This is a lot like Grade 3's Lesson 6, Helping Hands. I have no games for this one.

Hope it helps.

Here's a Pokemon review game for lesson 8. Questions adapted from the teacher's book.

Here is my PPT with two lessons worth plus a document containing a lesson plan for each lesson in the PPT.
I modified writerkho's PPT to make it suitable for lower level and added textbook activities. Thanks writerkho!
Hope it helps!

Hello,

References: Giving advice, offering advice, advising, You should, medical problems

Hello. I have attached 2 games. The first follows on from Writerkho's Gr 1 lesson 08 ask the animal doctor powerpoint. Thanks again, that's the second time in as many chapters. I am reposting it though because I added a few slides that are directly relevant to the shuffle cups game that follows. Standard bomb game but they love it, you'll see why. I understand the pitfalls of bomb games but I find them most successful at keeping the majority of the class on task.

Next, I have attached a game that only really deals with 'you should' and lasts the whole lesson. I have attached the sort of questions I would ask as well. It is a 3 kingdoms game that I altered. I made the stars real cities rather than numbers and tried to make it more geographically realistic. 3 teams, each has a capital (Pyongyang, Ulsan, Gwangju). I would say something like 'my friend wants to go France from England, how should he get there?' Each team would then one after another tell me 'He should go by car' or 'He should go by boat' etc. The first team to take (what I considered) too long I would eliminate. Then the other 2 keep going until I have a winner. The winner attacks a town, 2nd cant be attacked (i dont always play the second rule). Now, it is definitely a fluid lesson and can get out of hand and they can get quite annoyed with your decisions. For instance, they may say a musical instrument I have never heard of and therefore I don't allow. They tend to take it easier when they see it's not only them suffering from your lack of asian instrument knowledge. However, I would say its worthwhile as I had kids speaking English that never usually talk. The only problem I found was that there wasn't really time for a team to take most of the country (I only once had a team eliminated). However, if there is less focus on speaking (maybe first to write a correct answer) or you are more militant with their hesitation, it may work better. Either way, they loved it and it was definitely successful.

Regards,

Ian

My attachments from above.

This is a bit late but hopefully someone can use it next year. This is for the first part of chapter 8 (page 124) about health. I made a short PPT, a worksheet, and a game and the students seemed to enjoy it, even the lower levels.

I started with a picture of Kung-fu panda that they labeled with body parts. After that we talked about what we say when each body part hurts (this was all review). Then we did book activities A and B quickly and reviewed some new vocabulary and they finished the worksheet. There are two games that I tried out. The more successful one was using the Healthflashcard doc. It was basically a class memory game where students had to remember the order of the cards on the board, then everyone stood up and shouted out which illness was behind each card. If they were wrong, they sat down and the last student standing won. I played this the week before Halloween so I gave a piece of candy to the last one standing which may have increased their motivation...

Hello,

I made a lesson on the 'When I am hungry, I eat' structure but applied it to 'he, she and they.' I took the jumbled sentences from Noah (thank you) to pad the beginning out a bit, although I skip some of the harder ones for the lower level classes. I split them into teams and whoever got the most sentences went first in the game. The game involves blowing up airplanes, tanks and soldiers. Being an all boys schools they loved it. I said the bullets destroy people, the black rockets destroy tanks and the red and white missiles destroy airplanes. You can make up your own rules. I downloaded a virtual di to my phone though which definitely made it more enjoyable for them. 1 and 2 was a miss, 3 4 5 and 6 were hits. The nuclear symbol gives them 5 shots at anything.

Regards,

Ian

Attached is a Kakao Talk review game for chapter 8. The game template and many of the pictures within it are taken from a couple of other waygook PPTs, but I don't remember who to give credit to. Sorry!
One of the questions in the game references the song "What's Wrong With You" by Phats and Small (). This is a fun song (dance music) with just a few lyrics that are repeated often, including the phrase "Hey! what's wrong with you?" It sticks in your mind pretty well.

Also attached is a worksheet that I made to teach the different ways to answer the question "What's wrong with you?" I wrote each of the response forms on the board (I feel _____  / I have a ______ / I have to ___ etc.) and then used the "what's_wrong_with_you" PPT to show the ailments. Students took turns completing the phrases on the board and also filled out their worksheets. Some ailments went in multiple categories (i.e. I have a cough / I have to cough / I cough a lot). 

Hello,

I made a lesson on the 'When I am hungry, I eat' structure but applied it to 'he, she and they.' I took the jumbled sentences from Noah (thank you) to pad the beginning out a bit, although I skip some of the harder ones for the lower level classes. I split them into teams and whoever got the most sentences went first in the game. The game involves blowing up airplanes, tanks and soldiers. Being an all boys schools they loved it. I said the bullets destroy people, the black rockets destroy tanks and the red and white missiles destroy airplanes. You can make up your own rules. I downloaded a virtual di to my phone though which definitely made it more enjoyable for them. 1 and 2 was a miss, 3 4 5 and 6 were hits. The nuclear symbol gives them 5 shots at anything.

Regards,

Ian

Just a heads up, one of the sponge bob pictures for 'when I smell bad, I shower' is watermarked 'spicy vagina tacos'. Try and fly this one over the heads of classes at your own discretion. 

Here's my last lesson for the chapter. Students seem to already know "should" and "shouldn't," so I've been trying to get them used to justifying their suggestions. (For example, they've chosen their favorite animal and said why, then from a list of the top 7 first grade favorites, they've voted for a class animal and said why (not).)

This class continues with the animal theme, and uses "should(n't)" with some reasoning and justification. It may be a little difficult, but I think I've created enough support and hints in the material that the students will be okay.

This Class Contains:
- Brainstorming zoo rules with a group
- Making a class list of zoo rules, justifying them together ("You shouldn't...because...")
- Zoo animal placement suggestions practice (which animal near a heater, in the water)
- Make-a-zoo worksheet (alone or with groups)
- Check answers: show a terrible one that they argue with, then they give an ideal one
- (extra time?) Should(n't) Hotseat: all clues to the sentence must start with "should(n't)"