does school finish?________________________________________________________5. When do you eat dinner? ________________________________________________________

Dates


Expectations:1. Students will review months, days of the week and ordinal numbers.2. Students will learn how to answer “when” question about date.

Materials: Mini dialogue strips, white/black board, (power point…not necessary, but saves on board writing!), also, the teacher should know the months of the year in Korean.

Vocabulary:

months various holidays days ordinal numbers

Procedure:1. Review months of the year. Show the students a list of the

months of the year using powerpoint. Sometimes they know a song about it, so ask them to sing it. Explain that it’s easy for them to say the months of the year in order, but it’s more difficult when they are asked to translate. For example, ask a student what 이월 (ee weol) is in English. The students generally need to take a few seconds to think about it. As a short activity, all the students stand up and the teacher will shout out random months of the year in Korean. The student must answer in English, one at a time, starting by the student’s number. Once a student has answered, he or she may sit down.

2. Review days of the week using the power point. (This isn’t as difficult as the months of the year, so it should only take a few minutes)

3. Review ordinal numbers. Write “March 1” on the board and ask

the students how to read it. Nine times out of ten, they will say “Marchee one”. Explain that with dates, instead of “one” they should say “first”. Go through the other ordinal numbers. Certain things to note are the spelling of 5th, 12th, 20th, and the numbers ending in –one (21st, 31st, etc).

4. On the board there should be several question written:What day is it today?When is your birthday?When is Christmas?

Underneath each question model the answers for the students:Today is (day) (month) (number), (year).My birthday is ON (month) (number), (year). [year is optional]Christmas is ON (month) (number).

Explain the importance of the word “ON” when answering date questions.Ask for volunteers to answer some questions. (What day is it tomorrow? When is your birthday? etc etc)

5. I recommend that after each stage of this lesson, the student write down the information in a notebook because they will need it to refer to in this lesson and following lessons.

6. Activity. There will probably be only 5 or 10 minutes left in class at this point, so using the mini dialogue strips, ask for volunteer pairs to come up and complete the dialogues.

BY VANESSA REID

A: When is your __________________________________?B: My birthday is on _____________________________.

A: When is _____________________________________?B: Christmas is on ______________________________.

A; When is _____________________________________?B: Halloween is on ______________________________.

A: When is ______________________________________?B: Valentine’s Day is on _________________________________.

A: When is _____________________________________________?B: White Day is on ______________________________________.

A: When is _____________________________________________?B: Black Day is on ______________________________________.

A: When is ______________________________________________?B: 빼빼로 Day is on ____________________________________.

A: When is _______________________________________________?B: New Year’s Day is on ___________________________________.

Date and Time


Expectations:1. This lesson will combine the previous knowledge of questions involving date and time.2. Students will learn how to answer questions in complete sentences.

Materials: Dialogue on powerpoint, worksheet, white/black board

Vocabulary:

appointment choices make an appointment a few

Procedure:1. Briefly review questions about date and time. Ask for a

volunteer to answer the following questions:When do you eat lunch?When is your birthday?

Review the use of the words “at” and “on”.2. On the board write 2 examples:

Doctor’s appointment (Thursday, 3:30pm)When is your doctor’s appointment?My doctor’s appointment is on Thursday at 3:30pm.

Model the first answer on the board, and then ask for a volunteer to try the second answer.

Final Exam (Dec 5th, 9:00am)When is your final exam?

3. Practice more examples orally.7.12/12pm/Lunch meeting (When is the lunch meeting?)9.30/8:45pm/Movie (When is the movie?)4.21/5:15pm/first date (When is your first date?)

4. Activity: Reading comprehension. Explain that the student will be given a dialogue which they have to read and then answer

questions about date and time. Show the student the dialogue on the screen and ask for 2 volunteers to read it. Ask the student if they understand it. If not, explain or have your co-teacher explain. Give the student the worksheet and emphasize that they must answer in complete sentences.

5. Take up the worksheet.

Adaptations:For higher level students, do not review the dialogue before giving to them, simply ask them to read it and try to answer the questions.

BY VANESSA REID

Dialogue and Questions

Read the dialogue and then answer the questions.

(On the Phone)A: Good Morning, Dr. Kim’s office.B: Hi. My name is Sam. I’d like to make an appointment (예약하다) to

see Dr. Kim, please. Can I see him this week?A: I’m sorry, Dr. Kim is very busy this week, but there are a few (몇

몇의) choices (선택) next week – Tuesday at 3pm, Wednesday at 9:30am, or Friday at 11am.

B: What is the date (날짜 요일) on Wednesday?A: Wednesday is November 22nd.B: I can’t come on Wednesday because it’s my mother’s birthday. I

want the appointment on Friday, please.A: No problem! See you next Friday Sam. Have a nice day.

Questions

1. When is Sam’s mother’s birthday?______________________________________________________________________

______________

2. When is Sam’s doctor’s appointment?______________________________________________________________________

______________

3. What is the date on Tuesday?______________________________________________________________________

_______________

4. What is the date on Friday?_____________________________________________________________________________________

Let’s Travel!

Level: Beginner-IntermediateAims: Practice simple dialogues about travel, identify different country names, places and activities and create a simple personal dialogueMaterials: Map of the world, two worksheets, some pictures of famous places and eventsVocabulary:names of countries, languages, famous places and activities

Steps:1. Introduce the subject of travel by talking about your decision to travel to Korea.2. Ask students to name some countries they know. Inquire if students have been to another country.3. With students, make a list and discuss different kinds of transportation (bus, taxi, car, train, subway, ship, airplane, bicycle, truck, walking, rocket, submarine, hot air balloon).4. Make a list with students of people they might like to travel with (mother, father, brother, sister, aunt, uncle, friend, guide, grandmother, grandfather). Some of the students’ suggestions will get good class response, such as girlfriend, boyfriend, pet, movie star, etc.5. Make a dialogue for yourself based on the practice dialogue, imagining it taking place before you came to Korea. Write it on the board. For example: Which country do you want to visit? I want to visit Korea. Who do you want to go there with? I want to go there with my friend Annie. What do you want to do there? I want to teach English at ---- Middle School. If you want to go there, you need to study Korean hard. 6. Hand out the worksheet with countries, languages and places. Ask each student to draw a line from the country to a language spoken there and then to a famous place of activity there. When they are finished, discuss the correct answers.7. Give students copies of the practice dialogue sheet and have them practice the dialogues with a partner. Encourage more advanced

students to make their own dialogues.

First draw a line from the name of the country to a language spoken in

that country. Then draw the line to something that you can do in that

country.

Korea French see a kangaroo

England Korean see the Rocky Mountains

France English see the Eiffel Tower

Canada English see the Thames

River

Spain English go to Disneyland

Australia German watch bull fighting

Germany English go to Octoberfest

United States Spanish come back home

#1 A: Which country do you want to visit?B: I want to visit England.A: Who do you want to go there with?B: I want to go with my mother.A: What do you want to do there?B: I want to see the Thames River.A: If you want to go there, you need to study English

hard.

#2 A: Which country do you want to visit?B: I want to visit Canada.A: Who do you want to go there with?B: I want to go with my friend Julie Ann.A: What do you want to do there?B: I want to see the Rocky Mountains.A: If you want to go there, you need to study English

hard.

#3 A: Which country do you want to visit?B: I want to visit the United States.A: Who do you want to go there with?B: I want to go with my grandfather.A: What do you want to do there?B: I want to go to Disneyland.A: If you want to go there, you need to study English

hard.#4 A: Which country do you want to visit?

B: I want to visit Australia.A: Who do you want to go there with?

B: I want to go with my friend Pat.A: What do you want to do there?B: I want to see kangaroos.A: If you want to go there, you need to study English

hard.Phonics Fast Ball

Level: Beginner-Low Intermediate Aims: Practice phonics and pronunciation, create words and have fun!Materials: Alphabet letters, red, green, blue and yellow paper, tape, sock, rice or beans, prizes (optional)

Vocabulary:

teeth, lip, tongue, top, bottom, letter, points, touch, throw, hit, miss, count, try, stand, back

Steps:

1. Preparation: Print the alphabet letters (maybe 4 letters per A4 page) then cut out. Glue them on colored paper accordingly (Red=4 points, green=3 blue=2, yellow=1). Fill a clean sock with rice or beans to make a beanbag.

2. Tape the letters on the board and have the students repeat after you… “A”-a-apple, “B”-b-baby, “C”-c-cat, “D-d-dog, and so on. Pay special attention to difficult consonants such as F/P, V/B, L/R, Z and short vowel sounds.

A good rule of thumb for the perpetually perplexing F and V sounds is to have them bite their bottom lip. Conversely, when they practice the P and B sounds, a short burst of air should escape (from their

lips). You can hold a piece of paper in front of your mouth to demonstrate the difference between the two sounds (F/V=paper is still, P/B=paper moves). Have them try as well!

The L sound should cause them to touch their top teeth with their tongue and the R sound should be enforced by making them stick their lips out. It’s good to test them with word combos such as reading/leading, river/liver, rice/lice. To master the Z sound, have them align their top and bottom teeth, making sure that they touch. Emphasize the “zzzzzz” sound with words such as zebra, zoo, magazine etc. They seem to enjoy the silliness of it all….

