The Grammar Cookbook - Kent Lee

The Grammar Cookbook

Ideas for structured practice and communicative lessons

Kent Lee

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Table of Contents

What is grammar? (Rough notes)...................................................................................................................................4Lesson plan samples.........................................................................................................................................................8

Sample lesson: Restaurant activity for a German language class ........................................................................9Lesson plan sample: Comparatives.........................................................................................................................10Lesson plan: What a day!..........................................................................................................................................13Lesson plan sample: Sports......................................................................................................................................15

Using tasks........................................................................................................................................................................16Group activities...............................................................................................................................................................17

Guidelines...................................................................................................................................................................17Controlled / focused activities ...............................................................................................................................17Tasks ...........................................................................................................................................................................18Typical group activities.............................................................................................................................................20

Assessment and evaluation............................................................................................................................................23Group presentation project: Grading rubric ........................................................................................................23Examples.....................................................................................................................................................................23

Examples of activities by type......................................................................................................................................26Quizzes..............................................................................................................................................................................27

Syllabus Quiz..............................................................................................................................................................27Directions quiz...........................................................................................................................................................29Final Exam Topics.....................................................................................................................................................31

Ice-breakers......................................................................................................................................................................32Find someone who....................................................................................................................................................32Personal sharing & discussion questions...............................................................................................................37

Info-gaps...........................................................................................................................................................................41Droodles......................................................................................................................................................................42

Poems................................................................................................................................................................................44How to Write a Rotten Poem or Song in English................................................................................................45

Discussion topics.............................................................................................................................................................48Are you a night owl or a lark? .................................................................................................................................49Pop psychology..........................................................................................................................................................52Dreams and sleep. ...................................................................................................................................................53Blind justice................................................................................................................................................................55

Presentation activities.....................................................................................................................................................56Stress relief.................................................................................................................................................................56Show us what you do best........................................................................................................................................56

Group discussion / matching activities.......................................................................................................................57The DateMaker..........................................................................................................................................................57Modern Horoscope...................................................................................................................................................59

Interview activities..........................................................................................................................................................62Job interviews............................................................................................................................................................62

Projects..............................................................................................................................................................................63Résumé and job search unit...........................................................................................................................................64Moving and apartment hunting unit............................................................................................................................65

Lesson 1 (Day 1) : Getting around Seoul .............................................................................................................67Lesson 2 (Day 2) : Internet job Search..................................................................................................................70Lesson 4 (Day 4) : Resumés & personal statements............................................................................................72

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Lesson 5: Job interviews...........................................................................................................................................73Lesson 6: A day at the office...................................................................................................................................76Lesson 7: Talk by outside speaker...........................................................................................................................76Lesson 8: Presentations & Feedback......................................................................................................................77

Activities for specific structures....................................................................................................................................80Inductive text examples: Modals.............................................................................................................................81Modal exercises..........................................................................................................................................................82Can / should men & women...................................................................................................................................84Advice Column..........................................................................................................................................................85

Tenses................................................................................................................................................................................88Simple past: When was the last time... ..................................................................................................................88Past regrets..................................................................................................................................................................89Be going to: Crime and Punishment .....................................................................................................................90Future: Talking about vocations ............................................................................................................................91Do ya wanna?.............................................................................................................................................................92What have they been doing?....................................................................................................................................96What if...?....................................................................................................................................................................97What would you do?.................................................................................................................................................99Would you rather.....................................................................................................................................................101Perfect tense: Medical History..............................................................................................................................102A Grand Day Out...................................................................................................................................................103Road signs ................................................................................................................................................................104Used to – interview ................................................................................................................................................106“Before & After” Commercial: Various verb tenses ........................................................................................107Phrasal verbs: Product directions.........................................................................................................................109Passive voice: Insurance claims ............................................................................................................................110Police interrogation ................................................................................................................................................111

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What is grammar? (Rough notes)

[Please skip this section; this is in very rough form.]

Questions

What is grammar?

What is grammar learning?

What is grammar teaching?

= System of rules?

Grammar = principles (modern linguistics)

syntax, morphology, phonology

descriptive rules

Schemas, theories, patterns

abstract but often non-conscious, cannot be articulated; thus, depend on experience, context

Grammar is schematic knowledge, such that grammar structures / forms have a particularmeaning (core abstract / conceptual meaning) that they convey, plus related usages in differentcontexts

Examples

1. Present tense = state, fact → habitual (cf. past habitual)→ narrative, reporting → theoretical statements

The present contrasts with, e.g., [1] on-going action, progressive; [2] ‘do’ for negative questionsand for emphasis.

2. Perfect tense = recency

→ current relevance; “hot news” and other uses

Non-present tenses in various languages (past, future) get pressed into service for secondaryfunctions – for non-real or non-present state / action / conditions, e.g.,

• counterfactuals from past tenses (“If I were rich...; If I had gone...”)

• Korean future → contrary-to-fact, conditional, e.g., “I’d like to talk about...” = ...이야기하겠어요

3. some vs. any

4. definite & indefinite articles

5. Prepositions and phrasal verb particles [PVPs] (over, around, up, etc. in phrasal verbs)

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Learning grammar (adults)

Short-term memory hopefully leads to long term memory; declarative knowledge becomesprocedural

STM → LTM

declarative → procedural → automatic - mental efficiency

Teaching grammar

why? → rationale – ch. 2

• motivation• strategies, e.g., elaboration, rehearsal, connecting • context • levels of grammar – spoken vs. written, informal – formal • context• practice • connection, scaffolding • styles, register

Inductive lessons

cf. so-called “discovery learning” in general education

1. Pros, cons

2. How it works

• generation effect • autonomy motivation →• social interaction • discovery learning [cf. PBL, invention activities, etc.]

3. Good for what structures?

• vocabulary • tenses • modals

Grammar activities

Wrap up – e.g., compile list of sample activities used by teachers (e.g., phrasal verbs translation)

Pedagogy – ch. 8

PPP, CLT

p. 130 cf. dictogloss, dictation

p. 135 cf. alternative story construction ex. ➢ How are your curricula organized?

➢ Integration into skills classes (e.g., what kinds of advanced grammar points in LS/, R/W)

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Dealing with grammar errors

Are errors bad?

Perfectionism

HO: Collocation errors [also: WC, Konglish]

Feedback, p. 117 (act out)

Focused / unfocused feedback?

Peer editing / reviewing ➢ What are some typical errors of Koreans? How / when should you correct them?

Assessment – ch. 9

test characteristics cf. TOEFL, TOEIC, IELTS

objective ??

normed, standardized; cf. criterion based, discrete point

test templates, reverse engineering

dictogloss, holistic scoring

rubrics

formative assessment

Motivation

Motivation HO➢ Your motivation?

➢ How students become demotivated (feedback, tests, activities, class format, T/S interaction)

➢ How to improve students’ motivation?

ch. 10: bad deductive ex.

• problems here? • what other grammar items are taught out of context • why teachers still use dry lessons, GTM, ALM

descriptive vs. prescriptive rules

• We could perform the experiment (misused because Koreans are taught incorrect, old fashionedrules about modals)

• split infinitives • article “rules”

Discuss ch. 3 ex. 1

• minimal grammar / sentence pairs • interesting lesson?

Discuss ch. 3 teaching examples 2-4

• efficiency

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• effectiveness • engagement, motivation – if not, how to improve it• compatibility, adaptability to CLT

What are some principles of effective deductive instruction?

What are the potential pitfalls?

What aspects of English grammar are better suited for deductive instruction? When would youprefer deductive over inductive?

For kids?

Time & sequencing – how?

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Lesson plan samples

We can start with the PPP model as a starting point for a lesson plan. In PPP, the teacherpresents examples and maybe explains the structure, then has students practice the examples,and then has students produced their own versions (which are very controlled or scriptedproductions). For example:

1. T presents the target structure in a context, e.g., talking about the campus and where things are to present prepositions.

2. T has students practice from a model, e.g., an artificial textbook dialogue in which A asks directions and B uses prepositions and motion verbs to anaswer.

3. T has students create their own exchanges in pairs based on the textbook example.

We can then add to this to get more of a CLT type lesson.

Intro T introduces the structure; or (better): T introduces a context for teachingthe structure / pattern

Presentation T presents examples of the structure in a context, often a scripted orartificial context, but one that is realistic. The T may explicitly teach theforms, or teach inductively – having Ss look at examples of the forms incontext and guessing the rules, meaning, or use of the forms.

Practice Students do a more controlled form of practice, e.g., an info gap.Students may then do a more open-ended practice activity, such as a pair orgroup activity.

Wrap-up T may have some groups perform for the whole class. T may go over errors and give feedback to the whole class. T may summarize what they have learned.

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Sample lesson: Restaurant activity for a German language class

stage class activity objective

Intro Presentation10 min.

T introduces topic.T shows media clip of customers ordering food in a restaurant (e.g., from TV show or movie)

Intro topic, present authentic language sample

Explanation & discussion10 min.

Ask general comprehension questions (what kind of restaurant, where it might take place, etc.) Explain non-familiar routines or food items mentioned

Make sure Ss understand dialogue& culturally unfamiliar elements (e.g., names / types of German foods)

Focused practice15 min.

Ask specific comprehension questionsChoral repetition of phrases Role play the conversation as a whole class

Enhance understanding, practice forms

Group activity20 min.

Groups create their own restaurant dialogues / skits communicative practice

Student presentation10 min.

One or more groups performs for the whole class communicative practice

Discussion10 min.

Teacher goes over student performances, notes any errors,suggests alternative phrases or ideas

correcting errors, making Ss awareof other possible expressions

T = teacher, Ss = students; choral repetition is when the whole class repeats in unison after ateacher.

Variation: Use the humorous ‘Soup Nazi’ epidodes from the American TV Seinfeld (probablyavailable on Youtube), which takes place in a soup cafeteria setting, and do humorous skits withoddly behaving servers or customers; or a restaurant scene from a sit-com like Friends.

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Lesson plan sample: Comparatives

1.What are you teaching?

• vocab: tall, short, thin, fat, rich, intelligent, attractive, famous, talented, respected

• grammar: comparisons with -er and more/less than

• language skills – grammar: comparatives

• communicative skills – describing & comparing two things with appropriate adjectives

2. What are your objectives for the lesson? (These should be specific and describe observablestudent behaviors, which you will be able to see in class.)

Demonstrate the ability to ask and answer questions by comparing two things and makeaffirmative short answer statements using comparatives and new vocabulary.

3. When/How in the lesson will I check students’ progress toward the above LearningObjectives? What behaviors/activities will show me whether they have mastered the material?

When the Ss are making their own statements about movie stars they know responding to theQ: “Is A ___-er than B?” or “Is A more/less _____ than B?” and answer:“Yes, he/she is or No,he/she isn’t.”

4. Preliminary considerations:

What do your students already know in relation to today’s lesson?

Ss have seen comparatives before and use them in their own language.

What aspects of the lesson do you anticipate your students might find challenging/difficult?

Asking Ss to brainstorm all they know about comparatives, adjectives to describe people, and famous people they know.

How will you avoid and/or address these problem areas in your lesson?

I will give them a chance to share in pairs on the ideas before they share them in the large group. This is something I want them to get used to so Iwill set it up as a routine (think/pair/share).

5. Outline

The following is a somewhat traditional lesson plan, and perhaps a bit too detailed. Thematerials and activities may need to be modified to be more contextual, so that it is not just aboring GTM/ALM style lesson. T=teacher, S=student.

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(step)approx. time

Procedure/Steps

Activity & purpose

(1)

5min

*T write “comparative” on the board and elicits what Ss know about comparatives already.* Give sentences with errors; have Ss identify errors to assess prior knowledge *OR Ss see some pictures on the board of various items tocompare.* Ss hear “A is taller than B” and raise hand if it’s true; some are correct, some not-- both meaning and form mistakes included.

Intro & explanation

Error correction as technique to get at form and meaning.

(2)

5min

* T elicits the form from correct sentences used above. T asks guiding questions, e.g.:How many things are you comparing? What do you add to this word to make it a comparative? What’s another way you can John is taller than Jim? John is more interesting than Jim –Jim is shorter than John or Jim is less interesting than John, etc. until there is a chart with the form and meaning of comparatives on the board for Ss

Explanation

Textbook is supplemented (“less than” is not covered in textbook).

(3)

5min

* T prepares Ss to listen by looking at lesson in book* Ss predict what pairs they think they’ll hear together andcircle them. They also write the adjective they think will beused to describe them.* Ss check the translation the names of the books in English.* Ss look at pg. 122 and try to make sentences about the pictures they see: ex: Joe is fatter than Jim.

Practice Ss make some guessesto check.

(4)

5min

* Ss do pg 122 “Listen and check”; Ss match the letter thatcorresponds to the comparison.* Ss do #1 together with the teacher* Ss do 2, 3, 4 on their own; check their answers with each otherSs hear it many times until they succeed

PracticeT gives directions in English—written for visual learners Ss see a model (#1)Check Ss’ understanding.

(5)

5min

* T elicits adjectives they’ll use or just use “short, tall, happy, fat, thin”* T elicits and intros the question form of comparative using the sentence stem from the original board work #1 (Change the position of “A” and “is” and add “?”) “Is A _____er than B?”* Ss practice question form with the pictures on board from the first activity.

PracticeSs are introduced to the concept in a controlled interactive manner.

(6)

5min

* Presents the ways of responding to question: Yes, she is. No, she isn’t”* Ss practice with the pictures on pg. 125.“Is she _____er than Minji? - “Yes she is/ No, she isn’t” * T models asking all the Qs, S models.* Ss change partners two times asking and answering the same questions.

Ss get more practice applying the content to a new situation andadd more material gradually (the short answer).

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(step)approx. time

Procedure/Steps

Activity & purpose

(7)

5min

* T elicits famous movie stars and adjectives to describe them and then uses the ones the Ss don’t come up with: (tall, short, thin, fat, rich, intelligent, attractive, famous, talented, respected)

Ss practice with new vocabulary to use withthe grammar forms.

(8)

5min

* Ss use the examples of famous people and vocabulary provided on the board to ask each other questions. Ex: A: Is Brad Pitt taller than Ji Yoon (famous Korean person)? B: Yes, he is. No he isn’t. A: “I agree/I disagree”.* Ss can see the vocabulary but if possible, T erases the question form so Ss can practice w/o this aid.

PracticeSs personalize the material by asking e/oquestions about classmates

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Lesson plan: What a day!

1. What are you teaching?

• Vocab: tree, hat, man, beard, glasses, elephant, rock, giant, dwarf, shoes, flower

• Language skills – Speaking and writing descriptive sentences

2. What are your Student Learning Objectives for the lesson? (These should be specific anddescribe observable student behaviors, which you will be able to see in class.)

Use exclamatory expression in a real situation. Make a story in a group through collaboratingwith other members.

3. When/How in the lesson will I check students’ progress toward the above LearningObjectives? What behaviors/activities will show me whether they have mastered the material?

When students successfully make a story with the pictures in the textbook; When studentsmake exclamatory sentences in their stories

4. Preliminary considerations:

What do your students already know in relation to today’s lesson?

Students know how to write exclamatory sentences and when to use them

What aspects of the lesson do you anticipateyour students might find challenging/difficult?

It may be difficult for the students to create a story due to lack of their vocabulary. Students may forget the purpose of the activities and just enjoy it.

How will you avoid and/or address these problem areas in your lesson?

I will cover a few of useful vocabulary before the group activity so students can have word bank for their stories. When students are doing the group activity, I will give a role to every member. One of them would be a rule keeper..

