Here's a little activity I did for Listen and Speak 1. It's a personality test which gives you your ideal career based on your favourite things.

I made it up myself so it's obviously not very scientific or accurate. You could play around with the numbers or careers if you like.

Enjoy guys! And that's for all the helpful things you all post!

The quiz is attached to the lesson plan.
As well, the PPT goes through each question individually.

Here's a little activity I did for Listen and Speak 1. It's a personality test which gives you your ideal career based on your favourite things.

I made it up myself so it's obviously not very scientific or accurate. You could play around with the numbers or careers if you like.

Enjoy guys! And that's for all the helpful things you all post!

The quiz is attached to the lesson plan.
As well, the PPT goes through each question individually.

Your quiz is so fun! Thanks for putting it together :)

My lesson for Listen and Speak 1. I'm trying to focus on task-based activities going forward because this yields the best out-of-class language use with my students. I can't guarantee the accuracy of the Korean because I don't have anyone to check it for me. So, I use it as practice for my higher level students ("Is this correct?") and change it in class if needed. But, please tell me if you notice that it's incorrect!

Lesson plan:

1. Chat with Ss, review points (I use Class Dojo - abbreviated CD here - and display this at the beginning of each class), wait for stragglers. 3 minutes

2. Motivation activity using Pepero: T has 3 flavors of Pepero. Use CD randomizer to choose 3 students and ask what their favorite flavor is. They must use the sentence shown and include their favorite of the 3 options. If they say it correctly, they get the Pepero. 5 minutes

3. Review vocabulary and key phrases (provide pg 1 of the Word doc attached). T models and class repeats 3 times (soft, normal, loud). For slides 7-10, the class will have 30 seconds to say as many of the sentences on each slide as they can to their classmates. 10 minutes

4. Task 1: Interview. Provide pp 2-3 of the handout (double sided). Ss will answer each of the questions on the front side of the page, then find a classmate and ask them the questions, writing down their answers. Then, T will use CD to choose 1 student per question and ask: "What's your favorite _______? Who was your friend? (Friend's name), what's your favorite ________?" 15 minutes

5. Task 2: Your Company. Provide pg 4 of the handout (1 sheet = 2 groups). Show slide 12 and check understanding. Show slides 13-16 and give Ss 2 minutes to complete question 1. Show slide 17 and give Ss 2 minutes to complete question 2. Show slide 18 and give Ss 2 minutes to complete question 3. Use CD to to choose groups and discuss their choices. 12 minutes

Not sure this is considered helpful as no one has posted anything new here for quite some time, but my school is still using this textbook, so here are my materials for Listen and Speak 1. Much of the lesson was gleaned from the combined efforts of previous posters, so my undying gratitude to all y'all.

Lesson 1 practices asking about and expressing favorites. The bulk of the class centers around the free point shoot out activity, which all of my students loved. I found it helpful to divide the class into two teams and then assign students a number order (number 1,2,3,4, etc.). Number 1 from each team goes against each other, then 2, then the 3s, etc. This makes sure that everyone in class participates while giving them plenty of time and notice to prepare mentally for their turn.  I have lots of low level kids, and even they got excited about this game because they didn't feel put on the spot and the game followed a pattern, so they had adequate time and examples to follow. A huge thanks to the original idea.

Lesson 2 reviews favorites then practices expressing opinions.  After practicing stating basic opinions, preferences, and the dialogue, students were asked to write "dramas" including the target language.  While I was originally nervous about how the activity would go, I gave them a few base requirements, told them to pick a genre, then let them figure it out.  Some needed a little guidance, but I found that most did a really good job and were excited by the opportunity to be a little silly and creative in class.