3. Now for the fun…. Divide the students into groups and have them choose a team name. Indicate an area about 2 metres away from the board where they must throw the sock. The object of the game is for them to make a word by hitting the letters and adding the points indicated by the colour of each letter.

Start the first round by telling them they must make a 3-letter word, second round a 4-letter word and third round a 5-letter word. If they are able, up the anti to a 6-letter word and have them make a full sentence using that word.

Rules:

A) They must hit each letter of their word with the sock. The order of the letters doesn’t matter (T-C-A =CAT).B) They can have 3 misses.C) They may not repeat any words already given by another team.D) Each student from every team must participate at least once.

Expressions:

A) Please stand back.B) Throw the sock.C) Hit the letter.

D) Try again.E) What is the word?F) Count the points/ How many points?

Back to School Hello Kitty

Level: Beginner-Low IntermediateAims: Practice polite classroom expressions, body parts, colors, prepositions of place and directionsMaterials: handouts on white paper, scissors, glue, red, blue, green, yellow and purple colored pencils or markers

Vocabulary:

color, cut, glue, nose, arms, feet, body, flower, head, bow, flower, apple, school bag, red, yellow, blue, green, purple, parts, in, on top of, under, in front of, right, left, Be careful, Pardon Me?, Excuse me?, Can you repeat that?, Please, pass me the___, May I borrow the___, I’m finished, What’s next?, Thank you, You’re welcome

Steps:

1. Preparation: Photocopy the cut-out Hello Kitty on white paper (one for each student). The instructions handout can be used for each class, so it’s best to make about 16 copies and place each one in a plastic sleeve for longevity. Be sure that you have enough craft supplies for all the students. For each group of 2 or 3, you’ll need a pair of scissors, a glue stick and colored pencils or markers (about a dozen sets for the entire class).

2. Ask the students, “Who is Hello Kitty?” and “Where is she from?” Tell them they are going to make a ‘Back to School Hello Kitty’. Hold up the items that they will need and ask, “What’s this?” or “What are these?” or “What color is this?” Finally, distribute the cut-out Hello Kitty and point to each of the parts, asking the students to identify them. They can match the parts to the scrambled words provided at the bottom of the handout.

3. Complete the exercise: Before they begin, pre-teach or review some polite classroom expressions that they should use when making the Hello Kitty cut-outs.

A) Pardon Me? Excuse me?B) Can you repeat that? One more time, please. Again, please.C) Please, pass me the _________________.D) May I borrow the ____________________.E) I’m finished.F) What’s next?G) Thank youH) You’re welcome

Depending on their level, you may also want to review prepositions of place (in, on top of, under, in front of) and directions left and right.

Give a copy of the instructions to each group and ask one student to read, while the other follows directions. If possible, have the reader turn their back so that the other student can’t see the instructions. Step by step, the reader should tell the other student what to do until the Hello Kitty is complete. Limit their time to 15 minutes. When this is done, have the students change places so that everyone has a chance to make one.

4. While they are doing the activity, walk around and make sure that

they are speaking English and not horsing around too much. When they appear to be finished, call a clean up time and have them return the scissors, glue and colored pencils. Make sure all of the scraps of paper are in the garbage and send them on their merry way!

Color Hello Kitty’s nose yellow. Color the apple red and yellow. Color the school bag purple and green. Color the body red. Color the arms blue. Color the bow red. Color the flower white and yellow. Do not color the face. Do not color the hands. Do not color the feet.

Cut out all the parts. Be careful!

Glue the feet under the body. Glue the flower in the middle of the body. Glue the right arm on the body. Glue the left arm under the body. Glue the head on top of the body. Glue the bow in front of the right ear. Glue the apple in the left hand. Glue the school bag in the right hand.

What is it?1. doby _______________

2. wbo _______________

3. mars _______________

4. teef_______________

5. folrew _______________

6. dhea _______________

7. ppael _______________

8. cshloo gab_______________

What Do You Want To Be?

Level: High Beginner-IntermediateAims: Talk about dream occupations and identify what they doMaterials: card sized pictures of occupations, index cards with occupation names on them, expression cardsVocabulary:

Doctor, lawyer, police officer, teacher, fireman/woman, accountant, farmer, photographer, banker, baker, nurse, veterinarian, carpenter, dentist, judge, pilot, mechanic, barber/stylist, fisherman/woman, butcher, priest, singer, actor, actress, librarianI want to be a~, I’d like to be a~, I hope to be a~

Steps: Suggestion #1

1. Vocabulary: Explain the vocabulary words and write them on the board or write them on index cards and tape them to the board. Divide students into groups of 5 or 6. Then within the groups, divide them in half. 2. Word matching game: In the groups of 5-6, mix the occupation picture cards and occupation names on the table. On the back of the cards there should be a number for keeping points. Students will compete with the other half of their group to match the word with the occupation. After matching all the cards have the students exchange their matched cards and count the other team’s score from the numbers on the back. Reward the winners! 3. Say it aloud: Have one student read an occupation and let the class repeat. Alternate students. After the students have gone through all the occupations ask some simple questions like: -Who works outside? -Who works in a hospital?-Who wears a uniform? -Who works in a school?-Who fixes a car? -Who cuts hair?4. Expression cards: On the board to the left of all the vocabulary

words place the expressions: -I want to be a~I’d like to be a~I hope to be a~

Read these aloud and have them repeat after you. Explain what they mean.

5. Chant: Start a chant by beating on the desk once, clapping and then snapping your fingers. Get a 1, 2, 3 rhythm going. Then start saying in rhythm “I want to be a~, I’d like to be a~, I hope to be a~.” Next, chose an occupational vocabulary word. Go around the classroom till every student has had a turn.

6. Worksheet: Have students unscramble the occupations on the worksheet following. -------------------------------------------------------------------------------------Steps: Suggestion #2

1. Look at the “Jobs! Jobs! Jobs!” handout. The occupational vocabulary has been taken directly from a middle school textbook, so students should easily be able to identify them. Print out pictures from the Internet, which represent each job and use them as flashcards to elicit vocabulary. Practice the words in the “Listen and Repeat” list for pronunciation. Emphasize the differences for plural words. Next, hold up a picture and ask the questions in the “Look at the picture” column.

2. Make sets of cards (one for each group), using the 18 jobs highlighted in the lesson. For each occupation there should be 2 cards in each deck, so that they can make pairs. Play the card game in teams or 4 or 5 (rules on the handout). Another option would be to make an “Old Maid” card and include it in the deck. Each player discards all of their pairs face down and offers their hand to the player to the left who then takes one card and lays down any pairs that may be formed. Play continues until one player is left with the Old Maid card.

VOCAB SCRAMBLE!1. ooctdr __________________________________2. wyerla___________________________________3. ffcerio__________________________________4. eatcher__________________________________5. nmairef__________________________________6. tntaaccou_________________________________7. rrmafe___________________________________8. rphoogptpeha______________________________9. kerban___________________________________10. nianarvrteeri______________________________11. pnetrerca________________________________12. stentdi__________________________________13. gdjeu____________________________________14. ploti____________________________________15. cinahcme_________________________________16. fsihrenma________________________________17. rchteub__________________________________18. priste___________________________________19. segnir___________________________________

http://www.barrysclipart.com/barrysclipart.com/showphoto.php?photo=28427&papass=&sort=1&thecat=197






20.bbearr__________________________________21.rctao____________________________________22.ssaetrc__________________________________23.bilrarain__________________________________

Jobs! Jobs! Jobs!

1. Listen and Repeat: 2. Look at the picture:What do I do?*You are___________

What do you do?* I am_____________*We are ___________

What does he do?* He is ____________

What does she do?*She is ___________

What do we do?*We are_________

What do they do?*They are ______

One Two, Three, Four…

A scientist ScientistsAn actor ActorsA teacher TeachersA pilot PilotsA dentist DentistsA waiter WaitersA police officer Police officersA musician MusiciansA nurse NursesA doctor DoctorsAn astronaut AstronautsA flight attendant Flight attendantsA firefighter FirefightersA driver DriversA cook CooksAn artist ArtistsA homemaker HomemakersA farmer Farmers

3. Future Job: a) What do you want to be?

*I want to be a ________.

4. Card Game: Dealer starts

Give cards to everybody in your group, until they are all gone.

Don’t look at other students’ cards!!!

Choose any player and ask: ”Do you want to be a ________?”

If the other student has that job card, they say:“Yes, I do ” and give you the card.

If the student doesn’t have that job card, they say:“ No, I don ’ t ” and the next student on your left plays.

When you get 2 cards the same, put them on the table in front of you.

When everybody is finished, the student with the most cards is the winner!

Interactive Story TellingLevel: Beginner-Intermediate

Aims: Familiarize students with a story, practice simple commands and facilitate readingMaterials: picture cards, number cards, story** Any story can be used for this activity

Vocabulary:

hunter, eagle, dove, duck (ducklings), bear, nest, food, forest, basket, berries, berry patch, meal, woods, shoot, raised, turned around, laughing, lonely, market, hunt, gun, crossed, filled

Steps:

1. Hand out copies of the number sheets and picture cards to each student and have the students cut out the pictures.2. Tell the students to glue the pictures onto the numbers using TPR (total physical response). The pictures should be in order of appearance in the story.Example: Put the 'hunter' on number 1.Put the ‘forest’ next to the hunter on the right (and so on).3. Elicit vocabulary from the students through the use of mime. Numbers: one finger would mean number one (What picture is on #1?). Pictures: mime the eagle with your hands (What number is the eagle on?). Interchange between numbers and pictures (as quickly as possible) for fun!