OutlineWarning: This is much too detailed to be very practical. The directions should be more concise, and shouldn’t guess what the students will say or do.

Procedure/Steps Activity / Purpose

(1)

5min

* T begins the class by saying an exclamatory sentence such as; “What a nice day!” or “What a beautiful day!” * T asks Ss to make an exclamatory sentence about the day, friends, teachers, etc.

Review the previous lesson.

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(2)

5min

* T and Ss open the p. 38. T tells them that they are going to write a story in a group based on the pictures. )* T divides students into groups of four and each group has a group facilitator, a transcriber, a mediator and a time and rule keeper. If no one volunteers for the leader, teacher may point out one of them.* T explains the responsibilities of each role. - facilitator: to make the group work keep going - transcriber: writes down the story that they are going to make - mediator: to mediate when there is disagreement among group members - rule keeper: watch if the group follows the rules that T explainedT gives each student a card that has an explanation of the roles.(Use sheet #1)

S can practice what theylearned in the previous lesson while they are making a story.

The roles prevent students from being leftout.

(3)

5min

T tells each group to list maximum seven words that they want to know to make a story. T writes down all the words that are from each group on the board so students can refer them whilethey are making a story.

Basic vocabulary can facilitate the group work.

(4)

15min

Groups are given about 15 minutes to make a story. There are several rules for that. T explains the following rules to the students. (PT #2)First, all the characters have names. Second, each member is one of the characters. Be ready to act out! Third, the story consists of at least ten sentences. Fourth, there should be at least three exclamatory sentences in the story.Fifth, be creative as much as possible.Each group begins creating a story about the four dwarfs in thepicture. T may walk around the class help the groups.

Through this group activity, students can practice writing skills.

Suggested rules help students focus on the task.

(5)

10min

It’s time to share the story. All the groups present their story.Before sharing time, T asks Ss to clap three times when they hear an exclamatory sentence in the story. Each member read her/his character. It may be fun to comparethe names of main characters.

Ss will carefully listen tothe stories of other groups. Clapping will help Ss focus on the listening.

Sample materials.

What do you see in the picture?

What are they talking about?

What a tall tower / hotel / apartment building...

What a tall / nice / wonderful / colorful tower...

What’s different?

What a nice name!

What is your name?

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Lesson plan sample: Sports

focus: reading

topic: sports

class: secondary school, sophomore

objective: Teaching students how to skim for main idea of a passage; identifying key words

prior knowledge: Ss have already learned how to locate information by reading and finding themain sentence of each paragraph

materials: reading materials – article from book on sports

(1)

5-10min.

OpeningIntro / transition to topic of sports; T asks Ss for helpin writing names of many various types of sports onwhiteboard in 3 min.T asks Ss to rank their favorite sports in order ofimportance or preference

Arouse interest; activatesports “schema”

(2)

5-7min.

T distributes handout on sports schedule fromnewspaper; Ss read it and answer questionsT asks Ss to read it quickly and answer true/falsequestions in 3 min.; Ss call out answers to TT goes over answers and shows how to find answersbased on key words in the article

Focus attention of Ss onconcept of skimming forgeneral gist withauthentic materials

(3)

15min.

T tells Ss they just practiced skimming to get generalmeaning or gist of a passage.T gives another handout on sports from a textbook. Tasks Ss to reand and answer T/F questions on paper in5-7 min. T asks Ss for answers and writes them on theboard. T explains how key words provide the answers.

Getting Ss to readpassage quickly foroverall meaning.

(4)

5 min.

T summarizes importance of reading a passage quicklyfirst to get the gist. T gives homework: reading the nextday’s newspaper’s front page story and writing down thegist of the story in 4 sentences.

To remind Ss what theyhave done and why; todevelop Ss metacognitiveawareness.

Follow-upNext lesson: Teaching Ss to find main idea of passageby scanning.

The first two samples are from SIT training materials. The last example is from:

Farrell, T. S. C. (2002). Lesson planning. In Richards, J. C. & Renandya, W. A. (Eds.), Methodologyin Language Teaching, 30-39. New York: Cambridge Uni. Press.

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Using tasks

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Group activities

Guidelines1. Use a variety of individual activities, pair work, group activities, and different groupings, to

avoid “group burn-out”

2. Communicate clear instructions to students, and a clear rationale or purpose for the group activity

3. Keep activities flowing - call on people, ask questions, quicken the pace, give follow-up questions or tasks, move around the room to keep students’ attention, have groups give brief reports, make sure they share / report / answer questions promptly

4. Use interesting materials - toys, visual aids, kitchen utensils, and other objects

5. Use different spatial arrangements - groups in a semi-circle, circle, conference table arrangement, team arrangements, , circles, etc., or one group leading a panel discussion with other groups as the audience

6. Establish a good rapport with students, and present an image of a friendly, professional, confident, competent teacher. A visibly caring attitude toward students, a commanding presence, and a sense of humor will help establish a positive and more motivating class atmosphere.

7. Have reasonable expectations of students and their abilities, and make your expectations of them clear.

8. Managing behavior: Address lack of attention or bad behavior without disrupting the flow of the lesson - use non-verbal cues (eye contact, facial expressions), discussing problems with students outside of class. Don’t take negative behavior personally. Enforce rules consistently for behavior and active participation.

Controlled / focused activities The rationale for focused practice activities is for developing longer term memories, mentalconnections and associations, and reinforcement of connections or memories. The rationaleshould not be behavioristic, or repetitive for the sake of repetition; nor should they be for rotememorization. These are not necessarily “real world” tasks, but more controlled activities thatcan lead to more complex, simulated “real world” type scenarios.

Some typical exercises might include:

• Comprehension questions• Practicing / acting out a model conversation • Doing variations on a model conversation• Choral repetition• Arranging sentences to form a coherent story or passage• Songs, jazz chants• Brief discussion of a topic, as a class

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• Asking students questions • Making guesses about pictures or advertisements (what they are about...)• Students creating their own sentences

Materials or practice items should not be isolated sentences, but items drawn from or based onsome kind of context, e.g., from demo material. Here are more examples.

1. Find someone who ... [ice-breaker activity]

Students have a list of descriptors provided by the teacher, e.g.: Find someone who speaks Japanese / who has been to Europe / who has done an extreme sport; students go around the room asking each other questions to find others who match the descriptions; afterwards, the teacher and the whole class discuss their findings.]

2. puzzles

3. info gap activities

4. role plays

5. performing plays, dramas, skits / sketches

6. Discussing career plans or life goals (and reasons for their plans)

7. making mistakes: have students come up with the funniest mistakes in English

8. Making disasters: have students plan a project designed to be as ridiculous or disastrous as possible, the worst imaginable ____, for humorous games (the worst TV commercial, a bridge likely to collapse, the worst TV show, the worst food recipe, the worst school teacher, worst way of teaching math, the worst car design...)

9. Designing a Rube Goldberg device – an overly complicated machine or contraption to perform a simple task, so complex to the point of being humorous or ridiculous

10. Acting out historical events

11. True / false tasks, e.g., different students are given different cards with unusual or challenging “true / false” questions / statements, and have to go around the room and ask classmates for input or answers

12. mock teaching: have students take turns teaching short lessons

13. standard games like Bingo, Scrabble, etc.

14. show & tell - each student brings an interesting object or visual aid, something of personal interest to him/her, and tells his/her story about it

15. Acting out: have students sentences that illustrate a grammar pattern, vocabulary items, or other language patterns

16. Do a brain-storming session, and/or create an outline or flow-chart, for solving some kind of problem

Tasks These can be more open-ended or “real-world”-like.

1. creating resumés

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2. panel discussions (e.g., groups lead panel discussions on interesting topics, invite input from “audience” of other students)

3. job hunting

4. job interviews

5. skits / sketches, dramas

6. create radio / TV commercials

7. modeling foreign travel scenarios - finding a hotel, asking directions, finding & trying new food, getting train tickets, seeking medical help...

8. modeling any real-life situation - eating out, choosing & going to a movie, riding the subway, hospitals, doctor’s office, tech support situations, teaching a lesson...

9. modeling any customer-client or business transactions - travel agent, shop clerk

10. tour guide & mock tour (of a real or fictitious place)

11. game show

12. talent competition

13. exchanging opinions

14. debates - on more serious topics (assign positions to different groups, or have students group themselves according to their views, discuss their views in small groups, then have all students / groups debate together)

15. historical debates: assign groups different roles and have them debate an issue as it might have been debated long ago (e.g., whether to allow women the right to vote...)

16. silly debates: humorous mock debates on trivial or even strange topics (Mac vs. Windows vs. Linux; eating at home vs. eating out; marrying an older vs. a younger woman; one-humped camels vs. two-humped camels; living on Mars vs. living on the moon; living in a cave vs. living under a bridge; ... )

17. guess who? - one student role plays or pretends to be a mystery person (e.g., an historical person), giving limited info about the person, and other students try to guess who it is

18. movie critics - critique a movie / movies like movie critics

19. story variations - have students create new variations or endings for well known stories, legends, or fairy tales

20. mock police interrogations

21. mock court trials

22. mock news reporting / news show

23. giving talks - informative or persuasive speaking (more advanced)

24. finding & renting a new apartment

25. group demonstration: have groups demonstrate an interesting skill or lesson to the class

26. jigsaw task: have groups demonstrate a lesson or skill, for something that can be broken up into separate parts or subsections, and assign each sub-component to a different person or group, then have everyone present the different parts of the lesson together (e.g., different stages of cooking a recipe, doing a science experiment, repairing a TV, creating your own Frankenstein monster...)

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27. card sorting task: have students sort cards into different groups, then explain why / how they sorted them

28. survivor game: each person in a group is assigned a different “occupation” or set of skills, and in a survival scenario (like being stuck on an island or planet with limited food & resources), must defend why s/he is a necessary member of the society; one by one, “unnecessary” members get voted off (off the island, or planet, or such)

29. role play: what would it be like to live as a minority member of society; in a different time period; in a different country or culture

30. multi-role play: role play the same situation, each time with a different student playing a major role, who has to handle the role play situation differently than his/her previous counterpart

31. reverse role play: students play roles that are the opposite of their normal identities, e.g., a male student acts as a wife and a female student as a husband

32. advice: have students play the role of a psychologist or counselor, or other professional, who gives advice for problems

33. useless advice: have students come up with the most impractical advice for a problem

Typical group activities

Role play

Students act out a situation or social interaction. This can be modelled after a demo activity, ormore free-form and open-ended, where students act out a situation and have to figure out ontheir own what to say.

Ice-breaker games

Students have to go around and ask questions to get to know their classmates.

Problem solving activities

Students are given a more complex problem to solve. It could be open-ended – more than onepossible correct answer – or fixed, with a single correct answer. For language activities,open-ended problems may be better at stimulating creativity and conversation.

Info gap

A pair (or possibly group) activity, in which each student is given different pieces ofinformation, i.e., each student has incomplete information, different from what the other(s)have; together, they must discuss and share some of their information to complete a task.

• Travel agent: Harmer, p. 359-360.• Map task: giving directions, with two maps with different, incomplete info (Harmer, p. 356-7).

E.g., one has a map of Canada, and the other has info on train timetables, and together, they mustplan a trip and decide where to go.

• Crossword puzzle activity: Harmer, p. 233

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• Picture drawing: One student has to draw a picture based on verbal instructions from others. Theothers have the picture, but the one drawing does not.

• Info gap games (Harmer, p. 349): Student A talks to Student B, and B must complete a task basedA’s description, e.g., B draws a picture, or solves a puzzle [describe and draw]; or they discusssimilarities & differences between two pictures. Any kind of picture, photo, or diagram could work– a funny picture, a picture of a famous person, a diagram of A’s family tree, an abstract art picture,etc.

Jigsaw task

A variation on the info gap, in which a large task is broken up into separate components,and an individual student or smaller group works on each subcomponent; then they cometogether to share their results, or to perform the entire task together. E.g.,

Have groups demonstrate a lesson or skill, for something that can be broken up intoseparate parts or subsections, and assign each sub-component to a different person or group,then have everyone present the different parts of the lesson together (e.g., different stages ofcooking a recipe, doing a science experiment, repairing a TV, creating your own Frankensteinmonster...)

Students are divided into groups and each group is given a different set of info, differentfrom the other groups. Then the groups are reorganized, with each new group having at leastone student from each of the original groups. In the new group, students share their knowledgeor experience with the others to complete a report or other task.

Problem solving task

Students are given a complex problem to discuss, and together they try to find or agree uponsolutions, and then report on their findings.

Survey task

Students ask each other, or people outside class, their opinions on an issue; then they reporttheir findings to the class.

Discussion or debate

Students freely discuss or debate a given topic.

More on jigsaws – an additional example

The Underlying Idea

Underlying this approach to encouraging students to learn is the Vygotskian notion that peoplelearn from social experiences. Organizing small work groups is a proven way to encouragesocial experiences, particularly if (a) you want students to interact with one another, and (b) ifyour goal is to get everyone to participate. This method is especially appealing because it allowsboth for group work in problem solving and individual responsibility for reporting results.

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Scheme of Organization

In this jigsaw, there are two levels of group work, the home group and the focus group. Thehome group meets first and is basically a study group that will, with input from each member,review the material at hand. If there are 20 people in the class, for example, there could be fivehome groups with four members each.

Step 1: Organizing in Home Groups

While in their home groups students are provided with their tasks (foci 1). Students quicklynegotiate and divide the labor, making sure that at least one person from the home group hastaken responsibility for each of the tasks listed. Since all of the home groups are engaged in thesame process, i.e., each person is selecting a task to focus on, the focus groups are beingformed at this time.

Step 2: Focus Groups

All of the students who selected task 1 are in focus group together. The same is true for allother foci. The focus groups meet for 10-20 minutes, and collectively complete the task.

Step 3: Reporting Back to Home Groups

At the end of that time, each student returns to his or her home group to share knowledge,examples, problem solutions, etc., with other members of the home group. Each focus shouldbe covered, and time should be kept so that each home group member has an opportunity toprovide information about his or her focus to the rest of the home group.

1 Note: ‘foci’ = Latin plural of ‘focus’, in a more academic or technical sense.

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Assessment and evaluation

Group presentation project: Grading rubric Students’ names:

Criteria 5

excellent

4

good

3

medium

2

low

1

no effort

1. Clear explanations

2. Goals clearly defined; appropriate contents for target audience

3. Equal contributions of all group members

4. Professional presentation

5. Good time management

Total score:

Comments:

ExamplesStudents’ names:

Criteria 5

excellent

4

good

3

medium

2

low

1

no effort

Clear explanations 3

Goals clearly defined; appropriate contentsfor target audience

3

Equal contributions of all group members 3

Professional presentation 3

Good time management 3

Total score: 88

Comments:

Nice lesson. However, the time allocations were uneven, with different group memberspresenting for 3-4 minutes, then 14 minutes, and 4 minutes; and the introduction aboutdeductive teaching was not needed, as the assignment just requires micro-teaching. Whenpresenting or teaching, be sure to make sufficient eye contact with the audience.

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In this lesson, you tried to cover two tenses, which is too much for one lesson, or at leasttwo tenses should not be presented at once. It would be better to present and work on onetense, and then present and work on the second tense. It seems this lesson would be too basicfor high school students, unless it is a review lesson at the start of the semester for relativebeginners.

