This is the lesson I used for grade two lesson 4.
It starts with a guessing game and then I went over asking for permission. The activity was alright. My students are too used to powerpoint games at this point.
For the last activity, I had the students go in two lines. The two students at the front had to race to correctly pronounce a word that I pointed at. It's very competitive and not too good for the shy students, but seemed to go over well.

Im starting lesson 4 for Grade 2 which is 'Why do Birds Sing?'. Im slightly lost as to what they actually want us to teach them. If anyone has any ideas for this lesson I would be more than grateful to hear them. Thank you

I thought it would be useful to play a version of the schoolyard game "Mother, may I..." in order to practice the dialogue on page 68, parts A and B. I've attached the instructions and rules of the game for anyone interested in putting it to use in their own classroom.

I am lucky enough to have small classes (<20 students) and the game may not work for a group larger than that. Also, you need a reasonable amount of space so crowded classrooms don't work unless you can push the desks out of the way ahead of time. It would be great if you can take the kids outside but I just have them stand between the desks in my smaller classes.

Let me know if it worked for you and any variations or alterations you make! I googled "Mother, may I" and found the basic rules as well as several fun variations.

For Grade 2 Lesson 4 Why do birds sing? I want to give them a random video which I thought would be very interesting!

It's a video of the Lyre Bird singing its song! I thought it would be a random nice start to the lesson. Still working on my ppt. but here's the link if your interested.

To add to that, here's another cool bird video:

http://www.youtube.com/watch?v=A-05Z-GsGfI

I also did a "pass the chicken" game, naturally.   I asked the students trivia questions about birds, but this could also be a way to practice giving permission.

hi guys,

I'm on lesson 5 - Stand Up and Stretch. I'm a little stumped on the expression: "look on the bright side". I can explain it no problem but I want to give more examples and illustrations that would explain more of the expression especially to my lower levels. Any ideas?

Y03L03 (I'm unique because my hearing is bad)
Giving Advice
Low/Multi level

Today's words: Advice, problem, suggest, often (자주)

Pretty self explanatory lesson with intro to giving advice, giving advice to Mr. bean and a worksheet + team speaking.
For the team game, each group (5 or 6 students) gets a white-board and marker to write advice on. Give 3 teams points for good advice, and reward the winners.

grade 2 lesson 5 - look on the brightside and greetings "what's up"

just the powerpoint i'm afraid... no practice or production yet... maybe you can get some ideas with my powerpoint... thanks..

AND for grade 3 chapter 4 - Become a better problem solver I do this. It's a problem and they enjoy solving it. I'm a little uneasy about using Jesus and Buddah (look at the ppt and it will make sense) but the students like it. Once again, credit to the original poster I just altered it a little.

Come on people, hurry up and join me further on in these books! It's lonely this far ahead!

This actually got my third years interested....altho ugh very few have been able to solve the problem 100%.  At least it gets them thinking and is put together well!

Here's another for become a better problem solver. Not entirely on topic but close enough and the students get really involved. Thanks again to the original poster.

Here's my part 1 of chapter 4, grade 3. I lucky enough to have 3 cushy weeks to spread out the chapter, so I'm starting off slow and easy.  I have 2 lessons, one for my high levels and one for my low levels. I've tried it out on 2 high classes and 2 low classes with basic success across the board.

I begin class with a powerpoint/game. First, I show them some optical illusions as a group and ask them what they see, or how it works. I use the target language like "do you get it?" etc. The rest of the powerpoint is a game. In teams, they must solve the word puzzles and riddles. If they answer first, they get a point. Team with the most points wins. I also finished the game with the "crossed, un-crossed" game. However this made everything take too long, and we didn't have time for the dialogue part of the lesson.

After this, I elicit the target language by asking, "what questions have I been asking and words have I been using this whole time?" If it doesn't work, I just tell them :p

This is followed by listening to Ready B to reinforce some of the language. For the high level kids, they are divided into groups and must choose a situation in which someone needs an explanation, and the others give it. They must create and perform a dialogue using the target language.

For the lower levels: I made an easier powerpoint (I'll probably combine to 2 for my intermediates). NOTE: Many thanks to the OP of the Animals And Faces Optical Illusions powerpoint and lesson plan. I stole at least 3 images from that powerpoint for my own, so credit goes to Mlatte . Also, since in my case I have a lot of behavior issues with these kids and a consistently lacking co-teacher, I used candy as a bribe for this. I know, I know. It was a weak moment, but sometimes it's nice to have one peaceful class! Anyway, I didn't do a game with teams, but rather based it on individual participation. When it came to the slide of naming colors I offered a candy to any student in the class who could do it. Then I offered a candy for the first person to solve the mad gabs. Again, I consistently checked their comprehension using the target language.

Also for the lower levels, I told them we had 3 dialogues to choose from and listed the characters on the board (Korean celebrities). I asked for volunteers for any one of them and had those volunteers come to the front. Together, we went over the words and I had them fill in the missing blanks. Then they performed for the rest of the class. For kids who can't really read, they did surprisingly well! I kept repeating this until class ended or everyone that I could semi-force/bribe had spoken.
I think it's important that they had some choice over which dialogue to do.

Anyway, sorry for the long explanation! Here's the materials, use it or chop it up as you will!