4. When you feel students are ready, read the story using actions. Read it a second time and have students follow along, looking at their sequenced picture cards. When they hear a word that corresponds with one of their pictures, they should shout out the number it is on. Ask “Wh” questions for final follow-up.

The Hunter

One day a hunter went into the forest. He needed some food for his large family. "What shall I shoot today?" he thought.

All of a sudden, a duck and her baby ducklings crossed his path. "I'm sorry Mr. Hunter, but please don't shoot me. My little ones need me.”

The hunter thought, "Oh no! I can't shoot her. All of her children will be very lonely and sad.”

Just then, an eagle flew above. Upon seeing the hunter he dove down, down, down to his nest and his family. “Don't shoot me, Mr. Hunter! I have a family.”

The hunter thought, “Then what shall I eat today?” All of a sudden, a bear came up from behind the hunter. “So you want to eat someone, Mr. Hunter? How about if I eat you?”

The hunter ran as fast as his legs could go. At a safe distance, he turned around and saw the bear laughing. The hunter raised his gun, but he could not shoot the bear.

"Don’t worry. I don't want to eat you, Mr. Hunter," said the bear. “Why don't you look for some berries instead of killing the animals? I know a wonderful berry patch.”

So, the hunter filled a basket with berries. He took them home and to his surprise his wife was very happy. "They will make a

wonderful meal," she said. "And tomorrow we can go to the market together. We can sell some of our berries.” “You don't need to go into the woods with your gun ever again."

~The end~

1 23 45 67 8

9 1011 12

Creative Writing

Level: High Beginner-IntermediateAims: Students improve their creative writing skills and practice using certain words to create sentences in a logical orderMaterials: “My Story” template, story cards

Vocabulary:

stories, traditional, creative writing

Steps:

1. Introduction: Begin by asking the class about some of their favorite stories, old or new. Have the students share some of their favorites. If students are shy or do not have any story favorites to share, ask them about some traditional Korean stories such as ”The Disobedient Frog” or “Sister Sun, Brother Moon”.

2. Instruction: Inform the class that they are now going to write their own story as a class. First ask volunteers to generate 5 to 10 random words and list these words in a small box on the board. With

the help of the class, use these words to create a short story. For example:

WORDS

- dragon- girl- choco-pie- computer

games- kimchi

There was once a dragon who only liked to eat kimchi. His best friend was a little girl named Hyun-Hui. They loved to play computer games with each other, and they always had a great time. But on the dragon’s birthday, Hyun-Hui gave the dragon a choco-pie instead of kimchi. The dragon got very angry and ate the poor little girl.

Read the story together with the class, and explain unfamiliar vocabulary and expressions.

3. Small Group Activity: Break the students off into groups of 4, and tell them they will now be creating stories of their own. Give each group a copy of the “My Story” template and have each group choose 5 random story cards. Inform the class that, just as in the story created all together, all five words from their story cards must be used in their story. Circulate the class to assist with grammar and spelling.

4. After all groups have finished their stories, have a student from each group come to the front of class and read their story.

MY STORY WORDS:

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________


http://www.free-graphics.com/clipart/Cartoon/Business/thumbnails5.shtml

_____________________________________________________

___________________________

STORY CARDS

HAMBURGER DRAGON

PC ROOM CHINA

KIMCHI ALIEN

SHREK CANADA

PRO-GAMER SOCCER

CRAZY CHOCO-PIE

FAT DOG

MONSTER SEOUL

TAE-KWON-DO SMELLY

GHOST HOSPITAL

SWIMMING MONKEY

TYPHOON UFO

UGLY PSYCHO

Fashion Lesson

Level: IntermediateTime: Two 45-minute classes (1 hour preparing pictures).Materials: Fashion pictures, colored pencils, sketch paper, writing templateProcedure:

1) Go through fashion vocabulary with students. Have students write down a fashion category (for instance Hairstyle). Try and elicit vocabulary that students already know. Add any new words/expressions. Have the students write down the vocabulary.

Hairstyle: Color- Black, Brown, Red, Blonde Style- Straight, Long, Curly, Wavy, ShortShoes: High heel, boots, platform, sandals, sneakers, slippersAccessories: Earrings, ring, sunglasses, necklace, handbag/purse, bracelet, necktie, bowtie, head/hair band, beltClothes: Blouse, Jeans, Dress, hat, jacket, skirt, pants, socks, stockings, vest, uniform

1. After students have written down a category and the accompanying words/expressions, reinforce the vocabulary by showing students pictures of each item and have students name each item off. (It is best to use a computer with a projection screen, otherwise print off pictures)

2. Next have students get into groups of 3-4 and explain to them that they will be designing a new school uniform (show a picture of a fashion sketch)

3. Display and distribute Fashion presentation template. Explain to students how to fill in template. Students must

fill in the template and show it to the teacher before sketching.

4. Distribute colored pencils and sketch paper when template is finished.

5. After they finish, groups will present their sketches and explain their designs (each student must present a section).

Fashion

HairOur model’s hair color is: ______________.She has a _______________ hairstyle.She is/is not wearing a ______________ hat.

ClothesTop (shirt, jacket, blouse, vest)For a top our model is wearing (a/an):____________________________________________________________________________________________________________________________________________Bottom (pants, dress, skirt)On the bottom our model is wearing (a/an):____________________________________________________________________________________________________________________________________________

ShoesThe shoe style that our model has is: ___________________________

Accessories(Earrings, rings, necklaces, bracelets, handbag/purse, sunglasses)Our model has (many/a few) accessories. She is wearing (a/an) _________________, ________________, and a ________________

BY Phil GriffithWestern Food

Level: Beginner - Intermediate *** This lesson is meant to be a precursor to the Making a Menu lesson. Many students already know the words for Western food, because it is the name word in Korean.Expectations: 1. Students will learn English names and spellings for popular

Western Foods.

Materials: Worksheet

Vocabulary:

Appetizer (식욕)saladsoupgarlic bread

Main Dish(주식, 밥)pizzaspaghettihamburgersteak

Side Dish(반찬)riceFrench friesvegetablessaladbaked potato

Dessert(후식)ice creamcakefruit

Drinks(음료)coffeeteacolajuiceetc.

Procedure:1. Write the headings on the board (appetizer, main dish, side

dish, dessert, drinks) and ask the students if they understand. Next, write the Korean words underneath.

2. Put the students into 5 groups and give each group a heading and 5 minutes to think of as many things as possible. One person from each group should write the list on the board. **Many students will say that fruit is a side dish or that juice is dessert, so this is a good opportunity for some cultural learning. Make sure you tell the kids about the “western” way.

3. After the brain storming, make a master list and practice the words a few times.

4. Give the students the Word Search Worksheet.5. If there is time left, make 2 or three teams and have a spelling

bee.

Adaptations:To make the lesson easier or harder, just add or take away vocabulary.For advanced students, discuss what each of the dishes are made from.EXAMPLE:steak – beef and saucevegetables – corn, broccoli, carrots etc

BY VANESSA REID

Restaurant Food

S D C G I I K H P S G C A E A O X J C MT Z R O M T L F A D P E A E P I Z Z A AE U B I L C I D V M T A T K T S M L D SA J A H N A M O R N B K G K E P B A I HK S C L D K W N E E C U S H P R E U C EV G O L F L S E T A Z U R A E R R J E DE L W U B R R Y L D D I X G B T H K C PG Z U J P G E B D L H Y T C E S T T R OE F R E N C H F R I E S I E I R R I E TT M A I N D I S H J B L R D P E N C A AA R X E Q Y R T B K R O E D S P Q O M TB H I E C Z T Q F A C D A S G B A F T OL O T C X H Q M G E I L E M R D G F D EE A K S E D D U R S A D G W L B F E D SS S O D M L E E Q S O S B M C D F E F Q

appetizer cola garlic bread main dish riceblack tea dessert green tea vegetables saladcake drinks hamburger steak side dishcoffee French fries ice cream pizza soupspaghetti

Making a Menu

Level: Beginner - Intermediate Time: Two 45 minute classes

Expectations: 1. Students will apply previous knowledge about Western

food to a creative project.2. Students will learn new adjectives describing food.

Materials: Worksheet, glue, scissors, markers, coloured paper, Korean-

English Dictionaries

Vocabulary:

Appetizer (previously taught western food)Main Dish Side DishDessertDrinks

Procedure:1. Review Vocabulary from the “Western Food” lesson.2. Introduce the idea of making a menu for a restaurant. Give the

students the Menu Handout and read it together. In groups of 3, students must think of a restaurant name (and possibly theme). They should think of 4 appetizers, 5 main dishes (each with a side dish), 3 desserts and at least 5 drinks.

3. After the students have made their list, they must think of 2 adjectives to describe each dish (except drinks). EXAMPLE: Spaghetti = super saucy spaghetti OR creamy seafood spaghetti.

4. Next, the students should think of prices for the food in Won or Dollars.

5. Once the worksheet is complete and checked by the teachers, the students can start creating their menu. Generally, the first period is for the worksheet and ideas and the second period is for creation.

