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, white cover with close-up head shot of blonde girl.  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!

For more lessons, visit “Lessons by kindenglishteacher” http://waygook.org/index.php/topic,18932.0.html

Regular girls high school.  1st year classes.  Textbook, 2008, Mark Brown, classroom setting with a seated ethnic girl in an orange sweater raising her arm.  Lesson 4 How Can You Sell the Sky?  Speak Out I (p61) and II (p63)

This lesson covers the basics for giving and asking for directions.  Audio, visual, and kinetic tasks.

Expressions: 
How do I get to the Environmental Museum?
Could you tell me how to get to the Environmental Museum?
Could you show me the way to the Environmental Museum?

Vocabulary:
turn/make a right, turn/make a left, cross, go straight, corner, block

1. Show a video of friends going to Jeju Island.  It is long (4m), so you may want to edit it down.  Use other appropriate videos as you see fit.
2. This lesson is for low level classes. The lesson is a step-by-step build from audio to kinetic tasks.  See the lesson plan attached which is pretty straightforward.
3. The review utilizes the entire class as a real urban environment.  Groups/students hold up signs.  The student holding the sign represents that building. Groups ask for and give directions to each other while a student goes through the physical motion as instructed. The simulation is the review.

For more lessons, visit "Lessons by kindenglishteacher" http://waygook.org/index.php/topic,18932.0.html

Thanks for making the ppt.  The images of the items make it more clear for the students.

Regular girls high school.  2nd year classes.  Textbook Lesson 1 English and My Dreams.  Speaking Topic 2 Ways to Learn English. 

NOTE:  This is an alternative version to the original lesson --> (http://waygook.org/index.php/topic,18932.msg143487.html#msg143487)

This alternative version below is designed to be a one week lesson, not two weeks (original).  The writing task that is a prep for the conversation activity has been altered and students now work in pairs instead of solo for time efficiency.  Also, it no longer focuses on Celebrity Advice.  Other slides have been “cleaned up.”

About the lesson:  Focuses on substitution practices of the key expression from the textbook.  It does not focus on the theme of ways to learn English. 
Activity:  Ask for and give advice
Expression:  What is the best way to learn English?
Vocabulary:  organize, motivate, solve, support
Video:  http://www.ted.com/talks/jay_walker_on_the_world_s_english_mania.html

Engage:
1.  Since the text expression is about learning English, open the lesson with a video from TED about learning English.  The video is about the global English mania.  Engage the students in a brief chat about the video’s message.

Study:
2.  Pre-teach the expression and how to alter it by changing the different parts of speech.  You can have students do their own freestyle substitution drills at this point or as a speaking activity after the conversation activity has been completed.
3. Pre-teach the target vocabulary within the context of the expression so that they can learn at the same time how to substitute another part of speech (verb). The word “support” has different meanings – you can teach all as shown in the ppt or just choose one that is most relevant for your class.

Activity:
3.  Writing task prep for the conversation activity.   Students work with a partner in their group of four to complete the writing task. 
4.  Conversation activity.  Go over the conversation model and demonstrate how to do the substitution practice using content from the writing task.  Students change A/B roles and practice a conversation with all group members.  As a result, the conversations will be in prescribed and freestyle speech.   Some students may find thinking of a recommendation on the spot to be the most difficult part because it is not a prescribed situation.
5. Volunteer points.  Students speak freestyle by substituting the various parts of the expression to form a new advice question.  They can do this solo, with a partner, or group.

For more lessons, visit "Lessons by kindenglishteacher" at http://waygook.org/index.php/topic,18932.0.html

What would you do if you had a million dollars?

Great ideas!  Games can be made from so many hypothetical situations on your ppt.

General Suggestions with some tips for teaching low level classes.


Textbook and Vocabulary

1)  If the school requires you to build lessons from the high school textbook, then the co-teacher should be giving you one.  If they don't require you, then they don't necessarily have to give the textbook.  However, it is still helpful to have a copy.

2)  All high schools have a target vocabulary list for each year.  Any English teacher will have a copy from last year or the target vocabulary list for this year. 

3)  At the very least, borrow the textbook from the teacher and check the back side.  There should be a few pages with a list of vocabulary words from the English textbook.  Make xerox copy of those pages. 

