I saw this today and thought it might be fun to show the students. It could be used as a warm up where the students try to guess what foods the flags are made from.

http://twentytwowords.com/national-flags-made-with-foods-that-are-popular-in-that-country-36-pictures/

Target language: ordering food.
Lesson 4,
Page 60
Part C
A: May I help you?
B: I’ll have an orange juice.

This section stresses that non-countable nouns are treated as countable nouns when people order food at a restaurant. In the teachers copy of the textbook, it gives the example “I’ll have one spaghetti,” which I still found awkward. I feel like I would  use the article a, an, or one when ordering from a fast food restaurant. I would typically use the article the when ordering off a menu at a full service restaurant. The book does not cover that difference. Perhaps that is why the spaghetti example feels awkward.   

I took the Act and Play Murder Handshake activity from a thread for a grade six textbook, and modified it for this unit. My elementary students loved this game. I’m pretty sure my middle school students will enjoy it as well.

I actually really enjoyed this lesson. I went over the Listen and Talk sections and a review of everything we learned in the semester. I'm attaching 1 bomb game, my powerpoint, and a word search.

Week One: Went over the first part of the powerpoint. Asked the students to fill in the blanks in their teams throughout the powerpoint. We also played a restaurant speed game. I split the class into 2 teams in 2 lines. The person at the front of the line had to ask the person next to them what they'd like to order. Person 2 ordered. Then they had to ask the person next to them what they'd like to order. It went in this sequence until the last person ordered. I made it into a race. The teams that won got a point. Ended with a word search activity. I also planned on having the students make a menu, but we never got to it.

Week Two: Went over the second part of the powerpoint. Played The Price is Right. I just modified this game from another user to fit my class. The game went SUPER well. Found all of the prices off the internet on various sites. They especially got a kick over the price of the most expensive pen in the world.

Week Three: Went over the final part of the powerpoint, which covered "How much is it all together?" Did page 63. Finished by playing The Hunger Games bomb game. Not sure whether or not it would be appropriate for me to upload it here though just because it covers Lesson 4 and Lesson 2 from the book. My extra activity, which we did not have time for, was to make a menu and have the students order from each other's restaurants.

Attached are all of the materials I have used for Grade 1 Lesson 4: Taste the World. I focused on pages 60, 61 and 62 in the textbook and the target language:

• Grade1PPT.TasteTheWorld: This PPT is the one I used during the majority of my classes across the board (high and low level students). Some of the country flags my students did not know how to say in English; win some and lose some. One slide includes a Relay of the target language from page 60C and my students enjoyed it because the winning team won some small candies. The matching of the numerical values of numbers and their written values may be too easy, but I also used this PPT for my low level students who struggled with it a little.
• Lesson4.BadGuyHandshake: This PPT was taken from a previous Waygookin, so thank you whoever you are. ALL of my students love this game. It can also be called "Murder Handshake" but I figured that was a little risky with some of my more conservation co-teachers. I found out about halfway through teaching this lesson that students know the game "Mafia" and this is just a different version of that game. So if you are having difficulty explaining the game to a class, just saying "Mafia?" will have at least one student saying "Ah!" and explaining the rest in Korean for you.* 
• FoodBallGame.LowLevels: My Grade 1 students are split into high levels and low levels with the average amount of students in a low level class being 8. So, it would be futile to play Bad Guy Handshake because the students would figure it out easily. Instead, I printed these pages of food (with names in Korean. Surprisingly all of them basically sound exactly the same in Korean or English.) and taped them to the board. Students then took turns practicing the dialogue, but when they needed a food, they would throw the ball at the board and say whatever the ball hit/got close to hitting. This game definitely takes both you and your co-teacher controlling the students and their desire to throw the ball at anything BUT the board.

How to change these attachments in order to accommodate the second half of this lesson:

For Bad Guy Handshake, just change the chat bubbles to be what you want the students to practice.
For the FoodBallGame, instead of asking how much a T-shirt or backpack is, you could easily have the students ask how much the spaghetti or the sandwich is (or whatever the ball lands on/near). It's ~not quite~ the target language of page 61, but with the video and information gathered on page 62, it is still relevant to the target language of the chapter.


*Note: Definitely double check with the student that they still explained YOUR rules and not Mafia rules, because they won't play the game correctly if they just play like they would play Mafia. I generally would give a small piece of candy to students who talked to 5 people and were safe. It sounds like you'd be giving out a lot but in reality each round I maybe gave out 4 pieces of candy maximum. Those students were then in the pool to be selected as bad guys in the next round. I usually started with 2 bad guys and would work my way up with each round until class was over (2 then 3 then 4 ...etc.). If you really want to have fun, you can have half of the class (~10 for me) be bad guys. (Usually no one gets candy this way but they'll think it's hilarious.  )


I give credit to any and all materials I used from previous Waygookins.