Adaptations:To make this lesson for difficult (perhaps for a genius class), instead of, or along with the adjective describing the food, have the student write a description of what is in the food.EXAMPLECreamy Seafood Spaghetti – noodles, cream sauce, vegetables, shrimp, crab

BY VANESSA REID

Making a Menu Worksheet

Restaurant Name:_______________________________

Appetizers Adjectives Price1. _____________________

2. _____________________

3. _____________________

4. _____________________

a)b)a)b)a)b)a)b)

_________

_________

_________

_________

Main Dishes Adjectives Price1. _____________________ (side dish):______________2. _____________________(side dish):______________3. _____________________(side dish):______________4. _____________________(side dish):______________5. _____________________(side dish):______________

a)b)a)b)a)b)a)b)a)b)

_________

_________

_________

_________

_________

Desserts Adjectives Price1. _____________________

2. _____________________

3. _____________________

a)b)a)b)a)b)

_________

_________

_________

Drinks:

How Does It Taste?

Level: Beginner-IntermediateAims: Learn how to describe and classify food by sampling real ingredientsMaterials: food, box, spoons, toothpicks, blindfolds, handout

Vocabulary:

taste, tongue, sweet, salty, sour, spicy, bitter, soy sauce, ginger, seaweed, red pepper, soybean paste, tea, vinegar, salt, sugar, ginseng, yummy, yucky,

Steps:

1. Preparation: Put various samples of food in a box, so the students can’t see what’s inside. The foods chosen should have obvious tastes (soy sauce=salty, vinegar=sour, ginger=spicy, tonic water/coffee=bitter, sugar=sweet). Gather about 2-3 samples of each taste, so that the students don’t know what to expect!

2. Introduce taste as one of the 5 senses. Ask the students what part of the body they taste with (the tongue). Hand out the worksheet and draw the 5 taste columns on the board. Brainstorm foods, which fall under each category. You can simply have them shout out possible answers, or you can make flashcards and have them tape them on the board under the correct category. Emphasize foods which are staples in Korean diet, such as soy sauce, seaweed, soybean paste, red pepper, ginger, ginseng, green tea etc. It’s good for them to know the English words for these things as it may give you something to talk about in the cafeteria! Review the words by calling out different foods and have them shout out the corresponding taste, “How does kimchi taste?” You may also want them to translate










the more difficult words, “What’s soy sauce in Korean?”

3. Talk about the location of sweet, salty, sour and bitter taste buds on the tongue. Have students fill in the giant tongue handout as a guide (spicy is a combination of different taste buds, so it won’t be labeled). If the students are unable to answer the location of each taste, have them imagine eating different things, such as lemon, “Where do you feel the taste of a lemon?”

4. Ask for 5 volunteers to come to the front (don’t tell them why). Blindfold each of them as they stand in a line. Take out the box of goodies and tell the students that they will have a taste test. They must sample the food and answer:

What is it, how does it taste and where can you taste it on your tongue?

One by one, spoon-feed them a small sample and have the class ask each question. You could also do this in teams if you wanted to make it competitive!

How does it taste?

Sweet Salty Sour Spicy Bitter

1. What is your favorite food? My favorite food is__________. 2. How does it taste? It tastes__________________.3. Delicious food tastes yummy . Awful food is yucky .

What is yummy? ______________ is yummy.What is yucky? ____________ is yucky.

Where is it on your tongue?

SWEET, SALTY, SOUR, BITTER(front, sides, middle, back)

Let’s Make a Sandwich!

http://www.enchantedlearning.com/label/











Level: Beginner-IntermediateAims: Improve listening and speaking skills, experience new food and learn new vocabulary words (can be modified for any recipe!)Materials: bread, peanut butter, bananas, knives, plates, paper cups, paper towel, 2 page handout, sentence strips

Vocabulary:

recipe, peanut butter, bread, banana, knife, plate, spread, cut, put, need, share, enjoy, together, bite, garbage

Steps:

1. Preparation: Decide on how many students you are willing to feed. If you want to give everyone a taste, budget for 1 sandwich per 4 students. To feed a class of 32 students and make a demo sandwich, you will need 18 slices of bread, 1/4 jar of peanut butter, and 3 bananas. Provide a plate, paper towel and knife for each group.

2. Hand out the worksheets provided. Tell the students they are going to make peanut butter and banana sandwiches. Ask them what they need… don’t be surprised if they answer, “Pickles!” The correct answer should be bread, peanut butter, bananas, a plate and a knife. To demonstrate the meaning of the vocabulary words at the bottom of the worksheet, simply draw diagrams on the board or act out the verbs and have them guess.

3. Photocopy, cut and hand out the sentence strips of the recipe to each group and ask them to put the strips in order. As they do this, they can write the correct order of the recipe down on the back of their worksheet. When they finish, collect the sentence strips so they can be used again.

4. Ask the class to read each step of the recipe out loud. Write their answers on the board. When you are finished, ask each group to tell you what the verbs are in each sentence and circle them on the board. Double check to be sure that they understand all of the vocabulary by randomly calling out words and having them say the equivalent in Korean. Example, “What’s spread in Korean?”

5. Pull out your bag of goodies and find a clean surface to work on. Tell the students you are going to make a sandwich first. Ask them again, “What do I need?” Hopefully “corn” won’t be in their answer. Next, ask each group to tell you a recipe step. While they are barking out the orders, create the sandwich. When you are finished, give your demo sandwich to the first group who finished the sentence strips (or gobble it down yourself).

6. Ask one student from each group to come to the front. They must line up and ask for one item using the phrase, “May I have____________” (to divvy out the peanut butter, put a heaping spoonful in a paper cup). When all the groups have what they need and are sitting down, allow them to make the sandwich together while reading the recipe. Walk around and ensure that they are speaking English and following directions.

7. While they are eating, you can ask some questions such as, “How does it taste?” or “Do you like peanut butter?” etc.

8. When they appear to be finished, call their attention and ask them to clean up. Write these clean up items on the board:

A) Wash the plate and knife.B) Clean the desk.C) Put your garbage in the garbage can.

We are going to make peanut butter and

banana sandwiches.

What do we need?1. __________________2. __________________3. __________________4. __________________5. __________________

Please write the Korean word next to the English word!

a) recipe ________________ b) peanut butter _________________c) bread ________________ d)banana_______________________e) knife _________________ e)plate ________________________f) piece _________________ g)put__________________________h) spread ________________ i)cut __________________________

http://www.barrysclipart.com/barrysclipart.com/showphoto.php?photo=13685&size=big&papass=&sort=1&thecat=153

j) bite __________________ k) share _______________________l) enjoy _________________ m)together _____________________

Recipe: What do we do?

____ Share the sandwich with your friends.

____ Put the small pieces of banana on the peanut butter.

____ Finally, bite into the sandwich and enjoy!

____ Second, spread some peanut butter on one piece of bread.

____ Put the two pieces of bread together.

____ First, take two pieces of bread and put them on a plate.

____ Cut the sandwich into four triangles.

____ Next, cut the banana into small pieces.

Describing People

Level: Beginner-Low IntermediateAims: Students learn about physical descriptions and practice describing people’s physical characteristics. Materials: magazine or newspaper clippings (of people with diverse physical characteristics), descriptive flashcards and various drawings of people.

Vocabulary:

describing, appearance, fat, skinny, ugly, pretty, handsome, tall, short, strong, weak, gross, strange, tough

Steps:1. Introduction: Show the class various pictures of people with different physical characteristics, one at a time. These pictures can be taken from magazines or newpapers, or drawings can be made on the board. One picture at a time, ask the students, “What does this person look like?” Brainstorm a few descriptions for each picture. Tell the class that what they were doing was describing what people look like. Tell the class that they will be describing what people look like today.2. Vocabulary: Write the following words on the board:

FAT, SKINNY, UGLY, PRETTY, HANDSOME, TALL, SHORT, STRONG, WEAK, GROSS, TOUGH, STRANGE (use only a portion of the board for this)

Go over each of these words with the class, possibly using pictures to help explain unfamiliar words (draw a picture of a man with a finger up his nose to help explain the word gross). Stick a descriptive flashcard on the board beside the vocabulary words. Ask the students to describe the picture using the words on the board. For each picture, write the descriptive sentence under the picture. For example:

VOCABULARY

fat skinnyugly pretty handsometall short strong weakgross strangetough

He is short, fat and She is tall and strange. pretty.

Continue with all pictures. Have the students recite the sentences after finished.

3. Game: Have a student come to the front of the class. Prepare some cartoon drawings of people, exaggerating some physical characteristics learned today. With the student in front of the board, show only the rest of the class the drawing. Now the student must draw the picture (which they cannot see) using the descriptions given by the class. Once completed, compare the original picture with the student’s drawing. Choose another volunteer, and repeat the activity.

DESCRIPTIVE FLASHCARDS



Guess Who II?

Level: Beginner-IntermediateAims: Practice new vocabulary for describing facial features through a listening and speaking activity on the boardMaterials: white/black board

Vocabulary:

eye, glasses, nose, mouth, eyebrows, eyelashes, mustache, beard, curly hair, straight hair, wavy hair, bald, circle, left (on the left), middle (in the middle), right (on the right), big, small, cute, ugly, long, short

Steps:

1. Pre-teach the vocabulary by presenting a poster of a face with exaggerated features. Emphasize new words such as straight, curly, wavy, bald, mustache, beard, eyebrows and eyelashes. Add cheeks, chin, forehead etc to your vocab list if they are high-level learners.

