Author Topic: Lesson 3: Our Class Diary (Read 7232 times)

aklimkewicz · « **on:** February 24, 2015, 02:15:48 PM »

This is a thread for any lesson material for 이재영/Jay Robert Fraser (천재 교육) Middle School English 3 Lesson 3: Our Class Diary. Please share your contributions here. Be sure to explain exactly what you are posting and please do not post multi-level materials in this thread. Also, any review lessons or materials should be posted in the review section for this grade. Best of luck in your lesson planning!

TygerBeat11 · « **Reply #1 on:** March 17, 2015, 10:40:20 AM »

I really want to do some type of video diary for this lesson. The key expressions were taught in grade 2 and I was given leeway to do whatever I want so, I really want to do something different. I hope we can bounce ideas off of each other.

aklimkewicz · « **Reply #2 on:** March 31, 2015, 02:35:29 PM »

I'm already getting burned out by this text. There seems to be less and less effort and enthusiasm in each lesson of the book. Blah.

Anyway, here are my effortless and unenthusiastic supplemental materials.

Epistemology · « **Reply #3 on:** April 01, 2015, 11:33:45 AM »

Can't blame you. This book is just tragic. I miss the old one. For all its weirdness, it actually had content that students didn't learn in 3rd grade elementary school.

jaysoon17 · « **Reply #4 on:** April 01, 2015, 01:25:24 PM »

This is just a speaking practice PPT.

TygerBeat11 · « **Reply #5 on:** April 01, 2015, 03:13:55 PM »

So, of course my students learned about advice last year. So, I decided to spice up this lesson a bit. Instead of them giving and receiving advice from each other, they will ask for advice from a counselor (my friends over skype and their English teachers). My friends agreed to make videos giving advice to the students. I send them the students' problems in advance and they record the reply.

For lower levels they will do the Kakao message at the end of the ppt instead.
The problems and advices will turn into a class diary.

jaysoon17 · « **Reply #6 on:** April 08, 2015, 02:22:07 PM »

In search of a good choose your own adventure story, I discovered a few on youtube that I might use. I haven't reviewed all of them in detail, but the haircut song looks decent enough to take up a good 10 minutes of class if you go through different stories. I suggest you review the videos first before you decide what to use.

Youtube Choose Your Own Adventure - Time Machine (I haven't reviewed yet)
https://www.youtube.com/watch?v=l8rJ1WML60Y

Haircut - Choose Your Own Adventure Song
https://www.youtube.com/watch?v=tUIu6_eTkjY
This has some sexual content, so you really need to review this and tell the students that you'll decide for a couple of choices. I attached a walk through, so you know what to choose and not to choose if you decide to use this.

Ninja - Choose Your Own Adventure (I don't think you can actually win this adventure, but I used it anyways to fill up the last 5 minutes of class)
https://www.youtube.com/watch?v=RTeLE7TGm7g

Epistemology · « **Reply #7 on:** April 09, 2015, 09:49:29 AM »

Listen and Speak 2 of this chapter is even more depressing. One sentence that can be taught in a few minutes. that's it. To make it worse, its an idiom. An idiom that was already covered in Grade 2 Lesson 4 last year.

/facedesk.

I'm getting seriously annoyed with this book. I've seen very bad books in my time here *cough* Thomas Orr books *cough*, but this one takes the cake. This one wins gold, silver and bronze prizes and I would heartily recommend that everyone involved in its production is promptly sacked and yucca plants replace them because obviously a plant could make a better textbook than this one, and they can't even think, much less write!

/end rant

My plan of action is likely going to be this :
Quickly cover the phrase "I'll keep my fingers crossed," its meaning, then review a couple more useful idioms. Then move onto Bring together, do the example there and then have students do a survey for lets communicate (Thorough I don't quite get the arbitrariness of the graph at the bottom of page 51, but theres a lot of head scratching stuff in this book...so thats on par with everything else I guess).

s.phieros · « **Reply #8 on:** April 10, 2015, 01:16:22 PM »

Hey Jharris,
Just wanted to say thanks for your ppt's, I always use them as a basis for my lessons - I like the way that you always have the same outline and it is very understandable, it flows and has some great and funny examples. I also really love adding funny gifs, I find that the learners pay a little more attention when there is something funny on the screen as opposed to simply words or a mere picture. So thank you again, you give me some form of inspiration, especially when it comes down to this bland and seriously mediocre textbook.

aklimkewicz · « **Reply #9 on:** April 13, 2015, 09:06:14 AM »

Here's a 'stand up' / 'sit down' style elimination game covering some of the phrases used in this lesson. The explanations are sparse, but the game should be easily understood. (Change the names I used to those of your students. Or don't.)

Epistemology · « **Reply #10 on:** April 13, 2015, 10:24:28 AM »

I concur that gifs work really well for making lessons more interesting for students

When finding gifs, my favourite tag for google is "fail gifs"
There's always something that can be used there

tak · « **Reply #11 on:** April 13, 2015, 12:59:25 PM »

Quote from: aklimkewicz on March 31, 2015, 02:35:29 PM

I'm already getting burned out by this text. There seems to be less and less effort and enthusiasm in each lesson of the book. Blah.

