Author Topic: High School English - 이찬승 2008 (Read 20874 times)

kindenglishteacher · « **on:** August 24, 2011, 04:43:51 PM »

1st graders. Textbook Lesson 1 My Vision. Speaking Topic 1 Personal Interests.

Here, students practice the expression for personal interests.

The slides are self-explanatory - you can do repetition or substitution tasks as you see fit. The activity uses the expression in a speed dating format. The original plan of asking questions to a famous Korean male celebrity was nixed when the students were focused more on talking about them rathering than practicing the English expression.

Note:
For the personal interests topic, you can also use the facebook lesson that focuses on creating a facebook profile, practicing and presenting an interview conversation based on the facebook profile. This facebook lesson is posted separately.

This was my first lesson of the school year when starting at the new school. I followed my co-teacher's instruction on what needs to be taught from the textbook. After doing a survey with my students, I later learned that many students had done this topic before when they were in middle school. This tells me that whoever designed this English textbook for 1st graders needs to understand the English curriculum more - the personal interests unit should be removed from the textbook. It's old and overused for 1st grade high school students.

kindenglishteacher · « **Reply #1 on:** August 24, 2011, 05:19:05 PM »

1st graders. Textbook Lesson 1 My Vision. Speaking Topic 2 Various Jobs.

This was taught at a regular girls' high school. Focus is on students practicing the key expression "What do you want to be/become" and learning the English vocabulary for various jobs. The professions include ones they are familiar with and not. The activity is a role-play of jobs - it will most likely be more successful with your high level classes/students. Low classes don't like role-playing. Please adjust as you see fit for the low level classes.

MATERIALS: presentation, vocab/expression sheet, role-play card material, video, time map sheet. Note, the video could not be uploaded (you can find it on the web - Rachel Zoe with Liv Tyler from Bravo TV)

LESSON - Week 1:

1. Start with a video clip of Rachel Zoe from the hit Bravo TV show. Students guess the name of her profession. Since Liv Tyler appears, students are asked about the movie that they may have seen her in.

2. Elicit from students to share what they want to become. After the first student or so, show the slide with the key expression. As more students answer the question, prompt them to use the expression when they respond.

3. Teach the vocab of various jobs by eliciting the question, "What does he/she want to be/become?" (this becomes like a repetition drill) Students responses include their guesses. And then reveal the actual vocabulary slide.

4. Assign groups and distribute a role-playing card. The card indicates the profession the group should role-play. When students have to think of their own idea, it eats up too much of the class time. So you can manage time better by assigning exactly what to role-play. Go around each group and check on their progress. There may be groups that find it difficult to think of what to do for a job. When applicable, I gave groups ideas related to recent events. For example, for journalists, the students found it easier to report on the earthquake and tsunami events that occurred in Japan at the time this lesson was executed. The most difficult role-play will be for "entrepreneur." The group asks the class the job of a particular member of the group using the target expression. Class provides the response expression "She wants to be/become..."

5. You can give prizes at the end. But I didn't do this. The high classes had more fun and did well. The middle and low classes faired according to class personality - classes that had extroverted or social students brought energy to the lesson. A low class that was the opposite were more slow. Overall, it was successful but only 50% of my low classes enjoyed it because the low classes tend to be more uncomfortable about role-playing.

6. Students received homework to think and write their action plan on how they will achieve their dream job. For regular and specialty high schools, you'll find that they have a good idea of what they want. Some are still thinking about it. Some are actually confused about what they want to become. In the case of the latter two, you can tell them to have fun with it, not choose something practical - something they would do if money, parents, and school scores were not factors. For the commercial high school, many may not know what they want to become - so it may be harder for them to do this task. This was the experience of having taught at both a commercial and regular high school.

7. In one of the handouts for the high classes, there is a URL for the commencement speech Steve Jobs did at Stanford with English subtitles. I've told my high classes to practice their English listening skill at home and follow the subtitle simultaneously. His speech includes messages that I've always wanted to convey to my high level students.