2. Show the students magazine pictures to further elicit vocabulary. Stand on a chair and point to features on your face. Have students shout out each feature. Reverse roles and have them stand up while you shout out features.

3. Have the students try another TPR exercise. Blindfold yourself and ask them to give you drawing directions, modeling the phrase, “Teacher, please draw your_______.” When they are satisfied your self-portrait is complete, take a look and see how ridiculous you look. Have the students try and draw themselves using this technique if there is time.

4. The Guess Who Game: Divide the board into 9 large squares. Ask for 3 volunteers to stand in front of the board on the left, in the middle, and on the right. Direct them to draw in the top 3 squares only. Give each of them a marker or piece of chalk and tell them to listen very carefully to your directions.

5. Give directions to the 3 students until they have completed 3 different faces in the top 3 squares. Be sure to give different directions to each of them

For example you could say:

"All three students, please draw a circle. The student on the left and on the right, please draw wavy hair. The student in the middle, please draw a bald head. The student on the left, draw a long, curly mustache. The student on the right, draw big eyes and short eyelashes, the student on the left, draw big, ugly eyebows” and so on…

6. Repeat this listening activity with 2 more groups so that you end up with nine slightly different and hilarious faces.

7. Give each face a male English name.

8. Tell the students that you are secretly thinking of one name… guess who? To guess, they must ask you at least 3 questions such as, “Does he have long curly hair?” You may only answer yes or no. After the 3 questions have been asked, have the students guess who he is. You can play this in teams if the class is large and have them write their answer on a sheet of paper and hold it up when you are ready for their answer. Teams who guess correctly get a point!

Talking About Korea


Expectations: 1. Students learn term “I am proud of….”2. Students learn how to talk about their culture and

how to tell a foreigner about Korean things 3. Students reflect that their country is special in the

world 4. Foreign teacher learns more about Korea

Materials: Blackboard, chalk (2-3 colours to differentiate ideas); Pictures of Koreana things (go to fotosearch.com and search for “traditional Korea”). If you are using this lesson for multiple classes, then laminate and get: Small dry-erase markers (boardmarkers) for students to write with;Stickers/candy as rewards for presenters and groups

Vocabulary:

Proud, culture, today/nowadays/these days

Procedure:

1. Intro: Being a foreigner, I don’t understand many things about Korea. My family is coming to Korea to visit me soon and I don’t know what to tell them. Can you tell me something that is “Korean”. Give example as Kimchi, if students aren’t sure what you are

asking Stress that these things aren’t Canadian, aren’t American,

aren’t Japanese, aren’t Chinese Co-teacher can quickly translate if majority of students don’t

understand2. Write answers on right side of board as they are said.

As answers are given, students get excited and start yelling out whatever comes to mind. Be sure to slow down and ask them to clarify what it is they are talking about. Co-teacher can help if student is having too much trouble, but the student should first be given an opportunity to try to explain, and not depend on translation.

Encourage them to diversify their answers- foods, places, performances, etc..

If something like “탈 춤” (tal chum), that is more commonly known to foreigners as “Korean Mask Dance” comes up, you could write both on the board

If students are shy and reluctant to answer, have everyone (or one section of class) stand up and they may only sit down once they have volunteered an answer.

3. Introduce “I am proud of ____________”, and get students to repeat sentence using the Korean things they have listed

4. When a good-sized list is made, go to the opposite side of the board and ask for words which describe these Korean things. For example “hot/spicy/delicious/beautiful…”. If they need explanation of what sorts of words, explain that

if you speak to your family back in Canada and you tell them that you ate kimchi, they may ask, “what is Kimchi”. You would respond, “ Kimchi is…..”. The class will pipe in then.

5. When a good list is going, have the class separate into teams of 4-5 while you write the following speech on the board.

6. Go through the following speech, then use kimchi as an example and have them fill in the blanks together:

This is __________.It is very __________.We_______(use, make, eat, play, do, wear…) it to/for _________________.Today (요즘), ______________________________________.

I am very proud of our )_____________. Line 2: demonstrate that the words could come from the list

on the left side of board Line 3: give a couple of examples to demonstrate that there

is no one answer Line 4: stress the meaning of Today, nowadays, these days,

and that things are always changing in Korean culture. How is it different today (ex: fusion food with kimchi; kimchi is exported; foreigners eat kimchi….)

7. Have groups choose a picture of Korean things and to fill in the speech on the back of the picture. Be sure to circulate with co-teacher to help them polish their

speech quickly with better grammar and the proper translations of words.

8. Have one student present their topic and receive accolades and

stickers for their group, and an extra sticker or candy for themselves.

9. Tell student at the end what a great job they did and explain to them the importance of being able to describe their country to foreigners and how to express their pride of their country, since the future will only bring more foreigners to Korea and they will be the first generation to see such cultural diversity in Korea. You can also ask them specific questions about pictures not used.

Adaptations:

You can make this lesson as glossy or as basic as you’d like. In some classes, I simply used black and white photocopies of pictures, while in others I used large laminated colour photos, and brought small dry-erase markers to write on them. They can simply hold the picture up, or you can get the photo from the internet and show it on the TV screen or projector. It works well either way. If you really desire to, you could stretch this into two lessons by getting them to bring in ‘realia’ from home and make their presentation larger. By LANA LEHR

Making Telephone Calls

Steps:

1. Pre-teach new vocabulary and expressions. There are examples in all school textbooks, which you can refer to if needed.

Example: <Hello. Can I speak to ________ please. (informal)>Hello. May I speak to _________ please. (formal)

<Who's calling please? / May I ask who's calling, please?>*Just a moment please.*He/She’s not here at the moment.*Can I take a message? May I take a message?











<Speaking.>

<Hi Sara. This is ________.>*Do you want to….*Can you……..* Would you…..

<Thanks for calling. Bye>*Take care*Bye-bye*Talk to you later*See ya

2. Create simple dialogues for students to practice:

Easy: A: Hello.B: Hello. Who's calling please?A: It's Jen.B: Oh, hi Jen. How’s it going?A: Good. What are you doing?B: I’m studying. How about you?A: Oh, I’m just cleaning my room. Do you want to go to a movie tonight?B: Sorry, I can’t. I have a math test tomorrow.A: That’s too bad. Maybe next time!

Difficult: A: HelloB: Hello. May I ask who's calling please?A: It's Su-mi.B: Oh, hi Su-mi. Sorry. I didn't recognize your voice.A: How have you been doing?B: Not too bad. How about you?A: Pretty good. Listen, Mark, would you like to come to

my place for dinner tomorrow?B: Oh sure. That would be great!A: Kathy and Brad will be coming too.B: The more the merrier.A: Great. We’ll see you at 6:00 then.B: Sure. See you then.A: OK, See you later.B: Bye.A: Bye.

3. Practice as one-sided dialogues. Students should work in pairs and have only one written part (cut the handout in half). Note: In this activity, listening is as important as speaking.

Let’s Talk!

Student A Student B

A: Hello.B: _________________________

A: It's Su-mi.B: ___________________________A: How have you been doing?B: _________________________A: Pretty good. Listen, Mark, would like to my place for dinner tomorrow?B: _________________________A: Kathy and Brad will be coming too.B: _________________________A: Great. We’ll see you at 6:00 then.B: _________________________A: Bye.B: _________________________

A: ________________________B: Hello. May I ask who's calling please?A: ________________________B: Oh, hi Su-mi. Sorry, I didn't recognize your voice.A: ________________________B: Not too bad. How about you?A:

___________________________B: Oh sure. That would be great!A: _________________________B: The more the merrierA: _________________________B: OK, see you later. A: ________________________B: Bye

Song-Sk8ter Boy

Level: Intermediate-AdvancedTime: 45 minutes


Expectations: 1. Students will learn a variety of vocabulary used in everyday English.2. Students will learn a variety of English expressions and idioms including, “stuck up her nose”, “tag along”, “turned down”, “missed out”, etc. 3. Students will improve listening by choosing the right word. For example, “punk” vs. “funk”, “back” vs. “pack.”

Materials: Avril Lavigne CD with “Sk8ter Boi”, song lyrics.

Vocabulary:

Obvious Punk SecretlyAs well Stuck up their nose Have a problem withBaggy Good enough Her head was up in

spaceCome back down to earth

Alone Call up

Tag along Stand CrowdTurned down Worth Missed outTough luck There is more than

meets the eyeBack stage

Studio

Procedure:1. Listen to the song and circle the correct word. X22. Check answers as a class.3. Teach all new words and expressions.4. Practice singing song. X2 or x35. Answer students’ questions about the song.