The explanations were rather traditional style. If you do a deductive lesson, then moreinteresting explanations are needed – and something more insightful, creative, and informativethan a typical explanation from a GTM style textbook. The worksheet, and the way it was used,was rather GTM-style or ALM-style. A proper lesson (be it deductive, inductive, or whatever)should not use GTM or ALM. The worksheet consisted of isolated sentences with no context,very much like a traditional GTM exercise. It is good if students were to work on it in pairs, butstill such a worksheet should not be used. Something with a context, like a paragraph, a veryshort story, or such, would be better, with more interesting verbs and sentences. The worksheetwas somewhat long for such an exercise, and should be preceded by more explanation of whatto do. Also, some items on the worksheet have grammatical or punctuation errors, and forsome items, more than one answer is possible (with no context).

The pair dialogue was done well, however. Modeling it first and then having students doit was an effective way to scaffold the activity, and the sample dialogues were interesting. Therest of the lesson should be more like this – interesting and communicative, with interestingpractice materials rather than traditional worksheets. Overall, more interactive, communicative,and/or pair/group work activities would be better.

Students’ names: [Group 2]

Criteria 5

excellent

4

good

3

medium

2

low

1

no effort

1. Clear explanations 3


3


3

4. Professional presentation 3

5. Good time management 3

Total score: 96

Comments:

Good vocal delivery and interaction with the audience, both during the presentation portionsand during the group activity. Some of the instructions were unclear, e.g., for the activity. Thegames were fun and interactive, and good for creating sentences. Some of the intro (on whatinductive learning is) was not needed.

Students’ names: Ms. Xee, Ms. Yee, Mr. Zee [Group 3]

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Criteria 5

excellent

4

good

3

medium

2

low

1

no effort

1. Clear explanations 3


3


3

4. Professional presentation 3

5. Good time management 3

Total score: 94

Comments: The videos, texts, and activities were interesting and well chosen. However, the instructions to “find grammatical features” were unclear, as students would not know what ‘grammatical features’ are, or what to look for, and the rationale for that was unclear. The lesson and activities were well designed, and could be adapted to different high school levels. Some of the intro explaining about context/text based teaching wasn’t really needed.

The videos, texts, and activities were interesting and well chosen. However, the instructions to “find grammatical features” were unclear, as students would not know what ‘grammatical features’ are, or what to look for, and the rationale for that was unclear. The lesson and activities were well designed, and could be adapted to different high school levels. Some of the intro explaining about context/text based teaching wasn’t really needed.

Good vocal delivery and interaction with the audience, both during the presentation portions and during the group activity. Some of the instructions were unclear, e.g., for the activity. The games were fun and interactive, and good for creating sentences. Some of the intro (on what inductive learning is) was not needed.

Other criteria for assessment for similar assignments: Understanding of issue Clarity of explanations – form, meaning, use of structure Professionalism Time management & focus Discussion of Learner challengesActivities / pedagogical application

25

Examples of activities by type

26

Quizzes

Syllabus Quiz[This is designed to get students to read and understand the course syllabus.]

name:

Freshman Practical English

1. What is your instructor's name?

a. Kent Lee e. Kenneth McMorris

b. Kim Jung-il f. Ken Norris

c. Edward Lee g. Clark Kent

d. Bruce Lee

2. Where is your instructor's office?

a. Kyobo Building

b. 720 International Studies Hall (7th floor)

c. Coex Mall

d. Anam subway station

3. If you are late to class three times, what happens?

a. You receive a bag of Starbucks coffee

b. You receive a new boyfriend or girlfriend

c. You may receive 1absence

4. What book do you need for this course?

a. only a dictionary d. Let’s Talk 1

b. any comic book e. Let’s Talk 2

c. Harry Potter and the Goblet of Fire f. Let’s Talk 3

5. What happens if you have 4-7absences?

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a. You receive a Starcraft CD-ROM

b. You receive Ha Ri-Soo's phone number

c. Your grade will be lowered

6. Will this class be fun?

a. No, because I hate English

b. Never, because I am a professional English speaker

c. Yes, because I love English and want to improve!

7. What happens if you have 8 absences?

a. You receive a new car

b. You will develop a skin rash

c. You receive an F grade

8. An ‘F’ stands for...

a. fantastic d. free food

b. fail e. Fanta

c. fax f. fool

9. What happens if the teacher hears, sees, or smells your cell phone?

a. You receive a gift

b. You will go to jail

c. Some kind of very bad things will happen to you.

10. What happens if you don’t do your assignments?

a. You will automatically become a great English speaker

b. You will become a US citizen

c. You receive an F

11. Participation means ____, and it is important because ___.

b. sitting quietly in class without saying anything; by some miracle, you will magically absorbEnglish and conversational skills just like a sponge absorbs water

b. speaking in class often; it is necessary for learning English

c. giving the teacher food, drinks, and money; it is necessary for learning English

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Directions quiz

name

3-minute Quiz

Can you follow directions?

1. Read everything before doing anything.

2. Put your name in the upper right hand corner of this paper.

3. Circle the word ‘name’ in the second sentence.

4. Raise your hand and yell, “I am a genius”.

5. Draw five small squares in the upper left hand corner of this paper.

6. Put an “X” in each square.

7. Write the word “yak” under the title of this paper.

8. Draw a picture of a penguin in the lower left-hand corner of this paper.

9. Draw a rectangle around the word ‘paper’ in sentence #5.

10. Yell out your first name when you get to this point in the quiz.

11. Stand up and say, “I am a beautiful flower.”

12. If you think that you have followed the directions carefully so far, call out “I have!”

13. Yell out, “I am a good English student”.

14. On the reverse side of this paper, add the numbers 23,8950 and 1159,805.

15. Put a circle around your answer to #14, and put a square around the circle.

16. In a normal voice, count from ten to one backwards in English.

17. Punch three small holes in the top of this paper with your pencil point.

18. If you are the first person in the class to get this far, shout out “I am the fastest and thebest in following directions!”

19. Underline all even numbers on this page (2, 4...).

20. Now that you have finished reading carefully, do only sentences one and two.

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name

3-minute Quiz

Can you follow directions?

1. Read everything before doing anything.

2. Put your name in the left hand corner of this paper.

3. Circle the word ‘name’ in the second sentence.

4. Raise your hand and yell, “I am a genius”.

5. Draw five small squares in the upper right corner of this paper.

6. Put an “X” in each square.

7. Write the word “yak” under the title of this paper.

8. Draw a picture of a penguin in the lower left-hand corner of this paper.

9. Draw a rectangle around the word ‘paper’ in sentence #5.

10. Yell out your first name when you get to this point in the quiz.

11. Stand up and say, “I am a beautiful flower.”

12. Open your English textbooks or one of your school books. Write the title of that book atthe bottom of this paper.

13. If you think that you have followed the directions carefully so far, call out “I can followEnglish directions!”

14. On the reverse side of this paper, write out the value of π as far as you can.

15. Put a circle around your answer to #14, and put a square around the circle.

16. In a normal voice, count from ten to one backwards in English.

17. Write the name of the British Prime Minister:

18. If you are the first person in the class to get this far, shout out “I am the fastest and thebest in following directions!”

19. Underline all odd numbers on this page (1, 3...).

20. Now that you have finished reading carefully, do only sentences one and two.

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Final Exam Topics

1. Describe and explain the history of the world, from the beginning of the world topresent. Be brief, concise, and specific.

2. Run for president of a major world country. After assuming office, solve any and allmajor economic problems in that country. Then develop a model based on your solutions forsolving economic and socioeconomic problems that would be applicable for third-worldcountries.

3. Discuss the impact of Einstein's theory of relativity on modern Scottish history.

4. Write a full-length novel in stream-of-consciousness style. Then review and thoroughlycriticize your work.

5. Select two of your classmates, and perform a brain transplant operation on them byswitching their brains. There must be no damage to their brain tissue, mental faculties, orpersonalities.

6. Using a test tube, a petri dish, a tub of water, electricity from an outlet, and basicchemical elements, create life in a laboratory. Provide a computer model to explain how yourlife form will likely evolve over the next 1 billion years, and how it will affect ecosystems.

7. Create an artificial intelligence program. The program must be capable of writingnovels, piano concertos, and graffiti.

8. Construct a spaceship with a warp-drive engine, travel to a planet with intelligent life,and establish first contact with an intelligent species. Decipher their language, learn theircustoms, and learn their forms of humor, making sure to avoid any misunderstandings thatwould lead to an interplanetary war.

9. Below your desk are the parts to a hunting rifle, disassembled. With it you will find aninstruction manual explaining how to assemble the rifle, printed in Swahili. In 15 minutes aBengal tiger will be admitted to the room. You must assemble the rifle in time to shoot thetiger.

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Ice-breakers

Find someone who...

Find someone who (present tense, #1)

Find someone who...

Ask your classmates questions to find someone who is like this, and write their names in theblanks.

1. Someone who likes swimming.

2. Someone who knows several languages.

3. Someone who likes cooking

who can cook Japanese food

who can cook desserts

4. Someone who plays basketball

who plays soccer (football)

5. Someone who likes reading novels

6. Someone who likes science fiction

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Find someone who (present tense, #2)

Find someone who...

1. Speaks Russian.

2. Can write backwards.

3. Is learning to dance.

4. Likes grammar.

5. Knows more than two languages.

6. Likes spicy food.

7. Feels sick.

8. Is tired.

9. Is not doing all her/his homework.

10. Reads more than one book a month.

11. Is reading a book in English.

12. Plays a musical instrument.

13. Is wearing perfume or cologne.

14. Has a pet.

15. Goes to the movies more than twice a month.

16. Is enjoying her/his stay in Illinois.

17. Is living with an American roommate or host family.

18. Lives in Sherman Hall.

19. Is eating well here in America.

20. Doesn't like American food.

21. Is getting fatter now.

22. Cooks well.

23. Likes travelling to foreign countries.

24. Is going out of town for spring break.

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Find out who (perfect /past tenses, #1)

Find out who...

Go around the class and ask your classmates questions to find out which people fit thefollowing descriptions.

1. Someone who has studied English the longest time

2. Someone who has studied English the shortest time

3. Someone who has known how to drive the longest

4. Someone who has driven the shortest amount of time

5. Someone who has worn glasses the longest

6. Someone who has worn glasses the shortest time

7. Someone who has appeared on T.V.

8. Someone who has eaten tacos

9. Someone who has swum in more than two oceans of the world

10. Someone who has been to Disneyland or Disneyworld

11. Someone who has not been to Paris

12. Someone who has not smoked a cigarette

13. Someone who has not ridden a motorcycle

14. Someone who has not played soccer.

Find out who (perfect /past tenses, #2)

Find someone who...

Go around and interview all your classmates. Find as many people as you can who fit thesedescriptions, and write down their names. For each item, find out details – when, where, what,why?

1. Speaks a foreign language besides English.

2. Has travelled abroad sometime in the past five years.

3. Has done volunteer work.

4. Has participated in an extreme sport (like bungee jumping, sky diving, or other dangeroussports).

5. Has held a part-time job.

6. Took part in a demonstration.

7. Did absolutely nothing but sleep during the break.

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8. Can cook well.

9. Knows how to create web pages.

10. Comes from another country or another planet.

11. Can play a musical instrument.

12. Likes Star Trek or X-Files.





17. Someone who has been to Europe

Find out who (perfect tense)

Find out who...

Go around the class and ask your classmates questions to find out which people fit thefollowing descriptions.


2. Someone who has studied English the shortest time

3. Someone who has known how to drive the longest

4. Someone who has driven the shortest amount of time

5. Someone who has worn glasses the longest

6. Someone who has worn glasses the shortest time


8. Someone who has eaten tacos



11. Someone who has been to Paris

12. Someone who has not played soccer.

35

Find someone who (mixed tenses)

Go around the class and interview your classmates. Find one person for whom each of thefollowing statements is true. Write the person's name besides that statement. Your goal is tofind matches for as many of the statements as possible.

Find someone who...

1. Speaks Russian.

2. Can write backwards.

3. Is learning to dance.

4. Likes grammar.

5. Knows more than two languages.

6. Likes spicy food.

7. Feels sick.

8. Is tired.

9. Is not doing all her/his homework.

10. Reads more than one book a month.

11. Is reading a book in English.

12. Plays a musical instrument.

13. Is wearing perfume or cologne.

14. Has a pet.

15. Goes to the movies more than twice a month.

16. Is enjoying her/his stay in Illinois.

17. Is living with an American roommate or host family.

18. Lives in Sherman Hall.

19. Is eating well here in America.

20. Doesn't like American food.

21. Is getting fatter now.

22. Cooks well.

23. Likes travelling to foreign countries.

24. Is going out of town for spring break.

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Personal sharing & discussion questions.

Level 1a.

1. From whom would you like to receive a phone call?

2. Tell about a funny experience you have had lately.

3. Talk about your TV viewing.

4. Describe something beautiful.

5. What do you do when you are alone?

6. If you could change your age, what age would you rather be? Why?

7. How would you describe yourself to someone who does not know you?

8. How would you change the world to make it better, if you had enough power?

9. Describe how you behave when you feel angry.

10. What kind of people are the luckiest people in the world?

11. Talk about your sense of humor.

12. What is something you can do well?

13. What is your favorite food?

14. If someone could give you anything for your birthday, what would you like it to be?

15. In what ways do you act like a child?

16. What is your favorite song?

17. What would you like to do to become famous?

18. Describe your best friend.

19. Talk about a time when you were very irritated.

20. What does living in this country mean to you?

21. What part of a big parade would you like to be? (In what way would you participate, and inwhat kind of parade?)

22. How do you feel about running for president?

23. What would you like to invent to make life better?

24. If you could take only 3 people with you on a trip around the world, whom would you take?

25. If someone were to write a book about you, what do think they would call it?

26. If you could become invisible, where would you like to go?

27. Say something to one member of the group that you think s/he will enjoy hearing.

28. Complete this statement: Love is _____________________.

29. What would you do if you found $1000 in a vacant lot?

30. Share three things for which you are thankful.

31. When are you apt to get “goose bumps”?

32. Describe one of your favorite birthday presents.

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33. If you could have been someone in history, who would you have been?

34. What do you like to do in your spare time?

35. Describe the “ideal” mother.

36. Tell about a time when you felt proud of yourself.

37. How do you get along with your neighbors?

38. What kind of animal would you like to be and where would you like to live?

39. What is your favorite sport and why do you like it?

40. Finish this sentence: “The best thing about today is..................”

41. What is your definition of a happy family?

42. How do you feel when you are with someone who does not speak your language?

43. What kind of store would you like to own and operate?

44. Finish this sentence: “What the world needs now is ______________.” Explain why.

45. If you had to move and could take only three things with you, what would you take?

46. Share an experience you have had with the police.

47. Name two famous people you would like to have for parents.

48. What do you think your friends say about you when you’re not around?

49. Talk about one of your bad habits.

50. If you were lost in the woods and it got dark, what would you do?

1b.

51. What TV or movie star would you like to invite to your birthday party?

52. What would you do if you had a ‘magic wand’?

53. If you could live any place in the world, where would it be?

54. What kind of trophy or award would you like to win?

55. What is one of your hobbies? Why do you like it?

56. What kind of TV commercial would you like to make?

57. Describe the “ideal” father.

58. Where would you like to go for a vacation if you could go any place in the world?

59. What is your favorite party game?

60. If you were a doctor, what ailment or disease would you like to cure?

61. What kind of job would you like to have?

62. What is your description of success?

63. What is your favorite room in your house? Why?

64. What color do you think of when you think of happiness?

65. If you received $5000 as a gift, how would you spend it?

66. What do you like to daydream about?

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Level 2a.

