^^^^^^^^^

Anyone tried it or is it just pointless spam? Noticed 1/4 of his camuscat's posts are advertising Memrise.

Listen and Speak 1: "How + adjective" questions and "How many / much [noun]" questions.

Again, PPT is really stripped down. Basic (lengthy) explanation to follow:

First, I Introduced the topic and had students read the first question.

On the next slide I did a lot of explaining. First, I asked students what 'how' is in Korean. I then explained that the meaning changes when you pair it with an adjective. When using 'How + adjective' the meaning of 'how' in Korean changes to 얼마나. Once you explain this they should grasp the concept pretty well. I mimed out a bunch of things and elicited the 'how + adjective' -> How tall / short / fat / thin / fast / slow etc.

From there I used the slide with the guy from the movie 'Up,' and told students it was his birthday to elicit a common question that they could ask him (How old are you?). I wrote this up on the board, and explained the sentence structure, then we practiced making questions using the rest of the slides, and completed part one of the worksheet.

For the second part of the lesson (How many / much [noun]) I elicited what the meaning is in Korean (얼마나 많은 [명사]), and reviewed the whole countable vs uncountable thing. The first question (How much do you weigh) doesn't strictly follow the sentence structure but I included it because a lot of my students have asked me this question incorrectly and I wanted to clarify it with them. Feel free to delete it if you think it's confusing for them.

We practiced making questions using the basic structure "How many / much [noun] do you have?" and then when the slide with the books came up, I highlighted that you can change 'have' to any general verb (in this case, read) ->How many books do you read?.

On the slide with the pull-ups, I underlined the verb 'do' in the sentence on the board and explained that you can use other modal verbs like can, will, should etc in that spot. ->How many pull-ups can you do?

We then completed part two of the worksheet, and brainstormed some Q&A, then did the bookwork. Watched some pretty cool footage of hummingbirds too, because they are totally awesome.

Sorry for the long-winded explanation of the lesson. I know everyone teaches their own way, so this whole wall of text is probably completely unnecessary for most of you. I basically just included it because I did a lot of explaining that wasn't included in the PPT and just flicking through the materials I posted may not give the best idea of what was included in the lesson but excluded from the PPT.

Edit: Also, because it's very useful -I stopped the lesson during the listening part when the question about the distance from Seoul to Busan came up. Here I explained that for asking about distance we use "how far" and for time we use "how long" then taught them some basic sentence structures they can use to ask questions about distance and time, then we drilled the sentences and I had then create their own. I was actually surprised there wasn't more of an emphasis on this in the unit, it's pretty important imo.

Happy teaching!

This lesson is for Unit 8 L&S1 and L&S2 combined.

As always, my PPT is heavily based on other threads on Waygook, so my thanks and credit go to all.

I start with the PPT, getting students to guess appropriate 'How' questions in relation to the pictures. Interspersed throughout the PPT are slides prompting written work, such as parts of a worksheet handout, and the textbook L&S activities. All of the activities are quite basic and I mostly answered the questions with the class, rather than giving them a lot of individual work time.

Before starting L&S2 I write 'I'm afraid that's not right' on the board and explain to students when to say it. Then I make a bunch of false statements, such as 'The floor is black. You are all girls. I am short.' etc.

During the 'Real'/ 'Fake' game I make a statement, either saying 'I think this is real' or 'I think this is fake'. Students had to decide whether they agreed with me by either shouting out: 'Yes, that's right!' or 'I'm afraid that's not right'. Then I'd reveal the answer on the screen.   

At the end of the lesson I played a game where the class is divided into 2 teams. One student from Team 1 asks a student from Team 2 a questions beginning with 'How...' e.g. 'How tall are you?'. The student from Team 2 had to answer, but can choose to either lie or tell the truth. The student from Team 1 then guesses whether the answer is true or not by either saying, 'Yes, that's right' or 'I'm afraid that's that's not right'. If they guess correctly, their team gets a point. They can get creative with it, e.g. 'How many boyfriends do you have?' 'How big are your feet?' etc.

Another version I've tried is a spin on 2 truths and a lie. Each student thinks of one sentence about themselves. True or false. A student from Team 1 says their sentence. Team 2 has to guess whether it's true or not. True = Yes, that's right. Lie = I'm afraid that's not right. If they guess correctly, their team gets a point.

Generally the lesson has been fun and productive, although some classes do struggle with the concept of the end activity.   

 

Here are two other pdfs (with multiple options for teaching adjectives in each one) of lesson plans.  I hope someone else can use them as well.  They're some simple low tech plans (just requiring a little set up, it looks like).

Here's a listen and repeat sequence I will hit my little lovable demons with this morning before I work the CD and then the Yugioh game I previously posted.  Enjoy.

To work the repetition of the Listen and Speak parts, or at least keys sentences and the structures (How + adjective) for that, I made this Connect 4 this morning for my co-teacher.  She's doing an open class (second one in 3 weeks) and she's positively manic.  She has the Yugioh game I made, but she's kind of bouncing off the walls and just in case, I have this because it's less intrusive for time, et al.
Enjoy!

^^^^^^^^^

Anyone tried it or is it just pointless spam? Noticed 1/4 of his camuscat's posts are advertising Memrise.

Yep it's a great resource for the students.  It especially helps them practice on their own time.  They can even use their phones (which they are glued to anyway) to use Memrise.  Too bad the links are gone.  Thank you Camuscat!

For part 2 of this lesson, I used this video and turned it into a game. Students will follow along and try to guess what country the person is from. I will use it tomorrow so I'm not sure how my students will like it but it seems fun. I think perhaps using strips of paper per group and then they can all guess together.
But either way - here's the video.
I will also post 2 other possible videos of guessing whether the people are Korean, Japanese or Chinese (thanks Korea Junkies!)

This game went over really well as great practice for "I'm afraid that's not right." You need a deck of cards for each group of students.

This lesson plan is heavily based on all the others found in this thread on waygook. I just tweaked it a little bit to suit my classes.
In my class, the teacher has already been teaching the chapter, so it's really me just giving them extra time to practise it.
Also, it needs to be noted that I only have 8 students in this class.
Lesson 1
warm up game-the kids loved it. Next practise key expression with fun facts. If I would do this lesson again I would cut down the facts part-it was way too long. I did make it into a bit of a game, of they corrected the right answer they got a point.
Activity one: To be honest, because the fact part of the lesson took so long I had to cut this, but ideally I was going to give a sheet to each question and make them walk around and ask each other questions.
Activity two: Guess who-I am surprised they enjoyed this game. I printed out the boards and laminated them and gave each kid a whiteboard marker so they could play a couple of rounds.

Lesson 2
Warm up game-unscramble the words. Went through pp and practised expression.
Activity one: Card game- (I made my own cards by downloading a pdf and laminating it). Took the kids a hot minute to understand the rules but when they did they loved it.
 
Not gonna lie, I was not interested in anything this week so I made a pretty half-arsed lesson. The card game went for way too long-they really needed a quick worksheet to do beforehand to take some time but all well.