"Sk8er Boi” by Avril Lavigne

He was a boy She was a girl Can I make it/kit any more obvious He was a punk/funShe did balletWhat more can I sayHe wanted herShe'd never dell/tell -Secretly she wanted him as wellBut all of/olive her friendsStuck up their nose/toesThey had a problem with his baggy clothes

He was a skater boy She said see you later boy He wasn't good enough for herShe had a pretty face/pace But her head was up in space She needed to come back down to earth

5 years from know/nowShe sits at home Feeding the baby she's all alone

She turns on (the) TV Guess who she sees? Skater boy rockin’ up MTVShe calls up her friendsThey already now/knowAnd they've all bought/gotTickets to see his show/soShe tags alongStands in the crowd(She) looks up at the man that sheturned gown/down

Obvious: 명백한, 명확한Punk: a type of music and a fashion style… punk style is skater styleSecret(ly): 비밀스럽게, 말은 안했지만As well: too, also¨Stuck up their nose: they acted arrogant. They thought they were better than him.¨Have a problem with: don’t likeBaggy: too big / loose fitting

¨He wasn’t good enough for her: 그는 그녀에게 좋은 남자는 아니었어. Her head was up in space: She was arrogant.Come back down to earth: Stop being arrogant.

He was a skater boy She said see you rater/later boyHe wasn't good enough for her Now he's a super star Slamming on his guitar Does your pretty face see what he'sworth? [x2]

Sorry girl but you missed out/doubt Well tough ruck/luck that boy's mine now We are more than just good friends This is how the story ends Too bad/pad that you couldn't see, See the man that boy could beThere is more than meets the eye I see the soul that is inside

He's just a boy And I’m just a girl Can I make it any more obvious We are in love Haven't you heard/bird?

How we lock/rock each others world

I'm with the skater boy

I said see you later/rater boy I'll be back stage after the show

¨You missed out: You were late. You missed something good.¨Tough luck: unfortunate luck, especially when you had a chance to have something.¨More than just friends: A couple/ Boyfriend-girlfriend¨too bad that: unfortunately¨There is more than meets the eye: “Don’t judge a book by its cover.” Appearances aren’t everything. the soul: his heart 영혼, 정신¨Haven’t you heard? Did you hear?¨Rock (each others) world: make each other so happy.¨back stage: behind the stage at the concert 무대 뒤에서studio: room for music / TV / radio recording 방송실

Slam(ing) on his guitar: play(ing) his guitar very hard See what he’s worth: understand that he is (worthwhile/valuable) a good man

alone: 홀로(Rockin’ up: playing on)¨Call up: to call on the phone¨Tag along: join 같이 가다Stand: 서다Crowd: many people¨Turned down: didn’t accept/reject

I'll be at the studio Singing the song we wrote About a girl you used to now/know

I'm with the skater boy I said see you later boy I'll be pack/back stage after the show I'll be at the studioSinging the song we wroteAbout a girl you used to know/now

By Roberta T. Stanley and translations by Na Yun-jeong

Map Lesson


Expectations: 1. Learn to give directions.2. Students work in groups.

Materials: map handout,

Vocabulary:

Excuse me, Where is …? Go straight, turn left, turn right, past the XXX, you will see the XXX on your XXX, if you get to the XXX you have gone too far.

Procedure:1. Teach the vocabulary.2. Distribute handout.3. Go through the first example with the students.4. Have the students work in groups for the other 5 tasks.

Adaptations:

For other levels? If you’re students are brilliant, you can give all the groups the same start point on the map and then pick an end point. The first team to correctly write down a route (then putting their hands up) wins.

BY BRENT POOLE

1. Go straight for 4 blocks. Turn right. Go straight for 3 blocks. Turn left. Go straight for 3 blocks past the church. You will see the big park. Turn right.

2. Go straight for 7 blocks. You will hit the park. Turn right at the school. Go straight for 3 blocks.

3. Go straight for 4 blocks. Turn left. Go straight 4 blocks. Turn right and go 1 block.

4. Go straight for 1 block, turn right and go straight for 3 blocks. Turn right at the park. Go straight for 2 blocks.

5. Go straight for 1 block, turn right and go 3 blocks. Turn right at the park. Go 1 block and turn left. Go 1 block and turn left. Go 2 straight for 2 blocks. Turn left on Maple crossing blvd. Follow it until you reach Maple Ave. Turn left at the church. Go straight for 3 blocks and turn left. Go straight for 3 blocks. You can’t miss it!

Start

End

6. Go straight for 1 block, turn right and go 3 blocks. Turn left at the police station. Go straight for 4 blocks. Turn right at the school. Go straight 1 block and turn left. Go straight for 2 blocks. You will see the park. Turn left.

Seasons and Weather

Level: High Beginner-IntermediateAims: Students learn and practice talking about the seasons and weather Materials: seasons flashcards, memory game worksheet

Vocabulary:

weather, season, spring, summer, fall, winter, sunny, hot, cool, cold/freezing, raining, freezing rain, windy, humid/sticky, blizzard, snowingtyphoon, thunderstorm, weather person

Steps:1. Inform the class that they will be learning about seasons and weather today. Introduce the topic by asking questions like, “What are the four seasons? Which season is your favorite? Why?” 2. Activity: On the board, list the 4 seasons in columns:

SPRING SUMMER FALL AUTUMN

Place the season flashcards at the front of the class in a pile face down. Have a student take a card, and place it on the ledge of the board under the season that they believe it belongs. Ask the student the reason for their choice, and then ask the rest of the class whether

or not they agree. Continue with different students until all of the flashcards are used.

3. Now tie in the theme of weather by asking the class, “How can you guess what season it is without using a calendar? How would I know it is winter? What is weather? Give me some examples of weather.” Under the four season headings on the board, begin brainstorming different types of weather that are associated with a particular season. Teach new vocabulary if the students do not know certain types of weather (e.g. blizzard, typhoon):

SPRING SUMMER FALL AUTUMN sunny hot cool cold/freezing raining raining raining freezing rain windy humid/sticky sunny blizzard cool sunny windy snowing beautiful typhoon sunny

4. Activity: Inform the class that they will pretend to be weather people. Explain that a weather person is someone on television or radio that tells about the weather. On the board, begin drawing a simple picture of a weather scene, and have the class name the season. Next have the class report the weather conditions in the drawing. Create a picture for each of the four seasons. Draw pictures using newly learned words in order to reinforce new vocabulary. ( e.g. a picture of a blizzard or a typhoon) 5. Memory Game: Divide the class into pairs and put them into groups of four (i.e. one group has two pairs). Give one pair in each group the summer and winter pictures with the spring and fall questions, and give the other pair the spring and fall pictures with the summer and winter questions. Inform the class that some pictures are crossed out, which means the person does NOT like that particular activity. Each pair will have 2 minutes to study their pictures. Pair 1 will then give their pictures to pair 2, and pair 2 will test their memory by asking them their questions. Remember, they must keep track of the number of correct answers. They will then switch, and pair 1 will

ask pair 2 the questions. Find out which pairs got the most correct answers, and congratulate the class champions.

SEASON CARDS

http://www.free-graphics.com/clipart/Seasons_And_Weather/thumbnails1.shtml






Silly Sentence Game

Level: Beginner-IntermediateAims: Students practice creating sentences using verbs, nouns and adjectives.Materials: Card set.

Vocabulary:

Words used in the card set

Steps:

1. Place the cards into three piles: an adjective pile, a noun pile, and a verb pile. The first student will choose a card from one of the three piles (it doesn’t matter which one). The student must now create a sentence using the word on the card. If the student is able to make a correct sentence, they may keep the card.

2. The next student will then choose another card from one of the three piles, and must make a sentence using the word on their card. The student can keep their card if they are correctly able to use the word in a sentence. However, the student can also get the previous student’s card if they are able to use both words in the sentence.

3. This continues, and a student can win any previously drawn cards if they are able to make a sentence using those words in their sentence as well..For instance:Student 1: LITTLE – “I have a little brother.”

(Student 1 keeps the LITTLE card.)Student 2: DOG – “That dog is very little.”

(Student 2 keeps the DOG card and the LITTLE card.)

Continue until all the cards are handed out. The winner is the one with the most cards at the end.

Sample Card Set ADJECTIVES NOUNS VERBS

tall man jump

short woman sing

nice cat sleep

mean dog dance

handsome table run

pretty flower read

ugly fish watch

old bird walk

new car cry

strong teacher smell

weak student study

cold book cook

warm pen fight

hot computer go

rich police officer stop

poor dress draw

angry apple eat

happy pizza drink

scary bus rest

skinny hospital hold

fat mountain fight

first Seoul taste

last Canada work

dirty television laugh

clean airplane ride

smart baby like

Paralanguage

Level: High Beginner-Intermediate Aims: Use short sounds to show feelingsMaterials: Worksheet that follows

Vocabulary:

Uh-oh, ah hah, Mmmm, tsk tsk, oops, ouch, shhh, uh-huh, humphf, hah, huh-uh, whew, phew, hmmm, blah, blech, whoohoo,

Steps:

1. Introduction: In English there are many ways to express yourself using grunts, moans and other simple sounds. Explain that you have noticed in Korea people often make the occasional grunt, yeah yeah yeah, and uhhhh. In English there are many ways to express oneself. Ask if they know any sounds in English and write them on the board.

3. Paralanguage: Write paralanguage on the board and ask for a definition. The actual definition is short sounds that are used to show your feelings. Write the definition on the board and give an example. For example, pretend you hurt yourself and yell ”Ouch!” Also, pretend you see a mouse and yell “Aaaah!” and do a frightened movement like putting your hands on your face.