1. How do you feel about growing old?

2. What do you think it’s like after you die?

3. If you could give any gift in the world, what would you give to the person on your right?

4. If you wrote a book today, what would the title be?

5. Complete this statement: “One thing I missed during my childhood was __________.”

6. If you were told you only have one week to live, how would you spend it?

7. Describe the “perfect” husband or wife for you.

8. Share one of the happiest days in your life.

9. How would you describe peace?

10. What is your definition of security?

11. What talent do you wish you had?

12. What do you want to be doing in ten years?

13. How do you feel when someone laughs at you?

14. Tell about a time when you were frightened.

15. What piece of advice would you give to a young man or woman who is about to getmarried?

16. Thinking back, what can you identify as a turning point in your life?

17. Say something about war.

18. What lifetime dream are you still trying to make come true?

19. Complete this statement: “Words can’t describe how I felt when _______.”

20. Do you ever feel lonely? When?

21. What seems to complicate your life?

22. What do you like most about yourself?

23. What do you dislike most about yourself?

24. What do you think is your purpose in life?

25. Describe your life at age 70.

26. Describe the “ideal” life.

27. Share something that you fear.

28. What is something that really annoys you?

29. Share a big disappointment in your life.

30. Complete this statement: “If I could live my life over again, .............................”

31. What advice would you give to a young bride?

32. When do you get angry?

33. How do you feel about first impressions?

34. Give three worlds to describe how you feel right now.

39

35. If you could receive a sixth sense, what would you want it to be?

36. What qualitites do you look for in a friend?

37. Tell about a time when you where courageous.

38. When do you feel disgusted?

39. What natural disaster do you fear the most?

40. If you have ever been financially poor, tell about it.

41. Describe the best teacher you ever had.

42. Complete this statement: “A new world opened up to me when...........”

43. What is the best advice you ever received?

44. Describe the “perfect” wife or husband.

45. If you could hang a motto or saying in every home in the world, what would it be?

46. When was the last time you cried? Why?

47. Talk about a happy marriage.

48. What talents do you have? (Don’t be modest!)

49. Of all the material possessions you have, what do you enjoy the most?

50. When do you feel frustrated?

51. What four things are most important in your life?

52. What would you like to be remembered for after you die?

53. What feelings do you have the most difficulty expressing?

2b.

54. What do you think about when you can’t fall asleep?

55. What is the most sentimental possession that you have?

56. Give an example of “heaven on earth”.

57. What does freedom mean to you?

58. When do you want to be alone?

59. Complete this statement: “I think it is wonderful when _______________.”

60. When do you feel sad?

61. Share a time when you had hurt feelings.

62. What activity do you engage that involves all of you---mind, soul, and body?

63. How would you define love?

64. What is the meaning of life?

65. What is the meaning of love?

40

Info-gaps

41

Droodles

42

43

Poems

44

How to Write a Rotten Poem or Song in English

Follow the instructions below to create a really bad poem or song. You may work with a partneror group. Your task is to write the worst possible song or poem, and sing or recite it (readaloud) to the class.

Writing a good poem or song, may be hard, but a bad one is much easier. Following thesesimple steps will produce a really rotten song or poem. [rotten = decaying, stinking; terrible]

• unusual noun phrases

An unusual noun, one not commonly used in poems, and one which will make the poem seemmore profound or deep; use in a strange phrase like “In the of my mind” (or with anothernoun instead of ‘mind’).

• conflicting sense words

Choose two of the five senses (taste, smell, sound, sight, touch) and use the two in a conflictingor contradictory manner; this will create poetic feeling.

example: smell the quiet singing; hear the spicy noodles; touch the dark night

• a simple, uninteresting statement

Use an everyday occurrence (like “I like to eat toast for breakfast”) or a common fact (like“Coffee is hot”).

• vague hope

Use a vague statement in the future tense to something to give a feeling of hope, like “Baseballseason will end in a few days”.

• bad metaphors

For example, “our love is as deep as a bowl of kimchi soup”.

• ideal statements

Use vague, ideal sounding statements: “our love will live even after the planet dies”.

• bad rhymes

For example: “As I sit in my car, I realize our love will go far”.

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Now read your poem out loud or sing your song to your classmates – with feeling!

How to Write a Rotten Poem in English

Below are instructions in simple outline form. With the information below, work with apartner to create a rotten poem. Then combine the information into a short paragraph.

Topic sentence: Writing a bad poem in English might help you to better understand poetry inEnglish, so following these four simple steps will produce a really rotten poem.

1. Line 1: choose a noun

a. not one commonly used in poems like “love” or “rose”

b. an unusual one which will make the poem seem more profound

c. use your noun in the phrase: “In the of my mind –“

2. Line 2: choose two of the five senses

a. taste, smell, sound, sight, touch

b. use the two in a conflicting manner

example: smell the quiet singing

hear the spicy noodles

touch the dark night

c. this will create poetic feeling

3. Line 3: a simple statement

a. an everyday occurrence e.g., “I like to eat toast for breakfast”

b. a common fact e.g., “Coffee is hot”

“Michael Jordan plays for the Bulls”

4. Line 4: a phrase or sentence

a. in future tense

b. to give a feeling of hope

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5. Read your poem out loud to your classmates – with feeling.

In the scissors of my mind –

smell the quiet singing,

the kids are sick again,

The Olympics will end in a few days.

In the operating system of my mind/heart,

I can smell my own anger.

Windows always freezes.

I hate you, Bill Gates.

47

Discussion topics

48

Are you a night owl or a lark?

Before you take an early morning or night class or work schedule, or start booking breakfastappointments, find out if you're a morning lark or a night owl. The right diagnosis can meanthe difference between a productive day, or one spent pining for the sleepy warmth of yourbed.

1. What time would you get up if you were entirely free to plan your day?

a. before 7 a.m.

b. 7-9 a.m.

c. after 9 a.m.

2. How easy is it for you to get up on workdays?

a. fairly easy

b. Moderately difficult; it depends on the day

c. very difficult

3. How alert do you feel during the first 30 minutes after you get up in the morning?

a. alert and fresh

b. varies

c. sleepy and tired

4. What time would you go to bed if it were completely up to you?

a. before 10:30 p.m.

b. 10:30 p.m. - midnight

c. after midnight

5. How sleepy/tired are you 1 1/2 hours before going to bed during the work week?

a. very tired, ready to fall asleep

b. moderately tired, depends on the day

c. not very tired

6. When you've stayed up later than usual (had a late evening), when do you wake up the nextMorning (assuming you didn't have any alcohol)?

a. at your usual time, with a desire to get out of bed

b. varies

c. later than usual, with a desire to fall back to sleep

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To calculate your score: A = 1 point

B = 2 points

C = 3 points

Most people are neither extreme larks nor extreme owls. They either have standardprofiles, or they have a slight tendency in one direction. It is unwise to make career decisionsbased on scores that suggest only mild tendencies toward "morningness" or " eveningness."

Scoring Key:

6-9 Lark

True larks get out of bed as early as 4 or 5 a.m. and go to bed by 9 or 10 p.m. Yourperiods of high alertness are about two hours earlier than those of people with standardprofiles. You do your best work around 8 or 9 a.m. You might want to think twice before takinga night job.

10-14 Intermediate

You have a standard circadian profile (body rhythm cycle). You're comfortable waking upbetween 7 and 8 a.m. and going to bed between 11 p.m. and midnight. In between, you haveperiods of high alertness in the morning and the early evening, with a period of low alertnessin the early afternoon. If your score is very low in this range, you're still in the standard profile,but you can identify with the lark's ability to rise early and go to sleep earlier in the evening. Ifyou're on the high side of this range, you have the standard circadian profile, but can identifywith the owl's desire to sleep late in the morning and stay awake past midnight.

15-18 Owl

True owls love to sleep late, but have no trouble staying awake and alert past 2 or 3 a.m. Yourperiods of high alertness and sleepiness are about two hours later than those of people withstandard circadian profiles. In addition, owls' circadian rhythms tend to be more flexible thanthose of people with standard or morning profiles.

© Circadian Information Center (www3.myprimetime.com), Cambridge, Mass.

questions.

1. Describe your sleeping habits. Are you an extreme / normal owl or lark, or in theintermediate range? Do you agree with the quiz results?

2. Do you eat soon before bedtime? How do you fall asleep? What position do you fall asleepin?

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3. How much do you sleep? How much do you think it is appropriate?

4. How much sleep deprivation is acceptable or healthy? Do you use stimulants like caffeine orephedrine? How much? Do you think it’s okay to use them? How much and how often?

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Pop psychology

1. Discuss the following types of pop psychology. Why are they considered pop psychology?Do they have any factual basis, or are they entirely wrong? Why do people believe them?

• graphology (or graphoanalysis) – handwriting analysis to determine one’s personality, etc.

• phrenology – an old belief that skull shape, size, and bumps indicate personality, intelligence,etc.

• hypnosis & hypnotherapy

• dream interpretation

• left brain / right brain differences, and the belief that people are “left-brained orright-brained”

• the claim that “you only use 10% of your brain”

• self-esteem & similar self-help books

2. Can you think of other types of pop psychology?

3. Consider the following quote. What does this writer mean? Do you agree?

More and more writers are publishing books on psychology for the general public. These books(and also videos and tapes) help authors and psychologists get their theories and ideas out to abroad public, hence the term "pop(ular) psychology". The good news is that people unschooledin psychology can learn from these kinds of books even if they unlikely to read psychologytextbooks or professional journals . The bad news is that people unschooled in psychology canlearn from these kinds of books even if they are unlikely to read psychology textbooks orprofessional journals. (http://www.work911.com/articles/poppsych.htm)

4. What role does the media play in promoting pop psychology, and what do you think of this?

5. What is the difference between pop psychology and “real” psychology?

6. Is it helpful or harmful for people to follow various kinds of pop psychology? Can poppsychology theories be helpful, for example, in business or education, or for people with somekinds of problems?

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Dreams and sleep. • How many dreams do you have (or remember) each night?

• According to psychologists, people actually have ____ each night (how many do you think?).

Content of dreams.

According to one study of 10,000 dreams of normal people, the content of dreams breaksdown like this:

64% were associated with sadness, apprehension, or anger

18% were happy and exciting

1% were associated with sexual involvement

Two hostile acts by or against the dreamer, such as a murder, attack, or denunciation.

(www.epub.org.br/cm/n02/mente/bibliomente.htm#7)

• What would be the breakdown of your dreams by content?

• How often do you have bad dreams or nightmares? When?

• What are some of your more interesting or strange dreams you’ve had?

• Do you have a favorite dream? A least favorite?

Purpose of dreams.

• Do animals dream?

• What is the purpose of dreaming? Why do you think humans dream?

• Why do people have bad dreams and nightmares?

• Why are dreams often so strange?

• You may know the famous, traditional Freudian view of dreams. What is this theory? Do youbelieve it? Does it explain your dreams well? Does it explain different kinds of dreams fully?

• What might be some other explanations for dreams?

Here is part of a description of another common theory of dreaming:

“In studies with neural simulation in computer's network, an advanced technology incomputational neuroscience, which is believed to be operated in a way similar to the brain, theauthors demonstrated that the nets became overloaded when it was attempted to store anexcessive amount of information in them. In this case, the net produced bizarre associations(which may be compared to "fantasies" in dreams), and it tended to return the same result,whichever input data were provided ("obsession"), and could respond to inappropriate inputsignals, which normally didn't produce response (hallucinations). This theory predicts that flawsin the ability to process REM sleep, can generate fantasies, hallucination and obsession.”(http://www.epub.org.br/cm/n02/mente/significado_i.htm)

• What is this theory like? What does it compare the brain or mind to? Do you agree? Would it

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explain your dreams?

• Why do people move, talk, or sleepwalk in their sleep? Have you done such things in yoursleep?

• What then is your belief about dreams?

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Blind justice

Blind justice is an expression meaning that justice should be totally fair – it sees everybody asequal; no one receives special favor or treatment. In light of that, discuss the followingquestions about crime and justice.

1. What crimes are considered most serious in your country?

2. Should there be a death penalty (capital punishment)?

3. Are there many unreported crimes in your country? What kinds?

4. Do you agree with the punishments for serious crimes in your country? How should they bechanged?

5. Have you ever been stopped by the police? What happened?

6. Are you afraid of the police? Would you go to them for help?

7. What would you do if you witnessed a crime? Would you intervene?

8. Do you think guns should be allowed? Who should be allowed to have them?

9. Do you feel safe in your city?

10. Have you ever been robbed? Have you ever met a criminal?

11. Do criminals look like other people?

12. Where are prisons located in your country? Are they secure? Are there many escapes?

13. What would you do if you found your neighbor was a wanted criminal? Would you turnhim/her in?

14. Do people mainly commit crime for money, power, or some other reasons?

15. Are the police effective in stopping crime here? Do you think they are corrupt? How wouldyou improve the police department?

16. What crime is most common? Have you or anyone you know been the victim of a crime?What happened?

17. Do you think political prisoners should be given special consideration? How so?

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Presentation activities

Stress relief...

What’s your favorite method of releasing stress? Or can you think of a creative new methodof dealing with stress? Maybe it’s sleeping, bungee jumping, or chocolate. You and your groupwill present a brief demonstration and/or explanation of your favorite method. Each personshould play an equal part, and you will present your ideas to the class – about a one-minutepresentation.

Show us what you do best...

You are to give a short presentation (about ½ to one minute) about one of your specialtalents or abilities. You should explain how you discovered this ability, show or explain how todo it, and demonstrate it. For example, if you’re a good singer, you can sing a song for us. Ifyou’re good at cooking, explain how you developed this skill and explain how to cook a favoritedish of yours. Maybe you have other talents like fixing a computer, impersonations orimitations, telling stories, telling jokes, or more unusual talents like holding your breath for along time, putting your leg behind your head, or turning invisible.

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Group discussion / matching activities

The DateMaker

1. Could this be you?

You are attractive, slim, and athletic. You like dancing, eating candle-lit dinners, and walking onthe beach by mmonlight. Like me, you also enjoy camping and hiking. You love dongs and youdon’t smoke. If you are the woman of my dreams, send a photo to Box 3091.

2. Beauty & brains

Warm, humorous, well-educated SWF loves walking on the beach, dancing, cycling, and hiking.Seeks intelligent life partner with compatible interests. PS: I’m allergic to cats, dogs, andsmokers. Box 987.

3. I’ve got you on my mind

Athletic, professional, DF, animal lover seeks active man who knows how to treat a lady. Box4032.

4. A few of my favorite things...

Cooking for my friends; cycling; walking on the beach with my dog; wise and witty women. Ican’t stand: snobs; cheap wine; jogging; people who smoke; women who wear makeup. DMlooking for a special woman. Box 8945.

5. Be sure to call

SWF, N/S, 26, sense of humor, good personality. Seeks tall SM, 22-32, foreign-born, kind,sweet, good personality. Box 83.

6. Honest and loyal

SWM, 24, brown hair/eyes, ISO attractive, honest SF, 20-30, N/S, likes quiet romanticevenings, walks in the park. Box 842.

7. Hope you respond

SWF, 28, enjoys reading, movies, dining out, good conversation, fitness. Seeks educated, gentleSM, 22-28. Box 876.

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8. Share some peace

SWM, 27, enjoys cross country skiing, traveling, camping, barbecues, ISO SF, 20-30, long hair,who loves life. Box 314.

9. Southern lady seeks

Attractive SF, 32, 200lbs., intelligent, trustworthy, enjoys good dining, TV sports, movies.Seeking D/SM, 25+, honest, friendly. Box 4090.