LESSON - Week 2:

8. Finish up on the role-play presentations.

9. Some of the students either volunteer or are selected to share their "time map" (plan on how to reach their dream job). (Volunteers always got performance points which was a percentage of their class grade.)

Other suggestions:
Share with students jobs that are found in the world that are rare, unconventional, or don't exist in Korea. Show them unconventional "play" office environments like TBWA/Chiat Day, Threadless, Patagonia. There is a segment on the Travel Channel about the latter two. This will help to open the students' eyes about the world of careers, that there are many wonderful choices available to suit the kind of life they want to live. It may even spark ideas if, one day, they become entrepreneurs in Korea. I think these well be welcomed by students, they don't even know to ask for this kind of topic. So we can give it to them, a unique advantage of being a native teacher. Understand that 1st graders have to make a choice during their second semester of which path to go on (subjects of focus) when they enter the 2nd grade. It's almost like choosing a career path at this point because of the academic competition in Korea. The 2nd graders have a better idea of which path they'll head towards because they will be graduating soon. Show them the many doors that are open for them or ones they can try out.

taebaekluke · « **Reply #2 on:** August 24, 2011, 05:30:32 PM »

That's the most detailed lesson plan i've ever read!

I like the way you introduce the target of the topic in the PPT. I'll use this later in the year with first graders. Thanks.

kindenglishteacher · « **Reply #3 on:** August 24, 2011, 05:57:58 PM »

Regular girls high school. Textbooks:

1st year classes:
- Book with white cover and blonde girl --> Lesson 2, Speaking Topic 2 Keeping in Shape
- Book with image of a classroom setting and ethnic girl in an orange sweater raising her arm --> Lesson 1, Six Things to Remember as a High School Student.

2nd year classes:
- Book with white cover, boy in a long-sleeve red sweater with tan khakis: Lesson 2 Sports and Life. Speaking Topic 1 Benefits of Exercise.

The expressions and exercises in the textbook are basically about the concept of living a healthy lifestyle. The original lesson (files "L1-5...") uses exercises from the textbook. The revised lesson (files "L3...") does not use exercises from the textbook - the activity focuses on taking care of stress.

Theme: Tips on how to take care of stress
Expression: Why don't you try...? How about (trying)...?
Vocabulary: meditation, aerobics, salsa dancing
Attachments:
Files "L1-5..." = original lesson, ppt file has an exercise from the textbook
Files "L3..." = revised lesson, does not use exercises from the textbook, replaced by stress management tips.

LESSON: Stress is a big issue in Korea and among the youth. This lesson generates awareness about the effects of long-term stress and what students can do to help themselves.

Engage:
1. Chat with the students about stress. Elicit what effects long-term stress can cause. Write responses on the board.
2. Share images of the outcomes of stress - these photos really catch their attention. End with advising students on the importance of managing stress and how to get information about it.

Study:
3. Elicit students' suggestions on how to manage stress. Students volunteer to give tips using the two target expressions as shown on the slide.
4. Pre-teach the vocabulary by practicing the expressions with substitutions. Cue the students by saying "Why..." and "How..." so that they know to produce the expressions with the substitutions.
5. Quickly go over the grammar formula of the target expressions. By this point, students will be familiar with it.
6. Pre-teach "at least" with examples.

Activity:
7. After demonstrating how to do the dialogue practice, students substitute with the stress management tips from the handout. You can also have students practice using the exercise in the textbook. Practice with the dialogue model with the intention of transitioning to the freestyle mode. Then practice freestyle. All students were very active and loud during the freestyle phase. High energy, mainly because they kept changing partners every minute.
8. Partners volunteer to demonstrate their freestyle for extra points. To my amazement, even the low level students and classes enjoyed the freestyle practice the most.

kindenglishteacher · « **Reply #4 on:** August 24, 2011, 06:56:45 PM »

1st and 2nd graders at an all girls regular high school. Not related to the textbooks.

