WAYGOOK.ORG

 Material from Lesson 4

If you suddenly have extra time or you just want an activity, a game that worked well with a similar lesson I taught last year was successful.

The students take it in turns to come to stand up then close their eyes. I ask the question "What is (name) wearing?"  or "Describe (name). The student standing up then tries to remember as many things as they can about the students clothes, eye colour and hair style.

If the class is a big class and the students struggle with this chapter, select students sitting closest to the student that closes their eyes.

Period 7 Let's Check

The World and Me
Powerpoint and activity/homework sheet about traditional clothing

 - the powerpoint doesn't have a lot of words. I was going to get them to think about how clothing in the ancient days was determined. Things like climate and daily activities are (imo) the biggest factors that determine the type of traditional clothing for a country. So I was going to compare how countries so far apart, but are similar in climate, can have similar clothing.
 - the end bit is focused on middle eastern clothing. I do hope I've got my information right. I want them to be aware that there're different types of veils, and that, like the hanbok, its a part of their tradition. I don't want them believing everything the media portrays.

I really like this bit coz it gets the kids thinking and working outside of their textbooks.

good for Lesson4 intro

This is a writing station activity for lesson 5.  The room is set up with 5 large groups of desks or tables numbered 1-5.  A student at station 1 will do #1 on the WS.  When they finish #1 they move to station 2 and do #2 and so on.  Students work and move individually, but may help each other.  When they complete the WS they bring it to me for grading.  Any of the sentences that they get wrong they must rewrite twice on the back.  (the ppt is the front and the MS DOC REDO is the back of the WS)

I've also attached a couple videos that I found on youtube.  One is a song practicing what is she wearing.  The other is a listen and repeat practicing colors.

I do this for every lessons with my 5th and 6th graders...
list out the vocabularies for each chapter, and make them find the definitions of each word using a dictionary.
There are a couple of reasons for doing this...1) I believe getting used to dictionary itself would become a good habit,
and 2) by using dictionaries, they will know other meanings and 3) get to read more example sentences using the word.
(Btw, My school uses the Yonsei Primary English-Korean dictionary.)

The example sentences I have on the sheet are the sentences directly from the Cheonjae CD rom.
And the page numbers refer to the pages of each word in the Yonsei Primary Eng-Kor dictionary.

I used these pictures and laminated them to make a card for each student. We played a mingle game using the expressions 'What does she/he look like' 'He/she has ___ (whatever was written on their card)'. They had to ask different students and fill their bingo card with the replies (e.g. black hair, blue eyes, etc). Then we played a bingo game.
There's also a Sonic PPT game.

Physical appearaance

Sorry, it might be a bit late for this but i just had my 1st lesson on Chapter 4.
This is to teach the student how to describe peoples' eyes and hair.
e.g He has big blue eyes. He has long curly black hair.

Hope it helps someone.
I took some of the pics from this thread....not sure who exactly so thanks to all of you.

Detective Game: Really simple, fun activity toward the middle-end of this chapter.

Create a large police mugshot background, whether on markerboard or PPT screen (we have a huge projector screen so I have the students stand in front of it). Get into teams of 4-5. Line up one team of 4-5 students in front of the mugshot background, with numbers above (Suspect 1, 2, 3, 4, 5). You present a silly crime scenario (Last night someone ate all my kimchi! Can you figure out who it was?) You then allow the students to ask three questions about the suspects. I gave my students the structure of 2 questions: 1) Is she or he wearing _____? 2) Does she or he have _____? I would tailor my answer on the spot to keep the game interesting. For instance, if the first question was "Is she or he wearing a yellow shirt?" and there is only one kid wearing a yellow shirt, I would say "No, he or she is NOT wearing a yellow shirt." That keeps the game going until usually the 3rd question, when they would usually narrow it down to one person. After answering the third question, I would have each team write down the suspect's number (1,2,3,4, or 5) on a small markerboard, do a short count down of 3-2-1 and then they held up their answer. I would announce the correct suspects # and award a point to those teams who got the suspect correct. Rotate teams so that each team gets to be the suspects. Twas much fun.

A lot of you may have already completed this sectrion btu my school is behind. Here's a ppt and game board I used for a hotseat 'celebrity guessing game'. One student sits facing away from the screen, the rest of their team must then describe the picture on the screen. The student in the 'hotseat' chooses the celebrity they think is bieng described on the game board. The students enjoyed it. You could also use the board for a coin flick game or guess who.