PLEASE when you teach the front page of this lesson, DO NOT teach your students that Kangaroo's and Koala's live in both Australia and New Zealand. The teacher's guide says they do, but I can assure you, these animals are Australia dwellers only. The Sheep however, is a common animal in New Zealand with approximately 10 sheep to every person, so there are approximately 4.5 million New Zealander's and approximately 45million sheep - true statistic! No sheep jokes needed.

This PPT is to introduce the new words and phrases from the chapter (speaking/listening section)

I try to theme the backgrounds to make them fit the unit title, and have dulled them down, however, if you're using .ppt instead of .pptx then you'll possibly have to remove the background image to see the foreground clearly on some slides. For this, I apologize, it's a formatting issue with .ppt.

I hope this proves useful for you and your class/es.

Here is a powerpoint I used that was a combination of texting terms from the book and from another lesson on Waygook entitled Internet Terms.

I also made a crossword for the students to practice the terms with.

After going through the crossword I wrote all the terms on the board along with about 50 other words and acronyms and made 3 students race to find the acronym for the phrase I said out loud, be sure to write one really small and off to the side because that caused a riot as students were screaming to the ones at the board as to where the phrase was!

My PPT and worksheet for this lesson.

Introduce today's lesson (asking for meaning), and the key expressions. Present the English abbreviations, and practice using key expressions.

There is some more practice with some Korean abbreviations. I included these to drive the point home a little, and make sure the concept of abbreviations was crystal clear. Also, in my experience, Korean students (generally) won't speak much outside pretty strict practicing guidelines, so yeah. More speaking can't be a bad thing. For the practice, split the class in half. Have one half ask the question and the other half answer it, then change.

Then you can introduce the two idioms used in the listen and speak section.

I wrote the key expressions, abbreviations and the meanings, and the idioms and sample sentences on the board when going through the PPT. It will make the worksheet easier fore the lower level students.

After the PPT there is a worksheet, very self explanatory. Then do the listening and speaking sections of the book.

Enjoy!

Edit: Made a small change to one slide that slipped my mind before.

Part 2 - Is that true

My focus was on rumors for this lesson.  I cover the target sentence and explain rumor and rumor idioms.  Then the textbook and lastly I have three options for activities, each should take up between 10 to 15 minutes.

I made a small info sheet for my students as they were really interested in using text speak for communicating with their friends through kakao talk etc.

Here's a quick review game for both parts of Unit 2. Many slides are related to my school, so that'll need changing. Also used many graphics from previous posters (Oliver, you're legendary). The game template comes from a poster on Waygook.org (Keith Lyons), thank you too.

First I introduced text message language then students will write a test message to their friend using some abbreviations the have learned. I have attached the cellphone handout.

There is also a pokemon telepathy game I modified for this lesson. Since is only teach the Listen and speak parts, we will play the telepathy game at the end of listen and speak 2.

For the telepathy game, I just hand out a 1/4 sheet of paper to each student so they can write down their predictions.

Make a sentence game

-Students choose one box from each column and write it on their paper.
-Teacher rolls dice and makes a selection from each column. (Teacher says number, students read I heard "word"<read the sentence as it grows-repetition>)
-If a student has written the selected word/fragment on their paper, they will cross it out.
-The first student to have their sentence completed is the winner

An alternative way to play is to have all students stand and when a fragment they have written is called, they must sit down.  Depending on how many students you have, I find this devolves into chaos pretty quickly.

A fun modification is after playing once, ask the students to give you new "who" and "doing" fragments for a second round.

For Listening and Speaking 2

I generally don't like the last activity, so I make a modified version, and that's what I've done here. The worksheet is an information-gap activity, where students will receive a random paper (among 4), so print out enough so each student gets one paper among the four (For my 24 student classes, I had to print 6 copies of the 4 papers). The paper has ten blanks. They should quickly and randomly write 10 of their classmates names in the blanks. They should not fill in the T or F portion. They should stand up, and find a classmate that they wrote. They should say "I heard that you ______________ (i.e. "like playing computer games"). The partner should check the bottom of their paper. If "You like playing computer games" is on their paper, they should respond with "T". If it is not, they should respond with "F". If the students play correctly, the Ts and Fs should be about half and half.

The rules are quite complicated, and they were very difficult to express in my first class. The students kept speaking Korean and answering with the truth about themselves, rather than checking to see if they had that at the bottom. So, my coteacher wrote the Korean explanation into a PowerPoint that I've attached. Try to keep your kids patient and leave enough time so they aren't trying to race through. The explanation does say that they don't need to rush, so hopefully that encourages them to take their time and speak English.

Part B

Intro with examples (you need to change a couple words) and some roleplay slides

I have a Quiz about me to see what they remember, you'll have to change this for yourself.

Ends with a writing activity. Students write three things about themselves and teacher reads them with students guessing which is true/ not true.