This was an opportunity for the girls to be free and creative about their ideal wedding - to be able to have it other than the typical Korean wedding hall, uninfluenced by parents, money, social status, etc. The objective was for them to be familiar with common concepts/terms of daily life as well as tapping into their free creative thinking ability. Knowing that many Korean students have a difficult time thinking and expressing themselves creatively, this was intended to challeng that thinking process. As the Wall Street Journal reported, the education system in Korea is perfect for producing math geniuses, but terrible in developing creative and entrepreneurial skills and talent.

Vocabulary: ceremony, reception, theme, location
Materials: worksheet, presentation (see slide notes)
Videos:
Prince Williams royal wedding video http://edition.cnn.com/video/?/video/world/2011/04/29/royal.wedding.highlights.itn.cnn
JK wedding video

LESSON: (also see the slide notes and lesson plan)

Engage:

1. Prince Williams' wedding had just taken place less than a week before this lesson. Class opened with students guessing the world event that took place between a girl and a boy. There was always at least a few students who guess it right.

2. Show the picture of the couple and the video. Almost all of my students did not see a portion of the wedding and enjoyed the video. Elicit their thoughts. In all classes, there were always a few who expressed envy or jealousy. Briefly share the story of their courtship.

Study: :o

3. Teach the words ceremony, reception, theme, location. Engage students in conversation, elicit questions in comparison to Korean weddings. There was at least one student from 15% of my classes who did not understand the concept of "reception" even when the co-teacher explained it in Korean - it was completely new for them. They may ask the co-teacher and not you about it. You may or may not encounter this as well. Teach theme and location when the activity is introduced.

Activity:

4. Show creative ideas for weddings as examples for them to get started (to get their creative juices flowing). I tried to put in a variety of culture and places. Show the JK wedding video as an example of a creative ceremony in America. Elicit whether students can be able to do this in Korea - get them to talk about it.

5. Give instructions on how to create their wedding plan...distribute the worksheet. Give students 15 minutes to think and write. 20 minutes maximum. Walk around and help with their communication, ideas, grammar.

6. Students talk about their ideas to the class.

Result: See the end of the lesson plan attached.

This lesson got mixed reactions by the students. After the first two days, I gradually learned why from both the students and the co-teachers. Some students said they were stressed by the thought of their future wedding simply because of all the negative things that happend. Relationships sometimes end because of the unreasonable demands (kind of like dowries) from the parents of the groom or the mother-in-laws. Some don't want to marry after what they see their parents go through. For some, it was one of their favorite lessons because it gave them the opportunity to dream, be free, and creative, the chance to imagine their future.

kindenglishteacher · « **Reply #5 on:** August 24, 2011, 07:29:27 PM »

1st graders. Textbook Lesson 6 Food and Health. Speaking Topic 1 At a Restaurant. Lesson for an all girls regular high school.

Students practiced the expression and vocabulary by ordering food at different international restaurants around the world. They went "restaurant hopping." This was my most favorite lesson from 1st semester. A similar adaptation with a different target expression and exercise for 2nd year high school students was also created - this is posted separately on waygook under "At a Korea Restaurant." The attention span was high even with the low classes. All levels enjoyed "restaurant hopping."

Expressions: May I take your order? Are you ready to order? I'll have... I'll get..., I'd like...Vocabulary: customer, order, waitress, appetizer/starter, entree/main dish, sides/side dish
Materials: conversation/expression/vocab sheet, menus (French, Mexican, Indian, Korean), list of ethnic dining establishments in Busan for students to go with friends or parents to try the dishes and speak English with foreigners

LESSON:

Engage:

1. Introduce common dishes on American menus. Students read them or listen and follow the teacher. Food definitely gets them to pay attention! Talk about different dish items so that they can understand the cultural difference from Korea, country of origin for certain items, etc. Explain what a clam is and the different pronunciations for tomato. Explain the difference between a sandwich and a burger and the buns. Talk about the difference between pizzas and the tomato sauce in spaghettis in Korea versus America. Pizzas - the dressing decoration. Tomato sauce - sweeter in Korea, more salty taste in America. Explain what the original Italian pizza and spaghetti are like. Mention the rum in tiramisu.

