I have just finished planning this lesson. Looks like I am the first person to get that far.

Period 1 - I am going to practice the question and simple answers. Groups get a handout of a list of adjectives and have to work out which category they go with. There is a quick game at the end with instructions in the notes section of the ppt.

Period 2 - practicing "I don't think so". I have made a snap game for this. Instructions are in the ppt and the cards for printing are the last 2 slides.

Period 4 - writing we will be listening to different kinds of music and filling in the attached worksheet with opinions.

I still need to decide on a a reading game and in the last game I am planning a kind of apples to apples game but I haven't made the material yet.

I modified some of these from middle school materials so thanks to the original posters of these ideas.

Here is an into for the vocab and a speaking activity...It recycles some of the 'what's your favourite season and what a big pear' stuff..
you'll have to modify it somewhat to suit your own needs..

here's an intro ppt with a couple of activities at the end based around movies/games. The descriptions might need beefing up but I was trying to elicit what my students thought of the movies/games. I have also attached clips I showed the kids. Someone more tech savvy might be able to put the clips into the ppt.

I'm using TeacherD's survey and I made an example PPT to go with it. 

 

This is what l made for lesson 1 of this chapter (for me focused on listening & speaking).  Hope it helps someone.  The lesson includes some learning vocab & expressions, a pass the bomb (ball) practice activity and then a Batman PPT Game (thanks to Sprite for the template).

UPDATE: Amended some errors in the G6 Ch15 L1 ppt and also seperated the Pass The Bomb Practice from it as l decided after my first lesson this morning l would just play the Batman Game for longer instead.  Also apologies l didn't realise l had missed out completing some of the question slides on the Batman Game so this has now been rectified.   

Here are the files. I don't know why they didn't successfully attach to the previous message. 

Well I don't know how the rest of you feel about this lesson, but I think it's frankly terrible.  So, I've decided to ignore the stories completely and concentrate on the easiest way for them to pick up the target sentences.  I get that the book is trying to engage students' debating skills, but in order to have any kind of decent debate, (let alone understand stories many of them haven't heard of before), this requires teaching way more language than I have time for.  Besides, is much of it particularly practical anyway?  OK, rant over. 

So here's what I used today- it's a simple powerpoint game which should embed "I don't think so."  The students look at a picture on screen, and a sentence above it, which is cleary untrue (although some are more debatable than others!).  First, everyone says 'I don't think so' after I read the sentence.  Then, in teams, they must come up with reasons why the sentence is untrue.  For each picture, I also wrote my own answer and gave teams points if they thought of the same reason as me, or came up with a particularly good reason.  I gave each team a whiteboard to write their answer.  Each team then said it together to the class.  This could be done just orally, in pairs or individually. It's pretty flexible.

If this sounds confusing, just look at the example slide which makes it all pretty obvious.

As a motivation game I also used the whiteboards to play an opposites game.  I said an adjective and the students then had to write down its opposite.  The adjectives I used were all words I knew would come in useful later, for the "I don't think so" game.

This lesson is the dumbest goddamn thing I've ever seen in a textbook here.

Absolutely pointless.

So, it's a year later and here we are again... I used the same resource I made last year, but this year I've taken things a bit further.  I decided to build 'I agree/ diagree' into the lesson too, and in the next one, we did some group 'debating'. 

I started by showing a clip from Aladdin- the part where we meet him for the first time as he runs from the guards having stolen some bread, to the point where he ends up giving it away to some street kids.  I then wrote 'Aladdin is a bad person' in the middle of the board, 'I agree' on one side, and 'I disagree' on the other.  I then elicited responses to build different ways we could finish these sentences. 

I then gave each team (6 in total) an A3 piece of paper with a debate topic written in the middle (and a picture just to help out weaker students understand the meaning a little), and they were given 3 minutes to write as many sentences as they could either agreeing or disagreeing with the topic sentence.  Once the time was up, they then passed it to the next group.  The next team then read the last team's answers and  could give them points if they thought they wrote a good sentence, before writing more of their own.  Points were given by ticking the sentences they liked.  This continued until each team had seen each topic.   Each team was also given a 'team colour' with matching pens, so that the other teams could see who had given them points at the end.

I've included a couple examples below of what they did.  As you'll see, there are plenty of errors, but the point wasn't really to write perfect English (nice as that is), but to encourage debating skills and critical thinking.  I was impressed that they used a range of approaches  and sentence structures from our previous lessons.  There was also lots of scope for students of differing abilities to write whatever they could.  It was also nice that they were genuinely interested to see what other teams had written.  The peer review system also provided a nice incentive for them to really stretch their own writing skills.

And the debate topics I chose were: 

Dogs are better than cats.
It is ok for 13 year-olds to drive a car.
Using cell phones in class is a good idea.
School uniforms are a good idea.
Computer/ video games are bad for you.
Homework is bad for you.

Sorry about writing another essay- hope it's useful to someone!

Review Activity

After completing the review, students were allowed to work with their teams.

Together they were to create a make believe story. They were given roughly 20 minutes to work on this assignment. We had to make sure to give them Korean-English dictionaries, and the teachers had to walk around the room helping with grammar and/or spelling.

When I did this activity, the whole class was given the same starting lines for their story: Once upon a time, there was a castle in a dark forest. There lived a princess who could never leave because she was cursed by a wizard.

Now you can use that, or you can start off their story with something more simple, or nothing at all.

After students finished writing, each student was given a sticker. They were given about 5-10 minutes to walk around and read the other groups stories. Once finish, they could place the sticker on the story they enjoyed most.

At the end, the group with the most stickers would get to read their story to the class.

*I did find that this could be challenging, so we allowed the students to first write the story in Korean and then translate it into English.
** For groups that do finish ahead of other groups, I had them draw a picture of the main characters in their story.