Author Topic: 금성출판사 High School Practical English Conversation - James Doyne Dawson (Read 26680 times)

hi_teachuh! · « **on:** March 03, 2011, 03:42:03 PM »

Hi Everyone!

Is anyone else teaching "High School Practical English Conversation?" I'm new to high school and I'm not quite sure if this is the standard or if each school chooses their own book. The book is incredibly easy with lots of dialogues to play. I feel like my role in the class is pressing play. lol. I've been told my students are low-level, so I wasn't sure exactly how difficult to make the lessons.

Anyway, here is what I have for Unit 1, lessons 1 and 2. I'd appreciate any feedback or input.

Cheers!

taebaekluke · « **Reply #1 on:** March 03, 2011, 04:18:02 PM »

Wow... ehhh... that's awesome!

I used this book last year with grade 2s, but rarely used it because it's quite tedious. But this year i've been asked to use it every class, and was sort of dreading it. I love your battleships game! Defs going to use that.

My material for unit 1 is... a bit more basic.

1. Explain the difference between formal and informal, using the PPT examples and greeting students formally and informally (they need to guess)
2. Have the students translate the informal passage on the worksheet to formal.
3. Now translate the two examples on the PPT, vocally, with students.
4. Read through the dialogue on P.11. Ask Qs, bit of banter.
5. Practice introducing - each student introduces one other student from the class. they sit in groups of 6, so they roll a dice to see who they will introduce, using the worksheet. choose 3 students to present.
6. Hand out the sample interview, which is cut into 15 strips. Students work in groups to assemble the interview in the correct order. Fastest group wins a prize.
7. Explain that in the next class we will be role playing interviewing celebrities...

Yeah, that's all. Not much; it was a bit rushed.

We should share lessons on this book more often. I'll be doing Unit 1 this week and next week, then unit 2 for a week.

CaliGirl007 · « **Reply #2 on:** March 06, 2011, 08:17:29 PM »

This looks really great! I teach HS grade 1 but I don't have a textbook or curriculum to follow which can be hard sometimes. Can you explain how the game works? I don't really understand how to play it :-/

Cheers!

hi_teachuh! · « **Reply #3 on:** March 07, 2011, 04:13:26 PM »

sure! have the students practice the dialogue first. after everyone can say the dialogue start the game. i leave the dialogue on the screen as a reference, the point of the game is to repeat key phrases, not to memorize the dialogue.

have all the students stand up. i have them make different gestures for each sea creature. it makes it easier to identify who to look for. everyone starts at level one. two students will say the dialogue together, one student is 'a' and the other is 'b'. once they finish the dialogue they will do r-s-p. the winner moves onto the next level and loser has to repeat the same level. they will say the same dialogue until there are winners and one round is finished. at the very least, one student will have to say the same dialogue 4 times.

if i hear students using korean, i demote them to level 1. i also do a dialogue check before a student can win. the student has to say the dialogue with me and r-s-p me or my co-teacher. if they beat me, then they win, if they don't they are demoted a level. it's a race to move up the levels the fastest. i usually go for 5 or six winners, then end that round. have everyone sit down and go over the next dialogue. just a warning, it can get a little loud, but it's a great way for them to practice dialogues without the monotony of just listening and repeating over and over.

i hope that explanation helps. if not, let me know and i can try again! lol. good luck and have fun!

hadley · « **Reply #4 on:** March 08, 2011, 10:08:25 AM »

So happy to see other people use this book! I used it last year and thought it was a bit boring but I like what you have done with it!
Good work!

CaliGirl007 · « **Reply #5 on:** March 10, 2011, 05:20:23 PM »

Thanks for posting and explaining the game. It turns out that I have this book to follow too and in typical Korean fashion I found this out at 9:05am and that my first class starts at 9:10. so glad I used this lesson as the basis for my own!

taebaekluke · « **Reply #6 on:** March 11, 2011, 06:05:09 PM »

For the second and third class on this unit I had them do:

1. Listening exercise P. 16 (A & B) - talk about the four people photographed, why they are famous etc. (Book/PPT)
2. Introductions role-play (Kim Yeon-ah) disappearing dialogue. 5 groups of students, each new slide they change sentence, must memorize from before. (PPT)
3. Listening exercise P. 17 (C) - go over the useage of 'A is considered to be B', 'influenced by' and 'awarded' before doing the exercise. (Book)
4. Introduction of influential people - Obama / Einstein / Lee Sun Shin - asking individual students (PPT)
5. Groups present their interviews (interviewing a famous person - group leaders role play being that person). Box of biscuits for the winning group. Teacher gets some biscuits too.
6. 'Sum-up', P.21. Finally, do a 'Kill the Text' game on the board, using the key words from P.21 in a paragraph. Students all stand up, then must 'kill' the text by making new sentences using the words in order to sit down.

taebaekluke · « **Reply #7 on:** March 21, 2011, 01:25:24 PM »

What i've got so far on this topic (Food, Restaurants and Tastes).