Study:

2. Elicit volunteers or select three students to role-play and read a dialogue taking place at a restaurant. Then elicit from the class who each student is at a restaurant. Elicit what they are doing. Then teach the actual vocabulary from the slides. Commercial high school students may not know that waitress is for girl and waiter is for a boy.

3. Teach the vocabulary for menu categories. This is a good time to also explain to them how western cultures order food - appetizer, entree with or without sides, followed by a dessert. Explain how these menus are different from menus in common Korean restaurants. Demonstrate that "dessert" in western menus have ice cream, pies, and so on as opposed to Korea which lists drinks such as coffee.

Activity:

4. Go through the dialogue together with the students. Students follow the vivid, dramatic expressions of the teacher. Have students repeat the beginning part of "mmm" again until they sound like you. Check that students understand what is happening in the dialogue. Correct pronunciations along the way.

5. Announce the activity. Arrange the class according to the ethnic restaurant. For my classes, you will see two slides for the seating chart. The "four squares" is for the low class and the other was for the middle and high classes. Give instructions. Students have 3 minutes to look at the menu and order food from each ethnic restaurant - French, Mexican, Indian, Korean. Then the teacher gives a signal (either via voice, bell, whistle, etc) for students to change to the next restaurant (clockwise or from left to right). Expect your class to get loud.

6. For the high classes, they were instructed not to use the dialogue sheet during the last restaurant. Freestyle! My students said it was challenging for them - but they were actually more successful than they think they were after having monitored them.

7. After the activity ends, elicit which was their favorite ethnic restaurant and why.

8. Vocab review

Note:
After doing a survey of lessons, it is better to focus on other vocabulary terms and expressions for this lesson. The expressions from the textbook were easy and familiar for many of the students. They had already gone through the vocabulary in middle school. The expressions and terms are best for the low classes. Create a new expression and terms for middle and high classes.

kindenglishteacher · « **Reply #6 on:** August 24, 2011, 07:55:52 PM »

2nd graders. Textbook Lesson 4 The World of Korean Food. Speaking Topic 1 At a Korean Restaurant. Lesson for an all girls regular high school. Book cover has a red-headed girl with freckles wearing a tank top and a boy in red long-sleeves and khakis.

This lesson does not focus on Korean Food. It focuses on ethnic dishes. This lesson was also used for open class with a high level class. This was a great opportunity for students to "experience" food from international / ethnic restaurants. I picked countries that were familiar and new for them as well as ones that are common in Korean society (documentaries, shows, etc.) I dressed up in an Indian sari since this was one of the ethnic restaurants they would be visiting.

Expressions: Have you ever tried...? To be more specific...
Vocabulary: appetizer/starter, entree/main dish, sides/side dish, beverage
Materials: menus (French, Indian, Mexican, Korean), video of El Bulli (waygook can't accept the video file format; there are many El Bulli videos that can be found on the web because it is a world famous restaurant).

LESSON: (also see notes in the slides and the lesson plan)

Engage:

1. Open with images of exotic dishes from El Bulli while posing the key expression "Have you ever..." Allow 5 seconds or so with each image to give students time to absorb the images because these will be interesting for them. Emphasize that these are real dishes.

2. Then take them to the world of El Bulli - show a video clip. Then engage students in a dialogue about their strongest memory of food. And explain that many have their most memorable experience at El Bulli. El Bulli is one of the top, if not the best, restaurant in the world. This lesson was an opportunity to expose them to world culture and a place they may not hear about in Korean society news.

Study:

3. Teach the meaning of the expressions as shown in the slides and slide notes.
4. Students practice using the expressions from an exercise in the textbook.
5. Teach the vocabulary for menu categories in western menus, the procedure of ordering at a western restaurant vs. Korean, and the different between "dessert" menu in the western world and Korea. In Korea, drinks such as coffee and tea are listed under "dessert" whereas cakes, pies, and ice-cream are in western menus. CCQ the concepts of the menu categories.