Teaching Tips and Comments

1)  The prescribed target vocabulary list the school tests students on is not representative of the actual vocabulary knowlege, memory, and usage of the students' true ability level.  On that note, lower your standards for the low level students.  There is a huge gap between what they are taught and what their actual level is.  Create lessons with vocabulary that students can apply in daily life.  Simple, easy, not too conceptual or philosophically deep.  Give them words they can really use in real life that will also make them successful in the classroom.  Lower your standards for the low level classes.  Try vocabulary with few syllables.

2)  It is not important to know what vocabulary students are initially taught in class.  The only important thing to know about low level classes/schools is that their speaking and listening skills are at the elementary school level.  If they are more low, then they may be at the level of first graders at an elementary school.  This is the average case with students at commercial high schools.  Therefore, most of the vocabulary they were taught have been forgotten.  They will only remember simple baby English vocabulary.

3)  If you have mixed level classes, then prepare lessons and teach at the lowest level.  The main difference between low, middle, and high will be in listening skill and the ability to speak in sentences, not single words nor phrases. 

4)  If you have classes separated by levels, prepare lessons and teach at the lowest level.  For the high class, you can speak a little bit more fast.  For the low and middle classes, speak slower.  That will the only difference in teaching method.  You have to remember that high level students at the low level classes/schools still need to practice listening and speaking with the same target vocabulary that low and middle classes are taught. 

5)  For each new lesson or class session, limit the target vocabulary to four words.  Five is the maximum.  However, you will have a higher chance of success for the students if you teach a maximum of four words at a time, not more than that. 

6)  For effective communication.  Use visuals, videos, and demonstrations for students to understand the meaning of a vocabulary or expression.  If you need to explain, show the text of your explaination on the slide.  Reading text on powerpoints along with visuals make it easier for students to understand.  Speak in short, simple sentences.  Pause between sentences.  The low level students need more brain processing time to associate the word they just heard with the meaning.  Use gestures.  Speak clearly with the mouth opened.  Common problem with the Korean students and teachers is that native foreign teachers speak with a "rolling tongue."  The words sound like they are rolling out of the native teacher's mouth.  So open the mouth and pronounce the words and syllables clearly.

7) For attention.  For any section in the lesson, limit it to a maximum of 5 or 10 minutes.  The maximum attention span will be 10 minutes.  Then they start to become disinterested.  For very low level students, 5-10 minutes.  For example, 10 minutes for the study phase or vocabulary phase.

Less time you speaking.  More time students doing.  Keep the engagement and study phases (target language) short.  About 50% to 75% should be the activity time. 

9) Vary the activities between lessons.  Kinetic activities, games, competitions, giving students control/accountability in their success, team projects, audio, something that they create on their own, presentations.

10)  For participation.  You'll get more participation if pairs and groups volunteer.  You'll get less to no participation if students have to volunteer solo.  They feel safer in groups.  This is a group culture.  Do study activities in pairs and groups.  After classes gain confidence, towards the end of the year, see if they can volunteer solo.  If you tie a reward to volunteering, then allow all options for volunteering - individuals, pairs, and groups. 

11)  Seating arrangements.  Consider making a group seating arrangement.  Maximum of 4 to 5 students.  Benefits include students helping each other, thus, reducing the burden on you.  It also helps to separate misbehaving or talkative students.  Mix high, middle, and low level students.  Place a low level student with one who has a higher score.  You can use the school's English exam scores.  It is not an accurate method, however, it is most likely the only tool you have available.  See how groups interact and move students around as you see fit based on your knowledge of their discipline, attitude, speaking and listening abilities.  Change the group seating arrangement twice each semester. 

12)  Lesson topics.  Get ideas from real life - news, global or national events, cultures students are interested in, talk shows, game shows.  Do a survey of topics students like and make new lessons.  Students like comedy and horror films.  In this example, they can create a story and role play it.  My best lessons were topics and ideas from real life. 

13)  Most importantly, the success you have with your students and lessons is directly related to their respect for you and your authority in class.  High school students don't like the harsh, strict teacher.  You'll lose them and it will be difficult to impossible to win their minds towards you again.  Treat the students with respect and not as if they are children.  Give them options when you are in a position to discipline.  Ask whether they feel their actions were wrong or right and what is the best way to solve the problem.  Let them say and do how you feel they should be disciplined.  Make the class rules clear.  Always appear confident and as if you know what you are doing.