10. Are you the one?

Tall, outgoing SM, 31, ISO N/S, athletic SF, who enjoys an active and adventurous lifestyle.Box 902.

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Modern Horoscope

Do you believe in horoscopes? Do you think they are real or truthful? Try the followingmodern horoscope and see what you think. For each month, there is a birth sign, a descriptionof your personality and life, and some specific advice for today. See if you agree with it.

January: alligator

You are a mean person, but slow and lazy. You are the kind of person that drives too slow intraffic and on highways. You do not have strong ambitions or high goals in life. Your mainform of excitement in life eating and sleeping a lot. People born under this sign grow up to besports coaches or janitors.

daily advice: Today is a great day for eating Chinese food; tofu dishes would be a good choicefor watching your weight. Try to be nice to strangers, and they might be nice to you. Try not tosleep on bridges, since you tend to fall off.

February: water buffalo

You are not very popular, and you have few friends. This is mainly because you only showeronce a week. To cover your smell, you may wear large amounts of perfume. You are likely anintelligent person. You are also a godless communist. Water buffalos often study philosophy(cjFgkR) or become gangsters.

daily advice: You should avoid stealing from others, and you should not hit yourself on thehead with bricks (quRehF). You should realize that your dog does not like you. Remember tocall your parents this week to apologize for being such a bad son/daughter.

March: snail

You are a slow person, either in the way you eat, talk, drive, or noisily drink sodas in movietheaters. You also do not like excitement in life. In fact, you consider brushing your teeth to beheavy exercise. Your idea of romance is taking a man/woman to a kimchee museum -- everyweek. Snails often become postal workers, librarians, computer programmers, or museumworkers.

daily advice: Try drinking more coffee for energy. Dont' fall asleep in class. Be sure to bringyour umbrella in case it rains today. Do not cook and eat dead animals that you have found onthe road. Be sure to do your homework today. Remember to eat today so that you don’t starveto death.

April: lizard

You are quite a unique person, and you like to be different – even showing off. But sometimesyour behavior makes other people wonder if you're from another planet – except your parents,who spend a lot of money on psychologists for you. However, the real problem is that headinjury that you had as a child. Lizards often grow up to become bus drivers or hair dressers.

daily advice: You should remember that it is not a good idea to put your hand directly into afire. It is also not a good idea to put your tongue on cold metal objects outside on a very cold

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winter day. Be sure to look both ways before crossing a street, and do not play in the highway.

May: housefly

You love to annoy others, even though they may want to hit you. This includes trying toimpress others by attaching spoons to your face. You also like to set fire to buildings. Peopleborn in May often become terrorists or high school English teachers.

daily advice: Your dreams will come true today. Unfortunately, it’s the dreams in which you arebeing chased by sharks. As a result, you may not want to eat seafood today, or for quite a while.Also, your boyfriend/girlfriend will leave you today.

June: rhinocerous ("rhino")

People born in May often fall in love with June people. In other words, you attract flies. Youlike to impress people and attract boyfriends/girlfriends by pretending to be from Ireland.Rhinos generally become appliance repairmen or potato farmers.

daily advice: Be sure to wear deodorant – you really need it. This week would be a good time toquit your drug habit (or you will become like President Bush later in life). You will be firedfrom your job soon, so don’t spend too much money.

July: sloth

Sloths are lazy, but make up for it by being resourceful. In your social life, you use your senseof humor well to attract others, until they realize how strange you are. You like to wear fruit onyour head. Sloths often become math teachers later in life.

daily advice: Remember not to look directly into the sun, no matter how much you believe it isan alien ship. Today would be a good day to do your homework. Don’t expect to find romancetoday – this simply isn’t a good day for that. In fact, don’t expect to find romance any day. Ever.It’s hopeless in your case.

August: chihuahua

You talk a lot, and you annoy other people. This includes talking loudly on cell phones in classand at funerals. You are also very nervous and easily frightened. People usually give yousedatives (wlSwjDwp/diR) and other medication for birthday and Christmas presents.Sometimes people try to poison you. Chihuahuas often become poets or managers of fast foodrestaurants.

daily advice: Stop drinking so much expresso – especially before you go to church. This may bea good week to get a haircut or to go see a movie. And if you want to make a better impressionon people, you should stop picking your nose.

September: piranha

You are not choosy about what you eat, and you eat anything you see. In fact, you are quiteaggressive, and you even steal food from children and old people. You are attracted tomen/women who smell bad. Piranhas often become taxi drivers or politicians later in life.

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daily advice: Avoid eating too much fattening food, and be sure to exercise. When you drive, trynot to hit people on the street, and do not try to race with the bus drivers. And don’t believeeverything you hear on TV commercials – animals do not really talk.

October: hyena

You like to laugh a lot, and have a great sense of humor. This includes making fun of otherpeople. You may have trouble concentrating on serious things like relationships or studying.Thus, you will not be very successful in life, and few companies will want to hire a psycho likeyou. Hyenas often become comedians, or street beggars who constantly talk to themselves.

daily advice: Avoid talking to yourself in public, especially having entire conversations andarguments with yourself. Then people won't look at you strangely, and members of theopposite gender may stop avoiding you. To really improve your chances at romance today, stopdressing as a clown.

November: squid

You like to be different. You are a cross-dresser*, and you do it so well that your friends haveno idea what your true identity is. You’re probably not sure, either, but that’s okay, because ifyou have a pet dog, it won’t care about such things, and will love you anyway.

(*cross-dresser = transvestite, one who dresses like the other gender)

daily advice: You may not be happy with your romantic life, but that’s okay, because you’rebusy enough learning how to repair your car with parts from your old computer. But try tolearn to cook something besides instant noodles if you want to avoid health problems, such asstarvation.

December: cockroach

You are a dirty person, you carry lots of diseases, and you eat other people's food. Many peoplewant to kill you. You often get into trouble because of your anti-social personality. However,you get a lot of exercise and you're in good physical condition. This is because you are alwaysrunning from the police.

daily advice: You may want to move to another city to avoid all the people who don't like you.Changing your name and appearance may be a good idea, too, so be sure to find a good plasticsurgeon. Be sure to spend your time well in jail today by reading a good book.

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Interview activities

Job interviewsSomeday you will graduate, and Mom and Dad will kick you out of the house and make you geta job. ☺ To get a job, you will have to do many job interviews to persuade an employer to hireyou. Below are some common job interview questions. With a partner or group, take turnsinterviewing each other. As interviewers and interviewees, here’s what you need to do:

Interviewees: Decide what kind of job you want, what kind of company you want to work for,and what kinds of skills and experience you have (pretend it’s the future, after you havegraduated). As much as possible, try to give specific, detailed, and convincing answers, andshow the interviewer that you are the best person for the job.

Interviewers: Ask the interviewee questions for the type of job or company that he/she isinterested in. Ask questions about his/her background, and some of the question below (notall of them). Don’t just accept his/her answer, but ask follow-up questions when possible, toget more specific information from the person. After the interview, decide if you would wantto hire the person, and why.

Interview questions.

1. Tell me about yourself (in other words, “What specific strengths or skills do you think youcan bring to this position / company?”).

2. Aren’t you under-qualified for this job? (don’t have enough experience)

3. How do you make major decisions – what steps do you take in making an importantdecision?

4. What have you learned from your mistakes?

5. How have your education (and other training) prepared you for this job?

6. Do you feel you are ready for a more responsible job? Tell me why you think so.

7. Why do you think this company should hire you?

8. Why do you want this job? / Why do you want to work at this company?

9. What are your long-term goals? How long will you stay with this company?

10. How do you plan to do to improve yourself?

11. Of all the challenges you have ever handled, which was the most difficult, and how did youovercome it?

12. How well can you work with others as members of a team?

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Projects

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Résumé and job search unit

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Moving and apartment hunting unit

Korean as a Foreign Language Group

Team 2K EIL 367 Communicative Unit Spring 1998

Development team: Yunchul Yoo, Dan Kim, Kent Lee, Yeon-Sook Yi, Jeongwon Yoon [NOTE: This is an old website, and some of the links and graphics below don't work - sorry.]

1. Overview

This communicative unit was developed to fulfill the final project requirements for EIL 367 inthe MATESL curriculum in the Division of English as an International Language (DEIL) atthe University of Illinois, Urbana-Champaign. This unit was created by the team consisting ofYunchul Yoo, Dan Kim, Kent Lee, Yeon-Sook Yi, and Jeongwon Yoon. The unit was taught inApril 1998 in KOREAN 206-F (third-year level), the highest undergraduate level course taughtin Korean at the East Asian Langauges and Cultures (EALC) at UIUC; the course is taught byYunchul Yoo as a teaching assistant. The students are all Korean-Americans who have mostlybeen in the US since middle school; they are all highly proficient in Korean.

The unit is based on the scenario in which the students go to Korea to live and find work.There they have to deal with getting around, finding a place to live, hunting for a job, applyingand interviewing for a job, and dealing with daily workplace situations, tasks, and job demands.A number of the students in the class are planning to actually do so, or may consider doing soin their future, so this unit is highly relevent to their needs.

[Note: Some of the files below are missing -- sorry about that. This web site was originally on an olddepartmental server which was apparently taken down; we weren't notified, and the stuff wasn't backed up ormoved. I've had to reconstruct this from files on my PC. Some things are permanently gone, including theAVI video files --]

2. Objectives

• Provide cultural orientation and practical skills for students moving to Korea.

• Teach students skills for job-hunting, and for applying and interviewing for jobs.

• Teach business writing skills for resumés, cover letters, and presentations, especially according toKorean standards.

• Help students develop general communications skills for daily workplace situations, including oralskills for negotiation, dealing with clients, and giving reports in business contexts.

• Orient students to the Korean workplace culture so they can more effectively deal with workplacesituations involving cultural differences, e.g., relating to superiors, male/female coworkers, after-worksocials (hwoesik).

3. Unit development

1. Lesson plans, preliminary versions: Lesson plans that were drafted, developed, and actually taught in KOR 206 (Lesson 1: preliminary version was revamped into the secondary version; the latter was taught)

2. Lesson plans, final versions: Lesson plans that were revised after being taught in KOR 206

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http://www.ealc.uiuc.edu/

http://www.uiuc.edu/

http://deil.lang.uiuc.edu/DEIL

3. Handouts: maps, resumé samples, cover letter samples, evaluation sheets, product info handout, news articles

4. Videos: prepared demo job interview video; video/audio recordings of in-class unit teaching Lesson 1: student negotiation [forthcoming] Lesson 5: mock interview [forthcoming]

5. Transcripts of portions from our taping of in-class teaching Lesson 1: Renting an apartment (Korean/English interlinear) | English version Lesson 5: Mock interview (Korean/English interlinear) | English version

6. Rationale explaining the theoretical basis for our unit, goals of our activities, and the process of developing the unit.

7. Feedback: Students filled out feedback forms for the unit on the last day. Results from student feedback

4. Input materials

1. Guideline handouts: handout of guidelines for cover letters and resumés (Lesson 3)

2. Letters: samples of Korean and English cover letters and resumés (Lessons 3-4)

3. Maps: city maps, transportation maps, and tourist information of the Seoul area (Lesson 1)

4. Newspapers: apartment advertisements from on-line Korean newspapers (Lesson 1) ;

5. Video: prepared video of mock job interview performed by project group members (Lesson 5); videofrom Korean drama illustrating workplace situations (Lesson 6)

6. Web helps: handout of web sites for job search (Lesson 2) ; handout of web sites for beginningmaterials search for final project

5. Lesson plans and materials

The following table allows one to view our lesson plans in their various forms from start to finish. Preliminaryversions were developed before teaching the lessons, and for each lesson, the last preliminary version wasthe one actually taught. After teaching each lesson, the lesson was revised and developed to what we wouldenvision as the final version for future implementation of the unit.

Note: Korean versions will not display unless you are using an encoding program such as Unionway orHan-mae.

Lesson 1 (Day 1)

Getting around Seoul; housing (final version) Korean version(final)

Version 2

Version 1b

Version 1a

Final assignment (English) | Korean version

Lesson 2 (Day 2)

Internet job search (final version) Korean version(final)

Version 2

Version 1

Handout: job search questionnaire (English plus scanned Korean graphic text) | Korean version

Lesson 3 (Day 3)

Job search; Resumés and cover letters I (final) Korean version(final)

Version 2

Version 1

Handouts: Guidelines for resumés and personal statements: Korean version |

graphic version | English version | Korean resumé and cover letter samples | samples in graphic version

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Lesson 4 (Day 4)

Resumés and cover letters II (final version) Korean version(final)

Version 2

Version 1

Handouts: samples of American cover letters | samples of American resumés

Lesson 5 (Day 5)

Job interviews (final version) Korean version(final)

Version 2

Version 1

Handouts: sample interview questions (Korean) | job interview guidelines (Korean) | job interview guidelines (English) |

Evaluatory criteria for job interview (English / graphic version) | Korean evaluation form

Lesson 6 (Day 6)

A day at the office (final version) Korean version(final)

Version 2

Version 1

Handout: four office situations (Korean version)

Lesson 7 (Day 7)

Talk by outside speaker (final version) Korean version(final)

Version 2

Version 1

Lesson 8 (Day 8)

Final presentations; Feedback (final version) Korean version(final)

Version 2

Version 1

Unit evaluation form | results of unit evaluations

Your feedback We've learned a great deal in doing this project. Now we hope some of you out there will want to apply these ideas and lessons in other classrooms for Korean and other Asian languages. If you would like to send us your comments, questions, or feedback, please email us.

Yunchul Yoo (KOR 206 instructor), Dan Kim, Kent Lee (webmeister), Yeon Sook Yi, Jeongwon Yoo

Lesson 1 (Day 1) : Getting around Seoul

Unit introduction

time: 5 minutes

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mailto:[email protected]






1. The teacher introduces the unit and the first-day lesson. 2. The teacher assigns students the final project and handout of suggested topics. This

assignment will culminate in written reports and oral reports due on the day of Lesson 8.

Activity 1: Getting around Seoul

Time: 20 minutes

Materials: Seoul city maps; handout on tourist attractions and information; and subway maptask: Becoming familiar with a new city by planning a day out to see the city and various sights,and making decisions with a travel partner in the process goal: Cultural orientation; learning toget around in Korean

scenario: Two friends arrive together in Seoul; both have come to find a job; they aretemporarily staying at a friend's place in Seoul. On their second day there, they first want to getto know the city and know how to get around.

task 1: pair work (15 min.)

1. The teacher divides students into pairs, so that a student who has more familiarity andexperience in Seoul will be paired with one who is less experienced.

2. Each pair is given a map of Seoul, a subway map, and other tourist information aboutthe city.

3. Each pair is to go out together to spend a day getting to know the city, their way around,etc. Based on the informaton handed out to them, they need to plan a schedule ofwhere to go, what to do, how much time to spend at each place, and their itinerary,including how to get from place to place. They should see as much as reasonablypossible to get to know the city to prepare for living and working there (and to have agood time).

task 2: report (5 min.)

1. Afterwards, they come home and tell their host friend what they did that day (they willhave been instructed accordingly during the unit and lesson introduction). In effect, theywill give an oral report to the whole class.

Activity 2: Finding and renting an apartment

time: 25 minutes materials: handouts with newspaper advertisements for apartments (see linksbelow) task: Finding an apartment thru newspaper ads, getting information from real estateagents, negotiating a lease; hence, information gathering and negotiation. goal: Culturalorientation in real estate, especially with respect to differences in the Korean system of rentingapartments.

scenario: The following day in Seoul, each person needs to find an apartment as soon aspossible. Four people will talk to four different realt estate agents and discuss apartmentfacilities, locations, and leases. They must then select an apartment and discuss the terms of thelease.