I've only used 3 things directly from the textbook - P. 26/27 (Listening), P. 29/30 (Listening / Speaking) and P.34 (Speaking board game)

Here's the order of things (as I did it):

LESSON 1:

1. Introduce the topic, meaning of 'You are what you eat' and different types of meat (1Food&Restaurants.ppt).
2. Listening - P. 29/30 - Ordering in a restaurant. Following this, I did a sentence organizing activity, where some students had to come up to the touchscreen and re-organize words to make a sentence from the listening script. [you need a Senteo SmartBoard for this] (i can send you the file if you want).
3. World Food. Talk about different restaurants around the world and the different types of food, using the ppt as a conversation starter (Chinese, Indian, Italian, Japanese, Korean, Irish).
4. Role play P.30 - students use the menu in the textbook, then the other menus in the ppt.
5. Food adjectives. Students organize the food adjectives on the worksheet into the correct columns (worksheet.doc), working together in groups. Prize for the fastest group to correctly categorize them.
6. Describing food. Students need to describe the foods on the last slide of the ppt using the words from the worksheet.

LESSON 2:

1. Revise the adjectives on the worksheet from last class by putting them on a scale (eg. Tastes: Sweet-sugary-bland-salty-bitter-sour), asking individual students. (2Food.ppt)
2. Listening - P.26/27.
3. Level-up game (2Dialogue.ppt) - each group choose 2 students to stand up. One is Sehun, one is Yejin. All read level 1 together (excerpts from the Dialogue, P. 26), then roll dice for first group to attempt level 2. If a pair make a mistake, they must sit down. After completing level 2, move on to level 3. Each round choose 2 different students from each group, so each student gets a go. Generally I have one or two winning groups from each round (3 rounds). Give some sort of prize (I give bonus participation points).
4. Tastes & Feelings (2Food.ppt). Run through the different useage and meanings of 'sweet', 'sour' and 'bitter', then students do question 2 on their worksheet. After this ask a couple of questions, get the students to use the phrases.

LESSON 3:

Haven't done it yet, but I think it'll include:

1. Food adverbs of frequency (2Food.ppt)
2. Food adverbs of frequency survey (SmartBoard)
3. Food adverbs of frequency advice (2Food.ppt last slide) and worksheet.
4. Food speaking board game P.34
and maybe a review quiz or presentation..

dee829 · « **Reply #8 on:** March 21, 2011, 02:47:56 PM »

wow, this looks great! i have a smart board too, so I'm interested in those activities you posted for it. would you mind sharing the file? thanks for the awesome material!^^

taebaekluke · « **Reply #9 on:** March 22, 2011, 05:40:43 PM »

I would upload them, but waygook doesn't allow the '.notebook' format. if you PM me your email, i'll send you some stuff for SmartBoard

chrisinsk · « **Reply #10 on:** March 23, 2011, 11:33:48 AM »

Great stuff and thanks for posting! I'm also teaching Practical English Conversation to year 2 students.

hi_teachuh! · « **Reply #11 on:** March 25, 2011, 02:00:08 PM »

awww....I thought we had the same book, but we don't!

I'm teaching Practical English Conversation, but my unit 2 is "Sharing Memories."

Also, my co-teacher lectures the students. We do not play games or reinforce anything with activities. Lecture and take notes...in a conversation class. I'm so bored!

Your lesson looks great! Wish I had something to contribute!

djd352 · « **Reply #12 on:** March 29, 2011, 03:27:24 PM »

Hello to you both... so I have the same book also, but my Unit 2 is sharing memories... I'm not there yet, we got off on a tangent. I like to use the book as inspiration for ideas and pull a few listening activities and other exercises as well, but I also pick up other things along the way. Right now we are talking about personalities because last week we did emotions and the two flow together nicely. For this week I'm doing the piggy test lesson that I found here on waygook. The students really seem to like it, but they sometimes get too excited and then start talking... :o but I don't mind. For next week I was thinking about doing appearances or leading into memories. I'm not sure which one yet. :-\ I have to give oral exams in 3 weeks and think that memories would make a good topic for skits. I will let you know what I come up with. Where are you teaching at? I'm in Seoul.

hi_teachuh! · « **Reply #13 on:** April 01, 2011, 02:00:32 PM »

I would post what I have for Unit 2 "Sharing Memories," but my co-teacher has completely taken over my class. There are no PPTs to be viewed or any type of game to be played. ??? lol (but not really) He lectures, I stand to the side or wake students up. That being said, I have stopped making any kind of lesson plan or preparations for the class.