4. Worksheet: Pass out the first worksheet and go through the list. Act them out and if a student already knows what the word means, have them act it out for the class. Give the students an example sentence for each word and write it in the blank under the word. This way they will be able to remember what it means. After describing and acting them out, break the students into groups and assign them a word. Have each group come up with their own sentence, which they will act out in front of the class.

Examples:

Uh-oh FearAh aha UnderstandingMmmmm Tastes goodTsk tsk ShameOops MistakeShhh QuietOuch PainUh huh YesHumphf AngryHah! FunnyHuh uh NoWhew ReliefPhew Bad smellBlech GrossWhoohoo excitement

5. Pass out worksheet 2 and have the students match the paralanguage words to the best phrase. After they have finished have them act out the scenarios.

Paralanguage 1 “Paralanguage” means short sounds that are used to show your feelings.

For example, “Ouch” is used to express pain“Ouch, I hit my finger with the hammer!”

What do these sounds mean? Write the meaning and an example sentence for each word.1. Uh-oh _________________________________________

sentence:____________________________________________2. Ah hah! ________________________________________

sentence:____________________________________________3. Mmmm_________________________________________

sentence:____________________________________________4. Tsk! Tsk!_______________________________________

sentence:____________________________________________5. Oops!__________________________________________

sentence:____________________________________________6. Ouch!__________________________________________

sentence:____________________________________________7. Shhh!__________________________________________

sentence:____________________________________________8. Uh-huh_________________________________________

sentence:____________________________________________9. Humphf!________________________________________

sentence:____________________________________________10. Huh-uh________________________________________

sentence:____________________________________________11. Whew!_________________________________________

sentence:____________________________________________12. Phew!__________________________________________

sentence:____________________________________________13. Whoohoo!_________________________________________

sentence:____________________________________________

14. Blech!__________________________________________sentence:____________________________________________

PARALANGUAGE 2

You are thinking about something.

You are yelling at someone for doing something bad.

You did something wrong and you are going to be in trouble.

You dropped a heavy book on your foot.

Your baby is sleeping and you want everyone to be quiet.

You found out that you were right and your friend was wrong.

You are eating a delicious piece of cake.

You were eating lunch and you spilled some food on your shirt.

You are talking on the phone and your friend is talking a lot.

You get a test back from your teacher. You needed 50% to pass.

You thought you failed, but you realize that you got 53%.

You finally understand something.

Someone is giving you a massage and it feels good.

Your parents are away for the weekend and your friends want

you to have a party. You are in the library trying to

study but people are talking.

Comparatives and Superlatives

Level: Intermediate-AdvancedAims: Practice using comparatives and superlatives in proper sentencesMaterials: “Card Sharks” game board, deck of cards Vocabulary:

comparatives, superlatives, adjectives, rules, what, which, (vocabulary found in the chart)

Steps:

1. Introduce comparatives and superlatives by explaining a few simple rules. You will need your co-teacher to translate if your students are lower level.

Give examples: Adjective=big Comparative=bigger Superlative= biggest

Basic Rules:

A) If the adjective is short, we add “er” or “est.”(soft= softer/ softest)B) If the adjective is long, we put “more” or “most” before the adjective.(expensive= more expensive /most expensive)C) If the adjective ends in “y”, change the “y” to “i” and add “er” or “est.”(funny= funnier/ funniest)

D) Some adjectives are different!good= better/ bestbad= worse/ worst

2. To practice these rules and ensure that they know the meaning of certain words needed for the following game, draw this chart on the board and have them fill in the answers. You can put them into teams, have them answer voluntarily or call on students randomly.

Adjective Comparative Superlativebig

smallerfunniest

quietexpensive

heaviestlong

bestdangerous

spicierbad

sweetestfunnier

laterhigh

lowest

3. Now, ask a few questions using these models:

*Which is bigger, a dog or a mouse? A dog is bigger than a mouse.

*What is the biggest city in Korea? Seoul is the biggest city in Korea.

Explain the difference between “Which?” and “What?”

* Which is used when asking to identify one thing among a small number of possibilities. (Because it requires an adverbial phrase of

comparison as a response, a comparative adjective + the conjunction ”than” is needed.)

* What is used when asking to identify one thing among many possibilities.(The response for this type of question is much easier. The students simply have to repeat the question, replacing “What” with their answer.)4. Once the students seem to understand the basic principals, they are ready to play the Card Sharks game.5. If they are not already in teams, have them sit in groups of up to 6 students.6. Instruct them on the rules of the game: A) All teams start with 10 points.B) Answer “What” or “Which” questions correctly (in a full sentence) together.*The teacher or a student can read. You can also put the questions in a hat and pass them around to each team to keep everyone involved.C) Questions can only be read twice and then the students must answer within 15 seconds.D) If they answer correctly, they can choose one of 4 cards from the teacher’s hand (3=3 points, 2=2 points, Ace=1 point, Joker=Card Sharks).Card Sharks: Ever watch the old 80’s game show?The team who answers correctly and picks a Joker, must wager their existing points. For example, if they have 10 points, they can bet anything from 1-10. On a poster board taped to the wall, you should have a line of 5 playing cards face down. Make little slots for the cards so that they can stand upright. Keep a full deck of cards (minus the jokers) in your pocket. Shuffle your cards and fill the 5 slots, being careful not to show the students. Turn over the first card in line and call out the number. The students should predict if the next card will be higher or lower than the previous one. If they successfully turn over all 5 cards, they win the points they wagered. If not, they lose those points and the cards are discarded and re-filled with new ones. Be sure to write the order of the cards from highest to lowest on the board below so

2 2

they know the proper order.

(Lowest) Ace, two, three, four, five, six, seven, eight, nine, ten, Jack, Queen, King (highest)

Card Sharks Questions: (Feel free to make the questions easier or more difficult if needed!)

1. Which is bigger, The Pacific Ocean or the Atlantic Ocean? (Pacific)2. Which is sweeter, salt, sugar or water? (sugar)3. What is the tallest mountain in the world? (Mt. Everest)4. Which is easier, English or Korean? (Korean)5. Which is heavier, gold or silver? (gold)6. Which is funnier, a comedy a drama or a horror? (comedy)7. Which is larger, Canada or the U.S.A? (Canada)8. Which is dirtier, a pig , a dog or a cat? (pig)9. Which is larger, China or India? (China)10. Which is later, 8:45 PM or 9:45 AM? (8:45 PM)11. Which is more dangerous, climbing a mountain or walking? (climbing..)12. What is the smallest planet? (Pluto)13. Which is taller, a giraffe or a horse? (giraffe)14. Who is the tallest student in the class?15. Which is spicier, curry or carrots? (curry)16. What is the largest country in the world? (Russia)17. What is the biggest city in Korea?18. Which is quieter, an alarm clock or a watch? (watch)19. Who is better at soccer, Koreans or Canadians? (probably Koreans..)20. Which is earlier, 10:10 PM or 10:11 AM? (10:11 AM)22. Which is bigger, Saturn or Jupiter? (Jupiter)22. Which is more expensive, gold, silver or diamonds? (diamonds)

23. What is the largest animal? (the blue whale)24. Which is longer, the Nile River or the Han River? (Nile)25. Which city is hotter, New York or Sydney? (Sydney)26. Who is older, me or your home room teacher? ________27. Who is prettier, me or Ha Ri-Su? _________28. What is louder, an airplane or the principal? (airplane.. hopefully…)29. What is the biggest star? (the sun)30. Which is faster, light or sound? (light)

For the last round, allow each team to wager whatever points they have accumulated for a final “Card Sharks” showdown!

Oceans, Continents, Countries, Direction

Level: Intermediate Time: 45 minutes-1 hourMaterials: Maps of: the World, EuropeVocabulary: Country names, border, beside, island, between, north, south, east, west, beside, next to.Procedure:

1) Write continents and oceans as headings on the board and have students do the same in their notebooks. Check for understanding.

2) Ask students if they can name the 7 continents, (in English). Write the continents down, under the heading as they are named off. Aid with pronunciation. Do the same for the 5 oceans.

3) Give the students a map of the world (see attached) and ask them, (in pairs) to locate and label the continents and oceans. Circulate and help students.

4) Display map of the world (either actual map or from a projection screen and go through answers)

5) Display a map of Western Europe that has the name of the countries on the map. Point out the different countries, concentrating on pronunciation.

6) Give students a map of Western Europe (with country names included). Give students 5 minutes to study the map.

7) Take away the map and give students the same map of Western Europe but this time with the country names excluded. Students must write in the name of each country.

8) After students are finished, go through answers with them.9) Introduce vocabulary: Border, North, East, West, South, between,

beside, island.10) Ask 10 questions students can answer using their map, (i.e.

What country is west of Spain?). Have students write down their answers. Check answers.

BY PHIL GRIFFITH

Movie Description

Level: Intermediate

Expectations: 1. Students will learn the different movie genres.2. Students will work co-operatively.3. Students will write and speak about their favorite

movies.

Materials: Movie Advertisements-one for each genre (can use actual pictures but is best to use projection screen and computer), Korean/English dictionaries, writing template, computer with Internet access (if possible)

Vocabulary:

Genre, Horror, Action, Comedy, Drama, Animation, Romance, Opinion, Non-, Description, About, Main, Film

Procedure:

1) Arrange student into groups of 5-6 (Mix levels)2) Have students write in their notes: “Types of Movies (Genre)”

Explain meaning of genre (have co-teacher assist)3) Prompt students to come up with the main types of movies

genres (Comedy, Drama, Horror, Action, Animation, Romance, Romantic Comedy etc). What is a funny movie called? What is a sad movie called? What is a scary movie called?