Activity:

6. Introduce the activity - ordering food at different restaurants around the world.

7. Go through the dialogue together with the class. Correct pronunciations. Check their comprehension of the dialogue.

8. Show where the restaurants will be located in the class and how students will move around to the next restaurant - this is the seating chart slide. As you show each area, reveal a sample menu of that ethnic restaurant. Given my relaitonship with the classes, I encouraged them to praise me for the beautiful menus that were made - the dramatic exaggerations of the oohs and aahs got the students engaged and laughing.

9. Students have 3 minutes at each restaurant before they rotate to the next one. For high classes only, they were told to do it freestyle at the last two restaurants (no dialogue sheet). This was challenging for them, but they were also successful.

10. Elicit what their favorite restaurant was.

11. For high classes only, elicit volunteers to demonstrate a freestyle dialogue using an ethnic menu. Class voted on the best dialogue between two pairs. During open class, the winning pair got free samosas from an Indian restaurant.

Note:
This lesson is a great opportunity to teach students of the big difference in the menu structure between traditional Korean restaurants and western restaurants. Traditionally, Koreans don't have starters/appetizers. In western countries, dessert category consists of items like ice cream and pastries. In Korean menus, the dessert category consists of coffee, capuccino, and so on.

shhowse · « **Reply #7 on:** August 25, 2011, 10:30:42 AM »

Can you please give me more details about the textbook you are using? I'd like to group all your lessons together under one heading for that text, which will make it easier for anyone else using it to find these materials. Thanks for your great contributions!

kindenglishteacher · « **Reply #8 on:** August 25, 2011, 04:54:09 PM »

Hi! It's a white book cover with a close-up headshot, half-face of a blonde girl. The lessons use the theme or expressions from a lesson unit in the textbook... it doesn't quite follow the book...the lessons are designed to have some kind of connection to the textbook unit.

Please definitely change up the lesson plan doc...it's my nature to be detailed so please feel free to revise and edit down! And let me know what changes worked better for you!

Best.

kindenglishteacher · « **Reply #9 on:** August 25, 2011, 05:33:23 PM »

Regular girls high school. Files were originally posted in 2011. These were modified, replaced, or removed in 2012. You can do this lesson using the textbook or without.

1st year classes: Textbook, see photo attached. Lesson 6 Food and Health. Speaking Topic 2 Eating Habits.
2nd year classes: Textbook, white cover, boy in a red sweater and tan khakis, girl with red hair and freckles. Lesson 2 Sports and Life. Expression on page 39, bottom, green "sound" box.

Activity: Habits and frequency related to the Guinness Book of World Records
Expression: How often do you...? I rarely/usually...
Vocabulary: habit, always, usually, often, sometimes, rarely, never
Materials:
- PPT --> The complete ppt file can be used whether you are doing a lesson from the textbook or not related to it. An add-on ppt file is provided for those who would like to use exercises from the textbook. Included the add-on is a speaking activity slide for high level classes.
- Video of Nathan's International Hot Dog Eating Contest. You can find plenty of videos on the web that suits your students' sensibilities. I chose one that had loud music, includes Asians and a girl who was also competing in it so that my students can connect to the material. There are three videos...only one is attached - the others are not in an acceptable file format and I don't know how to convert them.
- Guinness Book of World Records

Engage:
1. Elicit from the class how often they eat hot dogs in one year. Then introduce Nathan's Internationl Hot Dog Eating Contest and compare how many students eat with what the winners have eaten in a short time. Use the target expression when speaking. Show the video of the contest and then talk about it.

Study:
2. Teach the meaning of "how often" which is similar to "how many times."
3. Teach the frequency vocabulary as shown in the slide (it is a remake from what appears in the textbook for 1st year classes). You can do repetition or substitution drills with the students. The vocabulary is translated into terms they already understand (few, many) to demonstrate the quantifiable context clearly. This was much easier for them to grasp.
4. Do the substitution practice of the expression and vocabulary. This is the slide with 6 images of food. You can replace this with exercises from the textbook - a couple are provided in the "add-ons" ppt file.
5. Teach the meaning of habit. Use common habits of Korean students so that they can grasp the concept of the word more quickly. They actually giggled at themselves when the saw the images. Give another example if you feel it is necessary.