I wish we could just use the book for reference and do some kind of fun activity to reinforce lessons. This piggy test seems fun. Why can't I do that too! lol

hi_teachuh! · « **Reply #14 on:** April 01, 2011, 02:02:00 PM »

Quote from: hi_teachuh! on April 01, 2011, 02:00:32 PM

I would post what I have for Unit 2 "Sharing Memories," but my co-teacher has completely taken over my class. There are no PPTs to be viewed or any type of game to be played. ??? lol (but not really) He lectures, I stand to the side or wake students up. That being said, I have stopped making any kind of lesson plan or preparations for the class. I wish we could just use the book for reference and do some kind of fun activity to reinforce lessons. This piggy test seems fun. Why can't I do that too! lol

Oh, forgot, I'm in Anyang. :)

hi_teachuh! · « **Reply #15 on:** April 05, 2011, 11:25:06 AM »

Hey Everyone! ;)

Here is what I have for the second unit. It's not much. I have 2 ppts and a snagged bingo game that I modified for this lesson. My co-teacher is a super CONTROL FREAK, so I don't contribute much. lol.

Hope it's useful! Anyway, enjoy!

taebaekluke · « **Reply #16 on:** April 13, 2011, 01:22:32 PM »

3 - 'What Do You Do In Your Free Time'

This is for any of you using the textbook 'Practical English Conversation', by James Doyne Dawson, among others.

I spread this topic out over 4 lessons. It goes with the unit in the textbook, of which I was asked to use 3 texts (P.42 / 45 / 48).

FIRST LESSON:

1. Write a list of the times of the day (7am, 8am, 9am, 10am...) on the board and ask the students what they do at these times. They will inevitably say 'sleep' or 'eat' or 'study' at different times of the day. Overwhelmingly, the list will say 'study' (by the end of the list all my classes were chanting 'study study study', bit weird). Explain to them that this unit will be a problem, because they have no 'free time', but we must do it anyway.

2. Show the 'KoreanHighSchoolLife' video

which was made by a high schooler. It pretty much synopsizes their lives into 10 seconds. Most of the students had seen it already, but it caught their attention anyway.

3. Open the 'FreeTime.ppt' and ask them to name the hobbies as they come up on the screen (also explain that 'i play with my friends' sounds a bit weird, and that 'i hang out with my friends' is better for teenagers to say). Then run through the next slide, filling in the blanks with 'play' or 'do' or 'go' as they fit.

4. Open page 48 in the textbooks, and do the listening exercise. This is a boring exercise, so I got it over with ASAP. Then show the text on the screen and ask them to answer the questions on page 49. Finally, I had each group (5 groups) to make a sentence each using the underlined words (i showed them sample sentences first on the board). Participation points for originality.

5. Then show them the pictures on the ppt, and get individual students to answer (speaking) 'what do you do there'. The target answer is play/do/go, eg. 'I do Taekwondo at the gym' or 'I play computer games at the PC room'. Then hand out the 'Unit3_worksheet.doc' and have them fill in question one themselves, joining the left column with the correct answer on the right column. Finally, correct the answers and write up places on the board and ask them what they do there. Eg. BEACH - 'I eat ice cream. I look at the waves. I listen to music. I watch pretty girls (students' idea). I go swimming. I do yoga. I play volleyball.'

SECOND LESSON

1. Start with the listening activity on page 42. Help explain the harder words (toddlers, wrists, joints, protective gear, technique, relieve tension) and then vocally ask the questions on page 43.

2. Have them do the role plays on page 43, with a partner.

3. Do question 2 on the worksheet. Question structure. I was asked to cover this by a co-teacher, as their writing skills are quite low. explain the 'do you...' rule as applied to everything except the verb 'to be', and give two examples, before students fill in the questions themselves.

4. Run through the answers on the board, and then ask random students to make the questions for the answers on slide 10 on the ppt.

5. Who What Where When Why question game. Every student in the class chooses another student secretly and writes down a question specifically for them. Each group is assigned a question started (eg. group 1 choose 'Who', so all the students in group 1 write 'who' questions). Give them 5 mins for this. Then everyone stands up, asks a question, and the person who answers then asks their question. Participation points for good questions / answers. Surprisingly, the students really liked this and concentrated on listening to their classmates.