Schema activation; instructions: (3 min.)

The teacher elicits from students and discusses what are important factors when rentingan apartment.

• The teacher gives instructions for the activity, informing them that they may have to givea brief oral report at the end of class, and that they will have to write a report in the

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http://hymail.hanyang.ac.kr/~feet

form of a personal letter for homework.

task 1: role play #1 (10 min.)

1. Divide class into two groups of four. 2. Group one consists of four separate individuals who are looking for apartments. Group

two consists of real estate agents. 3. The apartment hunters are given a handout with newspaper ads for rental agencies; each

agency has several apartments in a particular region of the Seoul vicinity. 4. Each apartment-hunter goes to the various real estate agents and asks for information

on the agency's apartments. The agent gives specific information on all the agency'sapartments, as asked (the student playing this role is expected to make up information asneeded). In the process, students may have to ask each or the teacher about vocabularyitems specific to the real estate context.

5. The apartment hunters need to negotiate the lease, and choose an apartment.

task 2: role play #2 (8 min.)

1. Groups one and two will switch roles, and perform the activity again, with differenthandout(s) and information.

task 3: report (4 min.)

1. Students need to explain his/her reasons for choosing that particular apartment.Students may be called on to explain orally to the class his/her reasons.

2. If a student did not give a report in the first activity, s/he should give a report inActivity 2.

3. Students will also be required to write a letter to his/her parents (as a written homeworkassignment) to explain why s/he selected that apartment, and ask for money accordingly.The assignment is to be due the following class day.

Final Project

Work in pairs to do research a topic of your own related to jobs, work, and the economy inKorea, and give oral presentation.

Each pair should consider as many aspects of the topic as possible, and suggest an agreedconclusion. Five minutes will be given for the presentation and five for questions and answers.

Research Sources (Choose 2):

1. 1. Internet search 2. 2. Search for the materials at East Asian Library in UIUC Main Library. 3. 3. At least one interview with UIUC Korean students who have job experiences in

Korea Presentation Materials (Choose 1) 1. 1. Handouts 2. 2. OHP Documents to turn in:

1. 1. A written report (double-spaced, 2 or 3 pages) 2. 2. Xeroxed copies of reference articles 3. 3. An interview report

The documents above should be included in your portfolio and turned in afterpresentation.

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Examples of Topics:

4. What do you like or not like about the Korean workplace culture? 5. Should the Korean workplace culture be changed? (e.d., employee-boss

relations, male/female relations, demands of work on one's life &schedule, etc.)

6. If looking for a job in Korea, would it be better to work for a Korean firmin Korea, or a foreign firm (American, Japanese, etc.)?

7. If looking for a job in Korea, would it be better to find a private sectorjob (private company) or a public sector job (government, education, etc.)?

8. Would it be better to have job experience in America first before going toKorea to work?

9. Would it be advisable to go to Korea to find work at this time, given theeconomic situation?

Lesson 2 (Day 2) : Internet job Search

Task: Doing a job search on the web

time: 50 minutes materials: handout on web sites (see below), job search questionnaire task:Searching Korean web sites for information on jobs and companies goals: Learning Koreancomputer skills and job search skill

introduction and instructions (10 min.) 1. Students meet in the Lingua Center or Linguistics Computer Lab in G8. The teacher is to have

reserved computers for the class beforehand. 2. The teacher engages in a short teacher-led discussion of guidelines and tips on job searching.

Students are directed to web sites with job search guidelines and tips. 3. The teacher also instructs the class on how to download Unionway , an input and encoding

software for Korean and other East Asian fonts, so that the students can view Korean web pages. The students are told about their oral and written assignments to follow, based on their search results.

web search (40 min.) 1. Students do a job search on the web according to their job interests, and are given a handout

with the web sites below for starters. 2. When students find some companies or institutions that they are interested in, they are to go

to web sites for those companies / institutions and find more information about their prospective companies.

3. During and after the web search, students fill out the (Korean) questionnaire about their job search results.

assignment: 1. In the next class session, each student will give a 2-3 minute oral report about their job search

results, the company or companies they are interested in, and why. 2. In giving their reports, students have been instructed to match their experience and interests

with the web materials; to compare companies; to choose one company of particulary interest and reasons for one's interest in that company; and to share relevant information and opinions, not just dumping information on classmates.

3. Students are to write a 1-2 page report on their job choice and rationale for selection of companies. The paper is to be handed in with their portfolio as part of their final project.

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Job search web sites to be provided by teacher.

Job search questionnaire handout

Search on the web for the company and the area of business you wish to apply, and fill in therelated information for every category below.

Type of the company (Choose one): a public corporation, a public investment agency, aneducational institution, a major enterprise, a small/medium enterprise, a foreign firm

Type of business (Choose one): construction, construction materials, lumber industry, papermanufacture, furniture, stationery, car industry, shipbuilding, machine industry, metalworkingindustry, iron and steel industry, precision instruments, electronics, electricity, computer,communications service, trading, banking, education, newspaper, publishing, broadcasting,advertising, event planning, private educational institute, textile industry, fashion industry,transportation, hotel management, etc.

Size of the company (in detail) - - the number of employees : - - annual profit :

Location of the company (in detail):

Salary and benefits:

Privilege of military service [special exemption from military service]:

Prospect (financial status)

Company motto:

Terms - - working hours: - - working days per week - - paid vacation days:

Type of the occupation: office management, engineering/manufacturing, specialized field,planning/public relations, computer engineering, sales/marketing, education/counselling

Employment procedure - screening through resumes and cover letters: interview: othernecessary documents:

Qualifications:

Contact:

Lesson 3 (Day 3) : Job search; Resumés & personal statements

Activity 1: Job search lesson

time: 25 minutes This activity concludes the job search lesson from the previous day.

1. Each students gives a 2-3 minute oral report on his/her job search results, as assigned atthe end of Lesson 2. Students are asked to speak naturally, rather than by reading areport directly from a paper.

2. The segment concludes with the remaining time given to comments, discussion andallowing students to ask each other questions.

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Activity 2: Resumé and cover letter criteria

time: 25 minutes materials: handouts:

• Korean samples of resumés and personal statements

• handout of guidelines on writing resumés and cover letters (for reading overnight)(English translation)

• English samples of resumés [forthcoming] and cover letters

task: Evaluating resumés and cover letters, and making a hiring decision accordingly. goal:Becoming familiar with the style and format of Korean resumés and cover letters

scenario: Students comprise hiring committees in a corporate personel office. The committeemust look over a set of resumés, critique them, and decide which applicant would be the besthiree based on her/his resumé.

Schema activation (1 min.)

1. The teacher elicits criteria from the students for good resumé's and cover letters.

task 1: critiquing resumés and personal statements (10 min.)

1. Students are divided into 2~3 groups of 2~3 each. Each group comprises a hiringcommittee

2. Each group is given a set of resumé and personal statement samples. 3. The group must discuss and critique the resumés and personal statements, as if they

were a hiring committee in charge of hiring a new employee to fill a position. Then theymust decide on *one* person to hire based on the resumés, and the reasons for theirdecision.

4. Each group must report to their supervisor (the teacher) their decisions and reasons.

task 2: discussion (8 min.)

1. The instructor will lead the class in discussion of the criteria that the groups used inevaluating resumés and deciding on a potential hiree. The instructor may also "correct"students in their evaluation criteria, if they are following American practices that differfrom those of the Korean business culture. From this discussion will emerge a set ofcriteria for writing good resumés.

wrap-up and assignment (4 min.)

1. In the last few minutes of class, the instructor will hand out the English samples ofcover letters and resumés to read before the next class, and the handout of guidelines onwriting resumés and cover letters.

2. If the instructor has not done so previously, he will hand out a Korean alphabetkeyboard template, so students can type their papers on a keyboard using Unionwayinput software for the Korean alphabet.

3. Finally, the instructor will assign the students to write Korean resumés and cover letters,and to bring them to class the following class day.

Teacher provides handouts with guidelines for résumés and personal statements, and samples.

Lesson 4 (Day 4) : Resumés & personal statements

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Activity 1: Writing, discussing, and improving resumés and cover letters

time: 30 minutes materials: student's own resumés and cover letters task: Peer editing of eachothers' written work goal: Refine writing skills via peer editing of writing samples; feedback andevaluation of writing; writing resumés and personal statements (i.e., cover letters) with goodcontent and effectiveness;

task 1: peer editing (20 min.) 1. The students are to have written drafts of their resumés and personal statements, as assigned

the previous day, and they are to bring their cover letters and resumés to class. 2. The students exchange papers with at least one partner and do peer editing on each others'

work. 3. They are to advise the would-be job applicants not only on mechanics of writing, but also on

good content, writing and self-persentation that will make them come across as professional, marketable, competative, and hireable.

4. Ideally, each student should see at least two peer editors.

discussion (10 min.) 1. Teacher leads discussion of common problems found, trouble-shooting, and how to go about

making improvements.

Activity 2: Comparing Korean and American resumés and cover letters

time: 20 minutes materials: English samples of resumés and cover letters, plus the Koreansamples handed out the day before. task: Contrasting and comparing American and Koreanways of writing job application materials goal: Learning how Korean standards differ fromAmerican standards for style and content of resumés, personal statements, and cover letters.

task 1: group discussion (12 min.) 1. Teacher has distributed samples of American resumés and cover letters on the previous class

day. 2. Students get into groups to contrast and compare the Korean and American samples and find

the major differences.

task 2: class discussion (8 min.) 1. Teacher leads the class in discussion of their findings.

Teacher provides samples of cover letters and résumés.

Lesson 5: Job interviews

Activity 1: Introduction to Job Interviews (demo)

time: 15 minutes materials: demo interview video clip; handout of sample interview questionstask: Viewing and discussing demo video goal: Introduce Korean job interview format andtypes of interview questions

task 1: demo video (4 min.) 1. KSL members will have videotaped mock interviews beforehand, which the instructor shows

to the class. 2. The video contains a 4-minute clip in which two team members play job interviewers, who

interview two other team members. 3. This clip shows a two-on-two situation, which is not unusual in Korea, especially if many are

applying for the same position.

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task 2: discussion (8 min.) 1. The instructor leads the class in discussion of positive and negative aspects of interviews seen

on the clip, discussion of what are positive and negative features of a job interview, and pragmatics of interview questions.

2. The instructor distributes a handout of questions that are commonly asked in job interviews, including those on the video clip.

Activity 2: Mock interviews

time: 35 min. participants: 8 students plus 4 KFL project group memebers materials: handouts:

• sample interview questions

• job interview guidelines

• evaluation sheets

task: Performing as subjects in mock interviews, and evaluating fellow students' interviews goal:Preparing students for challenging interview questions and evaluatory criteria that they wouldprobably face in a real interview situation at a Korean company.

task 1: preparation for mock interview (3 min.) 1. The KFL project members come to class to play as interviewers, and students play as job

interviewees. The committee interviews as a hiring committee would interview a job applicantin Korea. In the absence of outside help, a future teacher implementing this lesson could play the role of job interviewers her/himself.

2. The students have been given a handout with commonly asked interview questions. They will select any one question and prepare an answer for the question, which they give in the mock interview.

3. They will also be asked 2-3 other questions imprompu in the interview, besides the one question that they have prepared for.

task 2: mock interview (25 min.) 1. The students are given evaluation sheets with criteria for evaluating a potential applicant,

similar to what a hiring committee might use in a Korean interview. 2. While each student is being interviewed, the KFL interviewers and the other students will fill

out the evaluation sheet. 3. Each student has 3 minutes for an interview. 4. S/he answers the question that s/he has prepared, and is asked 2 other challenging interview

questions, including some personal questions based on their resumes and personal statements from the previous lesson.

task 3: feedback (10 min.) 1. Afterwards, the students and interviewers will give oral feedback and evaluation to the

interviewees. 2. The instructor will perform trouble-shooting on errors and problems observed in the student

interviews. 3. As necessary, the last 5 minutes may be spent on further trouble-shooting and/or wrap-up .

Job interview guidelines

1. Listen carefully to the question and try to get at the gist. 2. Make your answer clear and brief.3. Try to answer the question within 3 minutes. 4. Talk in your own words. 5. When you have toinclude abstract concepts or technical terms, make it concrete and precise. 6. Answer withenthusiasm. 7. When you state your own opinion, it is advised to use "I-message." 8. Be politewith stable and bright attitude. 9. Even though you are asked embarrassing or trivial questions,

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answer each question sincerely with clear voice. 10. Use appropriate honorific expressions. 11.Keep upright posture and good eye contact. 12. Avoid trite answers trying to speak creatively.13. Be confident in your opinions. 14. Even though you are well aware of the subject, do notspeak tediously. If you are asked to talk about an unfamiliar topic, admit your inability toanswer it and wait for the next question.

Job interview student evaluation sheet

1. The attitude of responses (things to be considered: voice, eye contact, posture, facialexpressions, confidence, manner/etiquette)

2. Content of responses: (things to be considered: succinctness, how interviewee gets theessense of the questions, creativity, how involved is s/he in the questions)

3. If you are the boss, would you be willing to hire her/him? Why?

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Lesson 6: A day at the office

Activity 1: Viewing and discussing a video (Introduction to workplace culture)

time: 10 minutes materials: 5-minute video clip from a popular soap opera on Korean T.V.,known as You and I (Kûdae kûrigo Na); video clips are available from the show's MBCnetwork web site task: Viewing and discussing a video clip of a popular soap opera whichillustrates Korean workplace situations goal: Introduce workplace situations, workplace culture,and cultural differences

1. The teacher plays a five-minute video clip, in which students see a dramatic scene depicting a spech act such as disagreement, complaint, apology, giving and rejecting invitations, etc., among coworkers and/or supervisors.

2. The teacher leads students in a five-minute discussion of cultural differences in relational tensions as portrayed in the video – differences that they would expect to encounter if working in Korea. Not only are honorific expressions and self-humbling more important culturally, but also bowing and gestures.

Activity 2: Pair-work discussion and role play

time: 40 minutes participants: eight students, plus teacher playing role as the boss materials:handout in Korean with situations below task: Problem-solving in speech acts common inworkplace situations goal: Introducing on-the-job cultural differences

task 1: pair discussion and problem-solving(10 min.) 1. Students work in pairs to discuss and propose solutions to the following situations. Each pair is

assigned one topic, e.g.,

• Disagreement: Employees disagree with supervisors on buying office equipment, e.g., computers, copiers, printers, air conditioners, coffee makers, etc.

• Complaint: The boss expects employees to stay late to work overtime (in Korean companies, employees are expected to stay until the boss leaves, so by staying late the boss also expects the employees to stay late until he leaves.)

• Apologizing: An important check or company document that had been entrusted to several people has been lost. No one knows who lost it or who had it last. So the employees must apologize to their boss (which would be played by the instructor).

• Refusing invitations: A person is invited to a hwoesik (after-work social gathering with supervisors and coworkers, a common occurrence in Korean business culture), but has to refuse or excuse her/himself or dodge the invitation because of a previous engagement.

task 2: interactive role play (20 min.) 1. The students now engage individually with the teacher, one-on-one. Thus, two students will

act out individually the same situation. 2. However, how the boss reacts and interacts may vary. He may act as a traditional tough boss,

or a more modern, personable boss. So, for example, in Disagreement I he can react toward his employee differently than in Disagreement II with the second individual member of the pair. Students will get more of a real flavor for what to expect on the job in Korea.

task 3: report and class discussion (10 min.) 1. The instructor leads the class in discussion and gives cultural and linguistic feedback about

how the students handled their situations.