Activity: There are two activities for the high class and only one for the middle and low classes.
6. Guinness Book of World Records - really grabbed their attention! One side of the class asked a question to the other side of the class, using the expression. The other group had to respond using the frequency vocabulary. You can arrange it in any way you want. This activity was for all levels. You can also run this as pair or group work.
7. The high classes tend to move along faster, so after the Guinness Records, high level students interviewed each other about their habits. Partners' described each other's habits to the class. See the instruction slide in the "add-ons" ppt file. There were some funny moments with this one!

kindenglishteacher · « **Reply #10 on:** August 25, 2011, 06:45:14 PM »

Lesson was for both 1st and 2nd graders at an all girls regular high school.

For 1st graders textbook - Lesson 4 Self-Esteem. Speaking Topic 1 Making Wishes.

This lesson does not use expressions from the textbook. Rather, it focuses on the theme of speaking in the future. Focus is on the 2nd conditional, "If I were..." through Beyonce's song "If I were a boy." If you search this lesson on the website, you'll notice that it appears on many EFL sites. So I took the idea of using this song and target verbs from those EFL sites and created new material around teaching the concept of 2nd conditional and the phrasal verbs.

Expression: If I were...

Phrasal Verbs: chase after, throw on, stick up, turn off, kick it (not a phrasal verb)

Materials:
- presentation, lyrics sheet, worksheet, vocab/expression sheet
- video with lyrics only (actual video has some scenes that are not appropriate for the school) -

The objective was for students to tap into their creative thinking skills and get a sense of writing a lyric. Students learn the expression in parts so that the examples in repetition and substitution make it easier to grasp the concept of 2nd conditional and how to use it.

For the activity, they rewrite an existing verse from the lyrics. The verse has some blanks. Students fill in the blanks and must use one of the phrasal verbs they learned. Doing this helped me to check their comprehension of the phrasal verbs. Since this is a creative thinking acitivity, my students would spend 3x the time doing it alone than if they did it in a group. So students were given the option to work on it alone, with a partner, or with a group of 3 friends.

Note:
Be mindful at which time in the semester to do this activity. Since this was related to music, I thought this was a good one to do before and after the exam week. Bad choice for this particular song! I made the bad choice of doing this lesson the week before and after the exam period when my students are so stressed about tests and scores for university entrance. I completely didn't pay attention to the fact that this was not a happy song - it was a sad song for students to work on when they are also stressed! So you'll have much success with this lesson if you choose the right time!

kindenglishteacher · « **Reply #11 on:** August 25, 2011, 07:20:28 PM »

A lesson for pre/post exam period for my 1st and 2nd graders at an all girls regular high school.

For 2nd graders textbook Lesson 3 Challenging New Worlds. Speaking Topic 1 Talking About Movies.
The speaking topic page has a task that makes a reference to "genres" (Listen and Check section). So this lesson's main focus is on the concept of "genre(s)" but in music, not movies, because my students love music more.

This was a lot of fun to do and even some of my "uninterested in English" students were paying attention. Teach the term "genre" and introduce a few new genres to students. Do a worksheet on the expressions, listen/watch music videos, rate it, and use the expressions.

Includes images that are popular from Korean pop culture, such as the liver product jingle, Secret Garden TV Drama, Big Bang, and Beast. Introduce and give background info about some of the genres. For example, students learned the historical relationship between blues, R&B, hip-hop and jazz; formation of ska which later influenced reggae music in Jamaica, and so on.

The lesson is pretty straightforward. See the slide notes and adjust as you see fit. The original idea of the expressions worksheet attached comes from another native teacher (I think from vitamin d on waygook?). I took the worksheet and created genres specificly for my students. Songs and genres were updated according to how and what I wanted to educate my students. Change up the song list as you see fit for your boy, girl, co-ed students. Change or skip certain parts for time management.

Great lesson the week before after the exam period and that odd back to school week in February.

kindenglishteacher · « **Reply #12 on:** August 25, 2011, 07:34:38 PM »

2nd year, regular girls high school.