CLASS 3

1. I started this lesson with the 'Unit3_Listening' worksheet. I was asked to have 15 minutes of listening in each class by the vice-principal [their night classes have been cancelled], and these texts are from the approved listening textbooks (that are used for their exams). I read the script (page 1) with a co-teacher (or student with good pronunciation, if no coteacher) and the students completed the worksheet (page 2). Took about 20 minutes at the end. Immediately after finishing, I collected the worksheets, graded them after class and handed them back to them the next class.

2. Play hobbies 'Taboo' game with the students (ppt, slides 13-25). One student from each group stands with their back to the screen and their group must describe the hobby onscreen without saying any of the words on the screen. Give sample sentences first (eg. 'an example of this hobby is _____', 'you use ______ in this hobby', '_____ is good at this hobby' etc. This went down very well. Real competitive. Each group was timed, and the group with the shortest time over 2 rounds were the winners. Prizes for the winners.

4th CLASS

1. Hand back and correct the listening worksheet from last class.

2. Do the listening exercise on page 45, reading with a co-teacher. This one is a bit difficult, so I helped them by showing the text on the screen after the first time listening. Then have them answer the questions on page 46 (writing, full answers), while looking at the text on the screen.

3. Explain key terms in the text (that will be on their exam) - ('I haven't decided', 'I only have ...', 'by the way...', 'interested in...'). Write examples on the board. Ask students questions which they must answer with the correct term.

4. Do 'Disappearing Dialogue' with the text. Either as groups or as individual students (ppt). Participation points for good effort.

5. Finally, go back to the worksheets and have students do question three, after first listening to examples from both yourself and your co-teacher. Explain the terms 'suitable for', and 'benefits'. Students first write about their own hobby (5 mins) and then have random presentations (5 mins).

Fin.

That was wayyy too long. Sorry bout that. Maybe it can be useful to some of you though..

andyduong411 · « **Reply #17 on:** April 18, 2011, 06:15:35 PM »

So I do a review for every 3 chapters. For this one, I have combined Lesson 1 (Introducing yourself and introducing someone else), Lesson 2 (Eating in a restaurant), and Lesson 3 (What do you do in your free time- hobbies) into an live activity review.

This will take 2 class sessions.

First, I made a packet that includes dialogues complete with fill in the blanks. I like to let my students be creative because it draws their attention more when they have to be creative.

I divide the class into groups of 4 with 4 roles.

Person 1: They can be any fictional or non-fictional character in the world (Shrek, Park Ji Sung, etc.)

Person 2: Same as person 1.

Lady Gaga ( this is the person being introduced, and i just chose someone they would know.

Waiter

_________________________________________________________________________________

First worksheet has the dialogue between 3 people where they learn how to introduce someone.

Second Worksheet includes a blank menu- I tell the students that they will create a new restaurant. THey must make a menu to sell any foods they want to in restaurant (students have come up with some good fun ideas such as escargot, mosquitoes, horse meat- unmentionables)

Then I created a dialogue in which they order in restaurant from a waiter.

Third worksheet I created a simple dialogue concerning talking about hobbies.

ALL OF THIS IS PUT INTO A LIVE SETTING. AND I TOLD MY STUDENTS TO ACT OUT THEIR ROLES. I HAVE OBTAINED A TABLE CLOTH, WAITER'S TOWEL, WAITER APRON, FLOWER CENTER PIECE, and a PRINTOUT OF LADY GAGA'S FACE to use as realia in class.

The setting takes place as three friends are talking. Then they decide to go to the restaurant. After ordering and eating.. they talk about hobbies. Lets just say it was a good time for the students and for me, and it made them really feel comfortable speaking. I also then switched the roles so all students speak a different role.

taebaekluke · « **Reply #18 on:** April 18, 2011, 11:19:11 PM »

I like your idea of keeping the role-play going through the three topics. Nice idea.

My students get bored of role-plays real fast unfortunately, so I split my two review lessons into an A-B paired worksheet (with a ppt reviewing some common phrases from unit 2 - this is a good speed game: each group needs to correctly write the sentence and raise their worksheets), and a Jeopardy game that reviews material from the unit 1,2 and 3 texts (that are on their exam).

There is some extra material from other things i've covered (question structure, food adjectives etc.) you might want to edit out if you're using this..

rustymcallister · « **Reply #19 on:** April 19, 2011, 10:00:50 PM »

Thanks so much, this is great! I condensed because I only had one free class, and adapted it for what we've been doing/the level, but I found this to be really good.

Author Topic: 금성출판사 High School Practical English Conversation - James Doyne Dawson (Read 26680 times)

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