Lesson 7: Talk by outside speakerLesson 7 in its original incarnation was to be a lesson on on-the-job sales and negotiation, but

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was scrapped due to logistical problems, then it became an Internet search for on-line sourcesfor the final report, then finally an outside speaker holding a talk and anwering questions. Thelatter was implemented, and went very well. For more history and discussion of itspredecessors, refer to the rationale, version 1, or version 2 of this lesson.

The other proposals, especially "Sales and Negotiations" could be used in a futureimplementation of this unit. Although it is untested, we still think it would be worthwhile touse someday.

Activity 1: Talk by outside speaker

time: 50 minutes input: informal talk by a Korean MBA graduate student goal: providingbackground information for students' final projects

task 1: Outside speaker (40 min.)

1. The instructor invites a Korean MBA student to give an informal talk and question—answer session about various aspects of employment in Korea and the Koreaneconomic situation.

2. After the speaker gives a brief talk, students may ask the speaker any questions onemployment and economic issues.

3. The talk and Q&A session can be expected to cover issues such as: job hunting,interviewing, getting job experience before working in Korea, the Korean economicsituation, job prospects (especially during the current recession), companies in Korea,relations among coworkers and supervisors, etc. The topics will relate to those thestudents have chosen on their own or according to the final project assignment.

task 2: Discussion and wrap-up (10 min.)

1. The teacher does final discussion and wrap-up of issues from the speaker's talk, relatingthem to their final projects.

2. At the end of class, the instructor confirms pair work groups and topics for the finalproject.

3. With information from this session, along with their own Internect sources, the studentswill give oral reports in pairs and hand in individual written reports in Lesson 8.

Lesson 8: Presentations & Feedback

Activity 1: Group presentations

time: 40 minutes materials: final project assignment sheet given out in Lesson 1 task: Doingresearch on a topic together and giving an oral presentation of their findings and conclusionsgoal: Integrated use of various skills: reading, writing, research, oral presentation, in discussingand sharing opinions.

background: Students have been working in pairs to research a topic of their choice related tojobs, work, or the economy in Korea.

1. Student pairs will give oral presenations in class to report their findings and conclusions. For each topic, the students should discuss all sides of the issues, and give their conclusions. The members of each pair may reach similar or differing conclusions on their topic, which they will present.

2. They will have the following time allotments: 5 minutes for each presentation, plus time for

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questions and further discussion; 10 minutes maximum per pair 3. Students are to have found information on their topic by searching Korean magazines and

magazines in the newspaper library or on the web, and by interviewing Koreans here with business backgrounds back in Korea.

• What do you like or not like about the Korean workplace culture? Should the Korean workplace culture be changed? (e.g., employee - boss relations, male/female relations, demands of work on one's life & schedule, etc.) How?

• If looking for a job in Korea, would it be better to work for a Korean firm in Korea, or a foreign firm (American, Japanese, etc.)?

• If looking for a job in Korea, would it be better to find a private sector job (private company) or a public sector job (government, education...)?

• Would it be better to have job experience in America first before going to Korea to work?

• Would it be advisable to go to Korea to find work at this time, given the economic situation?

4. Students should provide handouts or an OHP to the class for their presentation. 5. Students are to turn in a written report of their findings and results, plus copies of their

sources and interviews. The paper should be at least 2-3 pages, double-spaced. The paper and other materials are to be turned in as part of the final portfolio, which is due after the conclusion of the project units.

Task: Feedback

time: 10 min. purpose: To learn students' reactions and how well they benefited from the unitmaterials: unit evaluation forms

1. The teacher distributes and collects brief feedback forms from the students about whatthey think, what they have learned, their favorite and least favorite lessons, and if theywould actually like to go to Korea for work.

Below is the summary of the students' evaluation.

1. Which lesson did you find most interesting to you among the lessons under the topic of"Working in Seoul"? And why? 1) Getting Around Seoul 2) Job Search on the World Wide Web3) Resumes and Cover Letters (1) 4) Resumes and Cover Letters (2) 5) Job Interview 6) A Dayat the Office 7) Talk by Outside Speaker 8) Final Presentation

(7): I was most impressed by the talk given by the guest speaker from the MBA program, sinceI could learn a lot from his job experiences and his insight to the Korean economy. (7): Thespeaker was well aware of the current situation in Korea with plenty of experiences. It was veryinteresting and informative. (7): It was most interesting and I could learn what I needed most.(2): The idea of getting a job in Korea itself was very interesting to me, and I could find a lotof resources of various job fields in Korea through the Internet. (5): I think I had a chance tothink about myself and to express who I am through the mock job interview. (3),(4): I found itvery helpful and useful, since I can put what I learned to practical use in the future. (7): I wasinformed of current situation in Korea a lot.

2. Which lesson did you find most beneficial to you? And why? -Resume & Cover Letter; It issomething I haven't learned before, and I found it very practical and applicable. - Job Interview;The questions given were the ones actually asked in the job interviews by major companies inKorea. So I got to know what the Korean job interview is like, and the guidelines will be veryhelpful in my future. - Resume and Cover Letter; This is what I haven't learned, and it was veryhelpful. - Guest Speaker; I think I learned a lot more about Korea than I used to know. -

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Resume & Cover Letter and Job Interview; This was something I didn't know very well. - JobInterview - Resume and Cover Letter - Guest Speaker; I got to know better about Korea.

3. Which lesson did you NOT like? And why? (6): It was very hard to play the role seriously. (1):I don't get the point of this activity. (2): It was hard for me to find proper information on theweb. (6): I don't think I learned anything new. (1): I don't get the relevance of this lesson to thewhole unit. (1): I don't think it was very necessary. (4): I don't think I will need this information.

4. How were the lessons differnet from the precious ones? What did you like and what did youNOT like? -Most of all, they were very practical and relevant to my needs, and that's why I findthem very interesting. - Even though there were too many tasks and assignments to do I thinkthey will be very useful when I go to Korea in the future. - Honestly I didn't learn anything newfrom the previous lessons, but this time I had an opportunity to learn something new anduseful. - They were more realistic and I learned a lot through them. It was a little hard to keepup the pace. - I learned more than I had expected. The tasks were very realistic.

5. Were the lessons better/worse than the previous ones? And why? - better (everyone agreedon this)

6. What would you suggest to improve the lessons? - If we had more time, they could havebeen more productive. - I suggest we make more use of Korean websites. - Enough time -More presentations by the students. - Some of the materials were not sufficient. - I wish we hadhad more time to learn in detail.

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Activities for specific structures

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Inductive text examples: Modals

What can you guess about the meaning of must, may, might, and could in these examples? What are the differences in their meanings?

Crucially, the banks also remain terrified of risk in the inter-bank market. Many of them,disgracefully, are still concealing vast sub-prime losses in off-balance-sheet vehicles. So they assumeother banks are doing the same. Such mistrust between the banks – "we're lying, so they must belying" – gums up the wheels of finance and starves even creditworthy firms of the funds needed toinvest and create jobs. [www.telegraph.co.uk]

The researchers concluded that how someone describes himself or herself [on online dating sites]is about as important as what personal information they share. While the research is notguaranteed to decipher the truth-tellers from the Pinocchios, there are some words and other cluesthat can help you weed out the liars when you're online dating. Here are seven signs that yourpotential match may be less than honest: he uses a lot of motion words; he avoids negativeemotion words; he avoids personal pronouns; his profile is short; and he talks a lot about work.

Your new iPad might be lying when it says its battery is at 100%. Dr. Raymond Soneira ofDisplaymate Technologies writes, “I measured the power actually drawn by the AC adapter andfound that the new iPad continues to charge for up to 1 hour after it claims to reach 100%,” saysDr. Soneira. “This affects the battery run time if you stop charging when it says 100%.”

Another way to tell if a person could be lying is to evaluate his or her motivations. Is this personan uninvolved bystander or very close to the situation? Could this person benefit financially orsocially by making false statements? Some honest people may feel the need to color their story tofit a specific point of view, but the basic facts are not in dispute. An employer might be describedas 'demanding' or 'motivational' by two different employees, but neither would be lying. Anemployee who could benefit from the boss' removal, however, might be motivated to describe himas a ruthless dictator. Most liars have ulterior motives that prompt them to be dishonest.

Sources: http://www.essortment.com, http://www.cultofmac.com, http://www.tressugar.com/Online-Dating-Lies-21795624, www.telegraph.co.uk

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http://www.tressugar.com/Online-Dating-Lies-21795624

http://www.cultofmac.com/

http://www.essortment.com/

Modal exercisesDiscuss what are the best ways to accomplish the following:

1. How to get a traffic ticket

2. How to get rid of your boyfriend or girlfriend

3. How to get an F in your class(es)

4. How to annoy your classmates

5. How to annoy your roommate

What does a person need to do in order to get any of the following items:

1. A green card or work visa

2. Social Security number, alien / citizen registration number

3. Citizenship in your country

4. A tourist visa for Canada (or Australia, China, Japan, etc.)

5. A credit card

Is honesty always the best policy? Think about and discuss the following situations. What areyour different ideas about these problems?

1. You see your best friend's girlfriend on a date with someone else. Should you tell your friendwhat you saw? Why or why not?

2. A classmate cheated on a test. Should you tell your teacher?

3. Your friend has a new haircut, and she is really happy about her new {``}look''. But you don't like it at all, and it makes her look quite ugly. She asks you for your opinion. Should you tell her what you really think?

4. You catch your eight-year old cousin telling a lie. Should you tell him/her that it is wrong to lie? What should you tell him/her?

What would you say in each of the following situations to the other persons?

1. You want to ask someone out to a movie.

2. You want to invite some friends over for a potluck dinner party.

3. An old woman gets on the bus, but there are no more seats left. But your legs are very sore from jugging 10 km.

4. You are driving to work, and you see a coworker waiting at the bus stop – the coworker who always spreads bad gossip about you.

5. You are jogging in the park, and as you cross the road, a stranger offers to give you a ride.

6. Before class begins, you need to ask your teacher for permission to leave the class early.

7. You are waiting in the bookstore with a friend, and you are standing in line to buy your textbook. Just then you realize that you have left your wallet at home, but you must buy the book right away.

8. You've just heard that a teaching job has opened up in your department. You feel that you

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are qualified, and you approach your professor to ask for a letter of recommendation.

9. You are visiting a friend at her/his house. You are very thirsty, but s/he hasn't offered you anything to drink.

10. You made an appointment to study with your friends at 4:00, but suddenly you realize that you also scheduled a doctor's appointment at the same time. You need to reschedule one of the appointments.

11. You are visiting your friend's family for dinner. Your friend's mother has baked apple pie. You have eaten one piece, and would like another.

How would a job interviewer ask questions about the following areas? How would yourespond to those questions if you were interviewing? Write a dialog of the questions and yourresponses.

34. The applicant's potential strengths and contributions to the company

35. Any special skills and abilities to bring to the company?

36. The applicant's reasons for applying for this job and this company

37. Why the applicant is the best person for the position

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Can / should men & women...

Discuss the following questions. Be sure to give reasons for your opinions.

yes / no

1. ○ ○ Is it okay for a woman to smoke in public?

2. ○ ○ Are campus couples a good idea?

3. ○ ○ Is it okay for couples to hug or kiss in public?

4. ○ ○ Is it okay to wear shorts or mini-skirts in public?

5. ○ ○ Should you only marry someone that your parents approve of?

6. ○ ○ Is love the most important thing in marriage?

7. ○ ○ Should you respect older people, in any situation?

8. ○ ○ Are co-ed schools a good idea? (co-educational, boys and girls together)

9. ○ ○ Should a wife always obey her husband?

10. ○ ○ Is the oldest son important than any other child?

11. ○ ○ Should a man help his wife in the kitchen?

12. ○ ○ Should women work after having children?

13. ○ ○ Are long hours at work a good idea?

14. ○ ○ Are arranged marriages a good idea?

15. ○ ○ Should a daughter-in-law always bow to her in-laws?

16. ○ ○ Should high school students have more free time?

17. ○ ○ Are men and women equally qualified to do any job?

18. ○ ○ Is a woman’s education as important as a man’s?

19. ○ ○ Should the eldest son live with or support his parents?

20. ○ ○ When is divorce acceptable?

21. ○ ○ Should people have large families? Is it a good idea?

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Advice Column

Work with a partner to decide what kind of advice you would give to the person in thissituation.

➀ Dear Ms. Know-It-All:

I’m a parent with two young children. I’ve always believed that spanking children is a good wayto discipline children and control their behavior. But I’ve heard several friends of mine andsome psychologists say that spanking children is harmful, teaches them violent behavior, andeven is abusive. What do you think? — Parent in Pittsburgh

➁ Dear Ms. Know-It-All:

I’m a college student. I’m lonely and would like to get a boyfriend. But my acne is so bad, andmy face is always covered with lots of big pimples. Whenever I try to ask guys to go out withme, they reject me. I just know that they don’t like me because I’m so ugly. What can I do??

— Lonely in Lexington

➂ Dear Ms. Know-It-All:

There’s this really strange guy in one of my college classes. During class he always looks at me.Whenever I see him outside of class, he gives me a stupid smile and tries to talk to me.Sometimes he even follows me after class. I know he likes me, but he does this so often. Itmakes me feel nervous, even scared.

— Followed in Philadelphia

➃ Dear Ms. Know-It-All:

I’m a grad student, and I have a really terrible advisor. He always gives me too much work todo. I don’t have any time to see my friends or do anything fun, because I have spend all mytime in the lab working for him. But there aren’t many other advisors in my department; if Iwant to work on the things that I like, I have to work under him.

— Overworked in Ontario

➄ Dear Ms. Know-It-All:

There’s this woman in my class at college who is always trying to ask me out. She’s kind ofcute, though she has an acne problem. But she has really bad breath. I like her and I know wehave some similar interests. I would be interested in going out with her, but her breath is sobad. I can’t just tell her about her breath problem — that might hurt her feelings. But someoneneeds to tell her about her problem. What should I do?

— Confused in Kentucky

➅ Dear Ms. Know-It-All:

I have a new neighbor. I don’t know him, but he seems pretty strange. He has a camel, which

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he always keeps in front of his house. The camel is always making noises, even at night. Itattacks my dog. And it spits at me whenever I walk by his house. I’ve complained to thisneighbor, but he ignores me. What should I do?

— Irritated in Illinois

➆ Dear Ms. Know-It-All:

I’ve been married for seven years now. After we got married, my wife started arguing with meall the time, then she became aggressive toward me, and later she started beating me. Nowwhenever I come home from work, she starts an argument, and beats me with a broom, or withpots and pans. What should I do?

— Beaten in Birmingham

➇ Dear Ms. Know-It-All:

I am an alien from a far-away planet, and I’ve lived in the US for four years. People always makefun of me because I’m different. They make fun of my English. I feel frustrated and stupidbecause I can’t communicate well. I have few friends here. I want to go back home, but I can’tgo back, because my planet is too far away. What in the world can I do?

— Depressed in Detroit

➈ Dear Ms. Know-It-All:

I’m a graduate student, and I seem to have a problem with coffee. I drink a lot of it. First itwas a couple of coffees at home every morning. Then I also started drinking coffee from thevending machines at school. Then coffee shops. Then decaf at night. My daytime drinkingwent from the coffee-of-the-day at the coffee shop to expresso, to double and triple expressos.Now I’m drinking coffee at least ten times a day. I’m always nervous. But I can’t stop it,because if I don’t drink enough, I feel tired or irritable, and I can’t concentrate. What do youthink I should do?