Lesson:
- Textbook Lesson 1 English and My Dreams. Speaking Topic 1 Making an E-pal.
- This lesson does not focus on the theme of e-Pals. Expressions from the textbook are used in a speed dating theme.

Theme/Activity: International Speed Dating
Expressions: "I'm looking for..."; "have a lot in common"
Vocabulary: nationality, canadian, australian/aussie, south african, new zealander/kiwi

Engage:
1. Share a video from a real speed dating event.
2. Introduce the lesson theme, target language, and speaking activity.

Study:
3. Teach the concept of nationality and its distinction from "ethnicity." Pre-teach nationalities of four countries.
4. Teach the expressions in building blocks through substitution and comprehension check tasks (follow the slides).

Activity:
5. Students make a list of things they are looking for in a boy (proper date).
6. Go over the conversation model. Demonstrate how to practice the conversation by substituting the self-prescribed list of things students are looking for in a boy.
7. Practice the conversation within the same group, changing partners every now and then, using the speaking model. Practice as many times as it takes or when time permits for students to get used to the context and grammar. This preps them for the freestyle session.
8. Simulate a real speed dating event. Practice in freestyle, changing partners every minute and rotating in the prescribed direction,

kindenglishteacher · « **Reply #13 on:** August 25, 2011, 07:51:40 PM »

2nd graders, all girls regular high school. Textbook Lesson 1 English and My Dreams. Speaking Topic 2 Ways to Learn English.

This lesson's theme is not the same as in the textbook - the reality is that students don't want to talk about ways to learn English and that it is connected to their dream. So this lesson focuses on the key expression from the textbook and using it in a celebrity advice activity.

Activity: Celebrity advice
Expressions: What is the best way...?
Vocabulary: organize, motivate, solve, support
Materials: presentation, worksheet, vocab/expression/dialogue sheet
video http://www.ted.com/talks/jay_walker_on_the_world_s_english_mania.html

See the lesson plan and slide notes.

This is a substition practice for the expression "What is the best way to learn English?" "Best" and "to..." are replaced by other vocabulary as provided or from students' word bank knowledge.

1. Since the text expression is about learning English, open the lesson with a video from TED about learning English. After the video, engage students in dialogue about what the video was about and compare their English prep with how it is done for high school students in China.

2. After teaching the expressions and vocab, you can do repetition or substitution drills with students.

3. Students complete a list of questions that they need to prepare before doing the celebrity advice activity. In the activity, they follow the sample dialogue model to elicit advice from a celebrity. Students can choose to be any celebrity they wish - this part is not detailed in the lesson plan. For high classes, they can use the dialogue model as a guide and do their own freestyle version...as long as they use the expressions and vocabulary they learned.

kindenglishteacher · « **Reply #14 on:** August 25, 2011, 08:29:57 PM »

2nd graders, all girls regular high school. Textbook Lesson 4 The World of Korean Food. Speaking Topic 2 Korean Table Manners.

The lesson does not focus on the textbook's theme of Korean food and Korean manners - these are boring for my students! So, this lesson focuses on the key expression with an activity that gives them exposure to manners from other countries - global exposure so that they can experience the difference from Korean greetings and manners.

Expression: I'm not accustomed to...

Materials: edited video clip from Pretty Woman

presentation, dialogue sheet, global greetings sheets (low/middle classes), American table manners sheets (high classes).

The textbook lesson is about Korean table manners, but I only focused on teaching the expression using more global themes and skipped the Korean table manner material since that would be utterly boring for my students.

1. Engage students with a video from Pretty Woman - introduce the film and actors. It's a scene of Vivian at a fancy restaurant. She's not accustomed to the proper table manners. Let students know this and to watch her gestures and facial expressions. After the video, talk about her manners - engage in dialogue with students.

2. Teach the meaning of the expression and give demonstrations through the slides shown. The Asian squat toilet sample really got them disgusted and giggling.

