As well as presenting the input for the chapter, the title page has the web address for the two kimch'i recipes. English on the Internet can only become more and more significant in the future as a means of study, so we need to make students aware of good sites that they can use - perhaps this could be tied in to homework and assignments.
Students individually write five things they like to do and five things they dislike doing. They then have to talk to people in the class and find people who either agree with all ten items, or with one of the sets of five items.
This simple exercise attempts to focus attention on the responses to "Do you like ... ?" questions - the "Me, too" style of answer that has already been mentioned. It is possible to say "Yes, I don't" and "No, I do" in the Korean language, so students will need to get used to not doing this in English.
Another basic exercise, this time stressing the structure of "Do you like ...?" questions. With only the individual and his/her partner involved, this static controlled-language activity should be easy to complete for everyone.
A number of "20 Question" activities appear in the book, and most students should be familiar with the format. Basic questions are given here, so that students can refer to them later on when this type of activity recurs. Such questions are needed in every facet of normal communication, but can be surprisingly difficult to formulate for the beginner.
Students must research this information by asking everyone in the room a "Do you like ...?" question. They then write the result of their research on the worksheet, and ask other people for their results (this can be reported in groups if wished, or given to each other individually). Finally students are asked to find the most popular and least popular activity of those researched.
In this way, English is being used to access and report information - a small step on the road to giving a presentation in English!
This activity diverges from the topic of the chapter, looking at use of basic "If ..." structures. Again this is in a game format, though it is in essence a substitution drill. Students make an "If ... then ..." sentence using the phrases supplied on the grid. Each sentence must begin with the final phrase of the preceding student's sentence.
This is a "Wh" - question game, in which students have to proceed from the START to the FINISH by answering "Wh" questions.
It can be good for this to be played in two teams, as this gives students a chance to make the questions together rather than individually. In this case Team A will begin on "START", shaking the dice, and moving to any square that is the same number of squares away as the number on the dice. Team B then asks a question beginning with the word on the square.
If the answer is satisfactory, Team A stays where it is, and Team B shakes the dice. If the answer is not satisfactory, Team A goes back to the previous square (i.e. the one they moved from).
It is up to the players and the teacher whether Teams have to get exactly the right number to land on the FINISH square!
The playing board (as in the students' books) is on the next page of this book.
The method of playing the game is the same, so students should have no problem in getting started, though they might well have difficulty with some of the verbs such as "thrown" and "worn". With the repetition inherent in the game however, they should soon get used to these forms.
Next Chapter of the Teacher's Notes
Links to the Students's Book
Contents | 1 | Skills | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | Extra
Tell Me More - Task-based Conversation Activities
By Andrew Finch and Hyun Tae-duck