4) Show examples of movies from each genre. Display movie poster ads using a projection screen (Use recently released, popular Korean movies as students will be most familiar with them as opposed to western movies). As each movie ad is shown have students shout out the genre.

5) Have students write down and answer the following questions:

-What is your favorite Korean movie?-What is your favorite non-Korean movie?-Who is your favorite actor or actress?-What is the worst movie you have ever seen?-In your opinion, who is the worst actor or actress today?When students are finished ask for their answers.

6) Display and read a short description of film. With the information given, students try and guess the movie. (See attached)

7) In groups, students create their own descriptions of a movie of their choice (See attached). Explain any vocabulary they are not familiar with. Teachers assist the groups. (Korean movies are ok)

8) One student from each group presents their description. Other groups try and determine which movie it is.

Adaptations:

-Adjust the writing template according to groups skill level.-Use fewer genres for less advanced groups.-For more advanced students, have groups research and describe movies they have never heard of.

By PHIL Griffith

Movie DescriptionThis movie is a drama.This movie takes place in Korea, during the Chosun dynasty.The movie is about two clowns and the King of Korea.The two poor clowns travel to Seoul and meet the King of Korea.The King of Korea is crazy and he watches the clowns perform.The king Loves one of the clowns and blinds the other clown.The main actors are: Lee Joon-ki, Kam Woo-Seong and Jeong Jin-Yeong1) Type of movieThis movie is a ___________ film.2) Where and WhenThis movie takes place in, ______________, during __________3) Main CharactersThis movie is about a _____________4) Describe the Movie__________________________________________________________________________________________________5) Main ActorsThe main actors are ________________________________

POETRY

Level: Intermediate.Expectations:

Students will practice their written English in a fun and creative atmosphere. Students will also be able to practice and improve their descriptive vocabulary. Poetry will allow the students to be creative and individualistic in their writing habits.

Time: 1.5 Hours or two class periods (ideal for a camp lesson for Middle School).

Materials:

Example acrostic and diamante poems on chart paper and in a book.

Chart paper/white board/blackboard. Markers/pencil crayons. Scrap paper for students rough copies. Plain and color A4 paper for students’ good copy of finished

poems.

Vocabulary: poem, poetry, diamante, acrostic, noun, adjective.Procedure:Part 1a)

As a class read the examples of the acrostic poem and discuss the structure of the poem. The first letter of each line spells a word. The word is usually the title of the poem.

Let the class know that they will be creating an acrostic poem of their own for the end of class.

Create an acrostic poem together on a subject offered by a volunteer.

Acrostic Example:

W hite snow falling downI t’s cold outsideN ice and warm inside.T oes are coldE veryone drinks hot chocolate

R eady for spring to arrive.

Wonderful wolvesOutstandingLarge DogsViciousExcellentSpecial Animals.

1b) As a class read through the examples of the diamante poem.

Discuss the structure of the diamante poem with the students. Make sure they understand the parts of speech (adjective, noun, etc).

Create a diamante poem together on a subject/opposite offered by a volunteer.

DiamanteA diamante is a contrast poem written in a diamond shape. It starts with one subject and changes half way through the poem. It follows this pattern:

Rules/Guidelines:

Line 1: Noun or subject.Line 2: 2 adjectives describing the first Noun/Subject.Line 3: 3 words ending in –ing that describe the first Noun/Subject.Line 4: 4 words (the first 2 words are about the first Noun/Subject, the

second two words are about the Antonym/Synonym).Line 5: 3 words ending in –ing that describe the Antonym.Line 6: 2 words describing the Antonym/SynonymLine 7: 1 Antonym/Synonym for the Noun/Subject.

Diamante Examples:

Rainhumid, damp

refreshing, dripping, splatteringwet, slippery – cold, slushysliding, melting, freezing

frigid, icySnow

Dayhot, bright

shining, learning, doingschool, work – home, relax

resting, sleeping, layingdark, quiet

Night

Part 2a)Students will write their own Acrostic poems using their own words or

words that are offered below:SummerSpringFall WinterNatureFlowersAnimals – tiger, elephant, panda bear, wolves…TreesMountainsVacationJobs – teacher, doctor, lawyerPart 2b)In pairs, students will also write Diamante poems using their own two opposite subjects or they can choose from the ones listed below. (Students should let the teacher know which two words they have

chosen so that the teacher can make sure they are opposites).

Sun/MoonEarth/MoonCat/DogSpring/FallJuly/DecemberInside/OutsideSchool/HomeSchool/VacationWork/PlayMountain/ValleyLove/HateStudent/Teacher

Students will do a rough copy of their poems and bring them to the teacher to look over before they will be allowed to write their poems final draft on good paper. They can decorate the page with their poem on it.

BY Carol Ann MurphySENTENCE RACE

Level: Intermediate - Advanced.

Expectations: Students will have to think quickly and make sentences

by appropriately placing nouns, verbs, adverbs, and adjectives..Materials: Word print-out in envelopes, paper and marker or pen for each

student.Vocabulary: is written on the attached word sheet.Procedure:

1) Review: noun, verb, adjective, adverbExamples:Noun (dog & kimchi): The dog ate the spicy kimchi quickly.Verb (ate): The dog ate the spicy kimchi quickly.Adjective (spicy): The dog ate the spicy kimchi quickly.Adverb (quickly): the dog ate the spicy kimchi quickly.

Activity:

1) Divide the class into 3 teams. 2) Each team will get an envelope of identical words. Each student will choose a word and have a few minutes to find its meaning.3) Explain that the teacher will say a word and whichever student has that word must make a sentence using it and write it on the “white board” provided.4) When the student is finished she will stand up and show her sentence to the class.5) Students will be rewarded points for correctness - Ten points for a perfect sentence, 5 points for an OK sentence and 0 points of a wrong sentence.6) Remind the students that correct sentences MUST HAVE a PERIOD and a CAPITAL.7) Play the game a second time, but this time only reward points to the team who is finished the quickest.

verb – 동사 noun – 명사 adjective – 형용사 adverb – 부사

BY Vanessa Reid

speak (v) speak (v) speak (v)listen (v) listen (v) listen (v)

beautifully (adv) beautifully (adv) beautifully (adv)trees (n) trees (n) trees (n)dance (v) dance (v) dance (v)

earrings (n) earrings (n) earrings (n)

interesting (adj) interesting (adj) interesting (adj)bored (adj) bored (adj) bored (adj)elephant (n) elephant (n) elephant (n)

wave (v OR n) wave (v OR n) wave (v OR n)calmly (adv) calmly (adv) calmly (adv)angry (adj) angry (adj) angry (adj)

surprised (adj) surprised (adj) surprised (adj)monster (n) monster (n) monster (n)brave (adj) brave (adj) brave (adj)

happily (adv) happily (adv) happily (adv)actor (n) actor (n) actor (n)

loving (v OR adj) loving (v OR adj) loving (v OR adj)huge (adj) huge (adj) huge (adj)class (n) class (n) class (n)

MATHEMATICS IN ENGLISH


Expectations: 1. Students learn the English terms for math functions they are all familiar with.2. Students review writing and speaking number words.

Materials: Worksheet (provided), flash cards (you’ll have to make them depending on the level of your students).

Vocabulary:

Plus, times (multiplied by), divided by, equals, words for numbers 1-

60.

Procedure: 1) Write the five symbols for plus, minus, multiply, divide and equals on the board. Ask the students what they mean in English and write down the words beside the symbol. Students will fill in the blanks of the chart on their worksheet. They usually know “plus” and “minus” but you will probably only hear Korean words for the others. Also, teach them “multiplied by” and “times”.2) Write 4 easy math equations on the board next to the terms and elicit responses from the students on how they would say that equation (IE: 4x4=8 – “four times four equals eight” The students will answer and you will write on the board to give examples for the worksheet).3) Give out the worksheet and have them complete it (This was the first time I’ve ever seen my low levels so “on task”.)4) Take up the answers with volunteers.5) Play a game. The game is basically math drills, but in English. Break the class up into two teams and have a person from each team face off. Show them each a flashcard and the first one to blurt out the answer IN ENGLISH wins BUT the winner also must tell you the full equation in English. Then the winner goes and picks someone else from this team to compete in the next round.

Adaptations:

You could make this lesson for intermediate students by using more difficult math equations to allow them to practice their large numbers. Many students need help with knowing and understanding how to say larger numbers in the hundreds and thousands (IE: 250x4= ).

By Carol Ann Murphy

WORKSHEET

ENGLISH MATHEMATICS

SYMBOL KOREAN ENGLISH+ 더하기

- 빼기

X 곱하기

÷ 나누기

= 는

Examples:1. 4+5=9 “four plus five equals nine”2. 10-6=4 “ten minus six equals four”3. 3x5=15 “three times five equals fifteen”4. 12÷4 =3 “twelve divided by four equals three”

Write the following in sentence form with the answer:20÷ 5= ________________________4x5= ________________________3x3= ________________________ 12+3= _________________________20-4= _________________________60÷20= _________________________

€¦ · web viewlevel: beginner-intermediate. aims: get to know students by having them ask and...

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