3. Introduce the activity. For low/middle classes, they were given global greetings. For high classes, American table manners because most of my students were interested in American culture.

3a. Global greetings activity - low/middle classes. Use the slides of the four global greetings and distribute sheets to students. Let students know you're going to introduce them to greetings from around the world. Demonstrate each one to the students and have them practice with you. Either before or after this, you can go through the dialogue with the them. In the dialogue, both partners MUST demonstrate the greetings gesture to each other. Many students have fun with the greeting from Saudi Arabia and France. This lesson was engaging for my low classes!

3b. American table manners activity - high classes. Use the slides from the main presentation to print and distribute as sheets. My high classes are fast and quick to absorb material - which is why the sheets have a lot of text - both to use for the activity and for them to take home and keep for future reference since I knew that a few of them plan to make a trip to America. Demonstrate the main, general table manners - about 4 maximum. Students do it together with you. Go through the dialogue with them. When you do a demonstration of a manner in the dialogue, students do it with you too. Then the students do the dialogue activity with their partners and keep substituting manners. You can have them change partners for each manner. For the last couple of dialogue practices, have students do the dialogue freestyle. This will challenge them because they know the concept of the dialogue, but they are so hardwired to follow things that they have a hard time breaking out of this habit. So instead of imitating a dialogue, have them try it freestyle. The strangest manner for some of my students was placing your utensils in the 4 o'clock position when one has completed his meal.

Suggestions for high class - changes for future lesson plan:
In the future, I plan to revise the sheets/handouts for American table manners because it's too long. The details would be given as a take-home handout - a briefer version would be made just for the class activity. Plastic utensils and large paper napkins, and paper plates would be brought in. Desks would be restructured with paper/plastic table cloths to look like real dining tables at a restaurant. The lesson would be revised to start the activity immediately after the engage phase. Lesson would end with a short 5 minute study phase. This would make the lesson more experiential and enjoyable for the students.

taebaekluke · « **Reply #15 on:** August 26, 2011, 02:04:30 PM »

This is a really excellent lesson. Very useful for Korean kids. I love the way you approach the topic.

Keep them coming!

shaungoose · « **Reply #16 on:** August 29, 2011, 02:07:17 PM »

Im surprised your all girls students laughed at the word "salsa." I unknowingly made that mistake my first year in Korea and my elementary students told me I am dirty. It was quite embarrassing.

kaymac · « **Reply #17 on:** August 29, 2011, 04:33:45 PM »

Thanks so much for sharing this. I think it was a bit of a struggle for some of my lower level kids, but it provided a bit of a challenge for the stronger kids by allowing them to be creative while allowing me a chance to work with the lower-level kids to make sure they understood. Your teaching notes for going through the lesson were also phenomenal I should add. I wish I had a textbook to use with my kids. I may seek this one out to use for the rest of the semester powerpoint style like you're doing. Cheers again!

flowerpot115 · « **Reply #18 on:** August 31, 2011, 12:32:23 PM »

Great idea! Hopefully it will help me to figure out some places to eat as well ;).

kindenglishteacher · « **Reply #19 on:** August 31, 2011, 09:00:16 PM »

For both 1st and 2nd graders, all girls commercial high school.

This was a lesson for that odd "back-to-school" week during the first or second week of February.

Since it was close to Valentine's Day, students learned about the symbols associated with the holiday and went speed dating. The class was arranged into a long, running table so that there were two seated lines facing each other. Only one side shifted in one direction to change seats and partners. Students asked questions based on a list of what they would want to know during a date. This list was reviewed with them. They also had to rate each speed date on a scorecard. After the activity, we checked to see who gave who the highest score to another to find the perfect match.

All students were active, engaged, and motivated. So it was a success for the last lesson of the academic year because it was freestyle with questions they can use as a guide. Students often started with the list of questions but veered off into their own freestyle chat. Since these were commercial high school students, just to hear them speak one sentence or a phrase or a word in freestyle is enough.

Please adjust to your needs. The presentation was made to be very simple and short.

Author Topic: High School English - 이찬승 2008 (Read 20874 times)

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