Anyway, here are my effortless and unenthusiastic supplemental materials.

That's great stuff again, you can add your angel / devil cards into the mix to determine good or bad advice.

edit: A comic story the students can make using the lesson's language. I left small notes in the slides to say what each page is for. Students cut out and glue the characters they want to use onto the comic story handout.

renhasbrownhair · « **Reply #12 on:** April 14, 2015, 07:07:12 PM »

Quote from: aklimkewicz on April 13, 2015, 09:06:14 AM

Here's a 'stand up' / 'sit down' style elimination game covering some of the phrases used in this lesson. The explanations are sparse, but the game should be easily understood. (Change the names I used to those of your students. Or don't.)

maybe I'm just a moron, but i don't get the elimination game at all....

aklimkewicz · « **Reply #13 on:** April 15, 2015, 03:44:38 PM »

Quote from: renhasbrownhair on April 14, 2015, 07:07:12 PM

Quote from: aklimkewicz on April 13, 2015, 09:06:14 AM
Here's a 'stand up' / 'sit down' style elimination game covering some of the phrases used in this lesson. The explanations are sparse, but the game should be easily understood. (Change the names I used to those of your students. Or don't.)

maybe I'm just a moron, but i don't get the elimination game at all....

Have every student stand up. They can sit down if they say the letter (and nobody else does). If two students say the same letter, they remain standing, and the game starts over. Use the alphabet until they get the hang of the game (they should, as it is commonly played as a drinking game among old stud--er, adults.) Then change it up and have them say one word of each key phrase instead of individual letters of the alphabet.

I've played it twice now to great success. The first time I gave a piece of candy to whomever said the last word in each phrase, but that turned the game into 'patience' rather than 'elimination.' So, I whipped up this quick mod that outlines the chosen word. I only gave candy to the student you said the word in the full sentence run-through, so you will get some who complain if they said the word, sat down, and then the sentence was restarted. (This can be fixed by having all the students stand back up once the phrase restarts.)

popeye2u · « **Reply #14 on:** April 23, 2015, 10:44:18 AM »

What am I not understanding in the elimination game? Do they see the sentences on the ppt or not? The person who answers sits down? The way I have decided to play it is giving each team a white board and showing the sentence. Whichever team writes the correct word in the box gets a point.

aklimkewicz · « **Reply #15 on:** April 23, 2015, 01:41:57 PM »

Quote from: popeye2u on April 23, 2015, 10:44:18 AM

What am I not understanding in the elimination game? Do they see the sentences on the ppt or not? The person who answers sits down? The way I have decided to play it is giving each team a white board and showing the sentence. Whichever team writes the correct word in the box gets a point.

Well, that's one way to play it, I guess. And if it works for you then keep doing it.

The Korean name is 눈치게임 (noonchi game). Here's an example from YouTube:

So, the students can see the phrases on the board, and if they want to sit down, they say one of the words from the phrase. To motivate them, one of the hidden words is a candy word. (Plus, it never seems to me that students want to stay standing for very long.) Hope this helps!

spilot101 · « **Reply #16 on:** May 07, 2015, 01:56:54 PM »

What I don't understand is how naming the alphabet letters related to the sentences? Thank you in advance!

aklimkewicz · « **Reply #17 on:** May 11, 2015, 07:59:59 AM »

Quote from: spilot101 on May 07, 2015, 01:56:54 PM

What I don't understand is how naming the alphabet letters related to the sentences? Thank you in advance!

Quote from: aklimkewicz on April 15, 2015, 03:44:38 PM

Have every student stand up. They can sit down if they say the letter (and nobody else does). If two students say the same letter, they remain standing, and the game starts over. Use the alphabet until they get the hang of the game (they should, as it is commonly played as a drinking game among old stud--er, adults.) Then change it up and have them say one word of each key phrase instead of individual letters of the alphabet.

spilot101 · « **Reply #18 on:** May 14, 2015, 08:08:30 AM »

Cheers, missed that bit!

renhasbrownhair · « **Reply #19 on:** May 09, 2016, 11:02:04 AM »

Quote from: spilot101 on May 07, 2015, 01:56:54 PM

What I don't understand is how naming the alphabet letters related to the sentences? Thank you in advance!

when I first saw the elimination game last year, I was so confused, but now I get how to play it. The alphabet does not relate to the sentences, it's just for them to practice how to play before the real thing.

The elimination game is like the Korean drinking game, Noonchi (google it if you dont know how to play it). All the students in class should stand up. The object of the Noonchi game is to say all the numbers (1-10). But as a warm up, the object is to have them say the alphabet (A-Z). Then when you play the game, the students will read the sentences. However, you can only say 1 alphabet letter or word at a time. Once they say a word, they can sit down, but aif they say the same letter or number as someone else the have to stay standing (So if 3 students say the same letter or word at the same time, they don't sit down).