ESL lesson: Deals, Shopping part I

intended for: All levels at Korean high school

Time: 45-50 minutes

Materials: worksheets , ppt (shopping deals)

Aims: Learn shopping phrases and practice shopping conversations. This is part 1 of my lesson on shopping for students roleplay test. The ppt has a number review and a product discussion. Use either, none, or both.

Present: Present useful phrases for shopping. Have students repeat after you.

Practice: Call on students to practice the phrases you just taught. The ppt has questions and pictures which students can answers. ex, you say “Hello, how may I help you”. Student sees the picture of the rice cooker and should response “Excuse me, I’m looking for a rice cooker.”

Production: (more practice than production really) Hand students the two part worksheet. They must work in pairs. For part I, students want to buy a laptop and must choose the one they want to buy by filling in the dialogue. The matching slide shows three laptops. For part II, students decide what kind of candy they want and how many bags to get. The matching slide has three kinds of candy and their deals. 

Opt practice: Students may need to review their numbers. The beginning of the ppt has numbers to review. Explain the rules of the commas.

Opt production: The ppt has slides with a crappy LG flip Phone and a cool Samsung Galaxy. Suggest to the students that their parents will buy them one fo these phones. ask them which phone they want and list reasons to buy Galaxy phone and then reason to buy the LG phone. This gets students to think more deeply about what they are actually looking for when shopping. 

Outcome: Not a special lesson but the practice dialogues are pretty good. These are a great way to get students to start using appropriate shopping conversations without a) them having to form a dialogue from scratch and b) them just reading from a already formed script. 

ESL Lesson: Who is your hero?

intended for: Most levels at Korean high school

time: 45-60 minutes.

materials: printed out worksheets (heroes), and ppt ( heroesppt1)

Aims: Students will work with vocabulary for the characteristics of heroes and the different titles( jobs, etc) of heroes. make sure to school them about some Tesla. the lesson isn’t anything special but I think the materials are pretty boss.

Present: Present the list of characteristics and let students write the Korean translation of the words. Let students repeat after you. Next, present on the people. Let students guess who the hero is. Explain a little bit about each hero, where they are from, why they are famous and what is their title and characteristics. Have students complete the translations for the titles on their worksheet.

Practice: Have students match the characteristics to the actions for part I. Have students match the title to the person for part II. Go over the answers.

Production: Present the three main questions, who is your hero? what did he/she do? why is he/she your hero? Present the example paragraph. Have students write similar paragraphs.

Outcomes: This was a prep lesson for speaking tests. So I didn’t urge the students to complete a perfect paragraph. I really just wanted them to start using the vocabulary and start thinking of who their hero might be.

for educational use only. do not sell this.

Lesson Plan: Would you rather?

I went to one of those demo classes and stole much of this lesson from the class I saw. Use it too.

Intended for: High School Freshmen (in Korea)

Time: 45-50 minutes

Materials: 2 PPTs, paper ( enough for each pair), tape.

Objective: Students will form and answer ‘would you rather’ questions

phrases: ‘Would you rather…or..? ‘i would rather… than.. blank.”

Key words: than… and any words your students aren’t familiar with on the slide with many questions.

Introduction(5): I have separate slides for girls and boys. Show them the slides of the handsome man/ unattractive man( respectively, the hot chick and the not at all hot chick). Tell the students that the people in the slides want to be their girlfriend/boyfriend. Make a story as to why the unattractive person might be the better option. For the boys, I said Megan Foxx was in debt and the boys would have to pay her bills, while Sandra Bernhart is wealthy and the boys would not have to work. For the girls, I said the hot guy wasn’t very nice, but the unattractive guys( which is a pic of my boyfriend) is really kind and treats a lady pretty swell. Ask them who they would choose.

Present(10): Essentially follow the slides how the necessary grammar. drill em.

Practice(10): Work in partners and ask each other all of the questions on the slide/list.

Production part 1(10): Have the pairs draw two choices on their one paper. Explain that they should be able to ask ‘would you rather’, and that they need a verb. My example slide is a dog and a cat, so I would ask “Would you rather have a dog or a cat for a pet?” Check up on them throughout.

Production part 2(10): Once groups are about finished, get your tape and post up their drawings around the room. Have the students walk around the room with their partner and ask ‘would you rather?’ questions about the drawings.

Outcomes: The lesson works pretty well, It might be short of the allotted time actually. I don’t know when the best time to present this is, but let them know that they cannot use ‘like’ in their questions. I just doesn’t make sense. Even though the lesson seems simple there’s a lot of ways they can be hmmm inaccurate.

Boys ppt: wouldyourather

girls ppt: wouldteachers

Adverbs of Frequency, ‘North Korea will unlikely…’

Intended for: High School Freshmen (in Korea)

Time: 45-50 minutes

Materials: PPT, Four sheets for four corner( Unlikely  10%, Possibly 30%, Probably 70%, Definitely 90%), tape, dice( but can be opt.)

Objective: Students will be able to use adverbs of frequency to make predictions.

phrases: “How likely is this?”, “(North Korea) will unlikely (reunite with South Korea).”, (Aliens) will probably (visit Earth).“

Key words: Unlikely, possibly, probably, and definitely.

Introduction (10): The day’s topic is predictions. Have students talk in pairs and ask questions from the slide about their partner’s future. Where will you live in ten years, etc. Call on students to present some answers.

Present (10): Present your prediction. Robots will control the world. Ask students, How likely is this?. They may respond with simple yes, no, or never. Present the four adverbs of frequency. Ask students to use those words to make a prediction. Then go over the next slides: how to use these words in a complete sentence. Use next slide to check which two have correct grammar and which on does not. Drill students on your robot prediction.

Practice (12): Four corners. Each one of your sheets with the adverb of frequency should be taped in the corners of the room.  Show slides with certain predictions (North Korea will reunite with South Korea). Have students stand up and instruct them to move to the appropriate corner. Drill students once they move to the corner (how likely is this? NK will unlikely reunite with SK). There are about ten slides. My co-teach ended with a funny prediction about one of the students doing a dance or something crazy, so all the kids moved to definitely. Then she had to dance…

Production: Have students sit and talk to their partner. The slide shows 6 subjects that they need to make a prediction about. Each subject has a number attached to it. I have them roll a die, and each time they need to make a prediction based on number. take turns. then drill em.

 

Outcomes: Students are able to pick up the sentence structure pretty well. Boys will hesitate to move during four corners. They rather just hangout with everyone at ‘possibly’, but you can still drill em. Students will not use all the time to make MANY predictions for the last stage. I say, drill em for the last three to five minutes. Still, it’s a worthwhile lesson. content is good, but the bad kids will still be shits.

#adverbs of frequency # esl #lesson plan # high school #predictions # future

avderbsfrequency_future_leffler