Ppt and worksheet

Yes, this is a chapter because they need to be more nationalistic!

It's all positive nationalism though. I don't see a problem with any of it.

I also expanded on the Bingo section in the book (and I built off of your ppt, Jessicagregg, so thank you!) but I did more of a worldwide selection of food and used my favorite bingo template someone on waygook made that makes the kids use the target language rather than just giving them a random list of words. I also found a cool 1 minute video about foods of the world that three men made. My kids really liked it! if you search for "Eat" on Vimeo, you should be able to find it.

So my classroom computer died for a couple of weeks, so I made a lot of worksheets for this lesson focusing on tag questions.  You can mix and match them, depending on your students' levels.  I started with 'to be', moved on to auxiliary verbs (focus: can/can't), then 'to do' because it was a little trickier to teach, and finally a short quiz. If you have a limited time with students, just print out the guide and quiz.  I simplified the rules of tag questions down to pluses and minuses, so it's easy for even low level students to digest.

At the end, I included a not-really-a-golden bell-golden bell powerpoint that I used to 'review' at the end of the lesson.  It includes questions about world foods, the Brian and Mina dialogue, the "Hanji" reading, and tag questions.  I'd recommend one team choosing the question, but having all teams  write their answers on a whiteboard to keep them from getting distracted and making noise.

Also, to prevent one student from doing all the work, make them pass the board to another team member each round (and, if you're feeling particularly evil, tell them they can't tell the 'writer' the answers - if they do, disqualify the team from that round.  The students get creative about using charades to give hints, haha.)

The topic of negative questions and how to use/reply to them(a pretty big and confusing milestone in ELL) has recently come up in one my classes and I thought it would be useful to post the results here.  This question came up last year when I was teaching with this textbook(and got to this exact chapter) at my previous school. One of the Korean teachers asked me how to use them, and I wasn't sure how to answer her. For anyone who was like me, teach it like this:

Korean grammar, literally translated in to English, works something like this:

Are you hungry? (examine the question as true or false; am I hungry?)
- Yes(true), I'm hungry.
- No(false), I'm not hungry.

Aren't you hungry (examine the question as true or false; am I not hungry?)
- No(false), I'm hungry.
- Yes(true), I'm not hungry.

It's complicated. Alot of Korean English teachers will try teaching it the Korean way(and I've even seen a few textbooks printed this way), but it's wrong.  English grammar is, for once, easier than Korean.  Positive is always positive in English, and negative is always negative.  Whether someone asks a question in the positive or negative, the answer remains the same:

Are you hungry?
- Yes, I'm hungry.
- No, I'm not hungry.

Aren't you hungry?
- Yes, I'm hungry.
- Yes, I'm not hungry.

If students are confused by this, tell them not to think in terms of true or false, and to think of only their answer - If they feel positively about something, answer in the positive; if they feel negatively about something, answer in the negative.  It really is that simple. ^^

2nd Class - I taught balanced tag questions. Students worked on a matching activity as I cut out the first part of the sentence and the following tag question (I found this online, but will post it here). After that we played a unique sentences game. I gave a category with a bunch of pictures as well as a tag question. Students had to make a unique sentence using the pictures and the tag question.