– Caffeinated on Campus

➉ Dear Ms. Know-It-All:

I just moved into a new house with my wife and my pet camel. My camel is a beautiful animal,clean, well-behaved, and dependable. I ride him everywhere. But for some reason, my neighborhates camels. She always shouts at my camel, throws things at him, and complains to me angrilyabout him. So my camel is depressed, and won’t eat anymore. What can I do about this awfulneighbor?

— Angry in Illinois

11. Dear Ms. Know-It-All:

I have a problem with my dog. You see, my dog is a talking dog. Most people would think itwould be great to have a talking dog. But not this dog. At night when I’m trying to sleep, he’stalking on the phone all night, or singing Bon Jovi songs. When I want to watch X-Files, heinsists on watching CNN together and talking about the news. He corrects my English

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grammar. When I take him for a walk, he insults strangers who are nearby, and they think thatI’m insulting them. This dog is driving me crazy. I’ve tried talking to him, asking him nicely,explaining things to him, as well as scolding and punishing him. But he never changes. Whatcan I do about him?

– Losing patience in Louisiana

12. Dear Ms. Know-It-All:

Whenever I’m working at the office, the woman next to me is always talking. She talks toherself all the time while she’s working. It’s annoying enough that she bothers us like this. Butshe also tries to talk to me while I’m busy. Many times I have to concentrate on my work at thecomputer. Suddenly she starts trying to talk to me about trivial or stupid things. She says thatshe’s lonely and has to talk to herself and others. But it interferes with my work. It not onlybothers me, but everyone else. We try ignoring her and asking her not to talk, but she just won’tshut up. What can we do about her?

– Annoyed in Alabama

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Tenses

Simple past: When was the last time...

When was the last time you...?

Interview your classmate(s) and find out when they last did these things.

1. fried an egg

2. went to a movie theater

3. took a trip

4. ate pizza

5. visited a friend in the hospital

6. went to a disco

7. received a letter

8. talked to a dog

9. fell asleep while reading

10. went to a zoo

11. had a nightmare or bad dream

12. broke something

When was the last time you...?

Interview your classmate(s) and find out when they last did these things.

1. read a book

2. played cards

3. took a photograph

4. wrote a letter

5. ate breakfast in a restaurant

6. held hands with someone

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7. went to the dentist

8. used a hammer

9. had a haircut

10. gave someone flowers

11. told a lie

12. made a long distance phone call to another country

Past regrets...

1. Do you regret many things in your past?

2. Is there some that you did not stay in touch with, and regret it?

3. Is there anyone that you regret meeting?

4. Is there someone you regret not meeting, though you could have?

5. Do you regret any past romances?

6. Do you regret wasting your time doing something? What was it?

7. Do you regret doing something as a child? Would you like to tell us about it?

8. Do you think people dwell too much on their past regrets? Do you?

[dwell on = focus thoughts or attention on something]

9. Some say that you must have regrets in order to learn or become more mature. Do youagree?

10. What do you think you will regret when you are old?

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Be going to: Crime and Punishment

You are a parent. What would you do in these situations?

You have just learned that your child has broken one of your favorite dishes. Come up withseveral sentences to scold her/him, using be going to...

You have just learned that your child has stolen candy from a convenience store. Come up withseveral sentences to scold her/him, using be going to...

You have just learned that your child has watched a violent TV program that s/he wasn'tsupposed to watch. Come up with several sentences to scold her/him, using be going to...

You have just learned that your child has been drinking liquor. Come up with several sentencesto scold her/him, using be going to...

You have just learned that your child has stolen $10 from your wallet or purse. Come up withseveral sentences to scold her/him, using be going to...

You have just learned that your child has hit his/her little sister. Come up with severalsentences to scold her/him, using be going to...

You have just learned that your child has icked a soccer ball through your window. Come upwith several sentences to scold her/him, using be going to...

You have just learned that your child has not done any of his/her homework. Come up withseveral sentences to scold her/him, using be going to...

You have just learned that your child has wasted all day playing video games instead of doinghomework. Come up with several sentences to scold her/him, using be going to...

You have just learned that your child has done something to your computer to make it crash.Come up with several sentences to scold her/him, using be going to...

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Future: Talking about vocations

In groups of 3~4, each person should select one of these professions for his/her career.Pretend that this is your actual career. Then do dialogues in which you ask and explain to eachother (1) what you do; (2) why you enjoy this job, and (3) how you came to chose this career bydiscussing your past interests, experiences, and activities. A few vocabulary items that you mayneed are provided. Or explain why you might want to choose this career.

1. yak herder

vocabulary: herd, horn, Tibet, Mongolia

2. eggplant farmer

vocabulary: purple, stir-fry

3. penguin groomer or caregiver

vocabulary: Antarctic, Antarctica, emperor penguin, king penguin, beak, groom,veterinarian

4. garbage collector

vocabulary: trash/garbage can, trash/garbage collector, sanitation worker, garbage truck,landfill; stench, reek (= bad smell)

5. chewing gum salesman / salesperson

vocabulary: sticky, yummy

6. dinosaur genetics expert

vocabulary: Jurassic, lizard, DNA, cloning, clone

7. ambassador to alien planet

vocabulary: diplomat, embassy, extraterrestrial, Mars, Martian; Vulcan, Klingon (Star Trek)

8. president of your country

9. igloo repairman / repairperson

10. chocolate taste tester

11. beer / wine taste tester

12. English teacher

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Do ya wanna?

Introduction.

Colloquial and fast speech pronunciation of helping verbs & pronouns:

have → ‘v / v/ə

you → /yu/ → ya /y /ə

do → da, d’ /d /ə

verb + you → ja (shouldja, wouldja, couldja...)

A. Shouldja?

1. Do ya think I oughta buy a computer?

Yeah, you oughta / you’d better / ya better buy a computer.

No, you’d better not buy a computer.

go to church

take some medicine

study English

get a large dog

get more exercise

go see a movie

take the TOEFL

go to Afghanistan

study all night

get an iguana

2. Should I have gone home? [have = v]ə

Yeah, ya shoulda gone home. / No, ya shouldn’t have stayed home.

gone to Yonsei

stayed home today

majored in philosophy

studied harder for my exams

slept last night

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skipped class

learned Spanish

become a rock star

B. Couldja?

Could you loan me twenty bucks?

Sure, I can loan ya twenty bucks.

Nope / No way / No, I can’t loan ya twenty bucks.

loan me your car

fix my computer

drive me to Pusan

cook me breakfast

loan me 1,000,000 won

buy me dinner

teach me French

buy me a new car

C. Ya gonna? Whacha gonna do? [ = going to, what are you]

(Are) ya gonna study Swahili today?

No, I’m not gonna study Swahili today. / Nah, I ain’t gonna study Swahili.

Yeah, I’m gonna study Swahili.

study hard in college

get an ‘A’ in the class

eat some kimbab

fall asleep

eat some squid

buy me lunch

be quiet

buy the teacher some Starbucks coffee

read a Russian novel

go dancing

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D. Do I hafta / gotta? [ = have (got) to]

Do I hafta / gotta take you to a concert?

Yeah, you gotta / hafta take me to a concert.

go to English class

get you a gift

take you to a movie

buy you dinner

clean the house

be nice to the teacher

loan you twenty bucks

fix your computer

take a quiz

get married

E. Whaddaya wanna do? [ = what do you]

Do ya wanna eat some cake?

Yeah, I wanna eat some cake / Yeah, I’d love to eat some cake

No, I don’t wanna eat (any) cake.

(Go around interviewing your classmates; try to find as many as possible who want to do eachactivity.)

go to work

go out to a bar

study philosophy

wash dishes

get married

eat lunch

help me shovel snow

go to Canada

do some homework

get the flu

catch a cold

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watch soccer

go to prison

get a haircut

learn German

drink some German beer

take a nap

skip class

# activities with positive responses: ____

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What have they been doing?

1. A person whose body and face is burned red.

2. A man with pimples and acne all over his face.

3. A person who looks tired, with bloodshot red eyes.

4. A person with a sore throat.

5. A man with a black eye and ripped clothing.

6. A person with cuts and bruises all over their body.

7. A person smiling and very happy.

8. A person covered with dirt and mud.

9. A person breathing hard, out of breath, and red-faced.

10. A person limping.

11. A person who seems nervous and excited.

12. A man with lipstick on his face and shirt collar.

13. Two women with bags and packages from several department stores.

14. A couple wearing shorts, walking shoes, and backpacks; they seem very tired.

15. A woman with red stains on her hands.

16. A person with white hairs on his clothes and scratches on their hands.

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What if...?

Below are some unusual questions. Think about them, describe and discuss what life would belike, and what you would think about that kind of situation.

1. What if everyone went bald every time it rained?

2. What if soccer were played with a basketball?

3. What if you were born old and grew younger?

4. What if men turned into women and women turned into men at age 21?

5. What if classes were only held on Saturdays and Sundays?

6. What if baseball were played under water?

7. What if all TVs were outlawed?

8. What if men wore dresses instead of women?

9. What if students gave teachers exams rather than teachers giving students exams?

10. What if you were ugly and everyone else was beautiful? Or what if you were beautiful andeveryone else was ugly?

11. What if you had to drink alcohol before class?

12. What if the library was only for sleeping?

13. What if you had to eat your book if you failed an exam?

14. What if people could fly?

15. What if you had a robot for a teacher?

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16. What if computers could think like humans?

17. What if we discovered intelligent life in outer space?

18. What if children were born from eggs?

Now as a group write five “what if ’s” of your own.

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What would you do?

Discuss the following and explain your answers.

1. What would you do if you were on a plane that was being hijacked?

2. If you had a chance to speak on TV (in English) for five minutes, what would you say?

3. If you had next week free, a lot of money, and a passport, what would you do?

4. If you could meet anyone from history, who would you want to meet?

5. If you woke up one morning to discover that you were a child again, what would you do?

6. What would you do if you met an alien from outer space?

7. If you were supreme ruler of the world, what would you do?

8. If your company sent you to a foreign country to live and work, where would you want togo? What would you do there?

9. What would you do if you were on a sinking ship?

10. If you met your ideal partner (future wife/husband) but discovered that s/he had beenmarried before, what would you do?

11. If you saw a gun in your friend’s bag, what would you do?

12. If you could make yourself invisible, what would you do? Where would you go?

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Would you consider...

In selecting a boyfriend/girlfriend or future mate, would you consider the followingpossibilities for a future partner?

Questions for men / Questions for women

Would you consider marrying a woman who is taller than you? Would you consider marryinga man who is shorter than you?

Would you consider marrying a woman with more education than you? Would you considermarrying a man with less education than you?

Would you consider marrying a woman who is several years older than you? Would youconsider marrying a man who is several years younger than you?

Would you consider marrying a woman who is not very beautiful? Would you considermarrying a man who is not very handsome?

Would you consider marrying a woman who makes a higher salary than you do? Would youconsider marrying a man who makes a lower salary than you do?

Would you consider marrying a woman who is more intelligent than you? Would you considermarrying a man who is less intelligent than you?

Would you consider marrying a woman who is more athletic than you? Would you considermarrying a man who is less athletic than you?

Would you consider marrying a woman who knows more about cars, computers, or householdrepair than you? Would you consider marrying a man who is a much better cook than you?

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Would you rather...

With a partner or in small groups, ask each other complete sentences, give complete answers,and explanations for the following. For example:

• listen to President Bush / listen Bon Jovi

"Which do you prefer – listening to President Bush, or listening to Bon Jovi?"

"I prefer listening to Bon Jovi."

"Why?"

"Because Bush is ___."

watch TV / listen to music

formal or casual clothing

Japanese or Western food

go to the movies / go dancing

short stories / novels

swimming / bowling

meet your boyfriend/girlfriend in the day or evening (& where would you prefer to go?)

your middle school or high school teachers

take the subway or bus

travel to the mountains or to the beach

sleep in ( = sleep late on purpose) / get up early

summer sports / winter sports

your male friends / your female friends

live in a house or apartment

take a shower or bath

dogs or cats (do you have any pets?)

go drinking / go to church

study / watch TV

kiss / eat pizza

yak meat / rabbit stew

buy your English teacher a cup of coffee / buy yourself a soda

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Perfect tense: Medical HistoryOne of you will be a doctor and the other will be a patient. The patient is getting a yearlyphysical exam. The doctor will ask the patient questions about all aspects of the patient'shealth, such as those below. If the patient has any symptoms, the doctor should attempt todiagnose the problem. Then switch roles.

Example:

“Do you / have you (ever)...”

“How long have you...”

“Since when have you...”

aches or painsallergiesbad acne or pimplesbad breathbody odorcancercoldcongestioncoughingcrampsdandruffdepressiondifficulty in breathing / shortof breath

difficulty in walking or moving arounddo drugsdrink (alcohol)ear infectionexerciseeyesight problemsfeel drowsyfeel dizzyfeel irritablefeverfoot odorheadachesinsomnia (difficulty sleeping or falling asleep)

itchingmuscle achesnight sweatspregnantrunny noseserious illnesssick oftenskin rashsmokesneezingsnifflessore backstomach problemssweating

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A Grand Day Out

Have students create a story from this framework. This can be used for simple past or thepast perfect (pluperfect, e.g., he had forgotten to...).

Ralph had a terrible day yesterday. He woke up an hour late because

1. He tried to put on his socks after (already)

2. By the time he left the house,

3. While he was getting into his car, he saw that

4. When he got to work, his boss was very upset with him because

5. In addition, his coworkers were upset with him, since

6. He could tell it was going to be a bad day before

7. When he turned on his computer, he found that

8. So he couldn’t get any work done that morning. During the lunch break he realized that he didn’t have enough money; the day before,

9. So he went to the bank to get money from the ATM. But

10. so he couldn’t use the machine. So he went inside the bank, and while he was standing in line, a bank robbery occurred. Naturally, he didn’t have a chance to get any money during lunch, and he came back to work feeling tired because

11. When he came to work, his boss was angry at him again for being late, even though

12. While he was working in his office cubicle, a police officer came to see him about

13. After work he went to the parking garage and found that

14. …, even though

15. On top of all that, when he got home, his dog bit him because

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Road signs

Choose one of the following situations and create several new road signs. For the situation,think about specific problems that require a new road sign and create several signs with specificwarnings for those driving conditions. You will draw and explain your signs to the class (be sureto explain the situation, the particular problems, and why you created the signs as you have).

1. desert road (A):

The hot road may pose dangers for car tires, and the high heat may be dangerous to somedrivers. There are also dangerous animals at night like coyotes, and drivers should be careful notto hit some large cactus plants on the side of the road. There may also be high-speed chases onthe roads involving coyotes and road-runners.

2. desert road (B):

This is an area where alien spaceships like to land, which could be dangerous to drivers. Theremay also be aliens in the area, both friendly and unfriendly; they may look different, they maylook just like humans, or may even be invisible.

3. country road:

There may be dangerous animals in the area, especially for drivers who stop – wolves, coyotes,poisonous snakes, wildcats, etc. Also, there is a large prison nearby; occasionally, a prisoner mayescape and may be trying to hitchhike along the side of the road.

4. mountain road:

There may be dangerous animals in the area, especially for drivers who stop – wolves, coyotes,wildcats, etc. Some animals like deer may try to cross the road; hitting them can serioulydamage a car. Bears may also try to stop drivers to beg for food. Tough squirrel gangs may tryto steal shiny objects (like car keys) from drivers.

5. jungle road:

There may be dangerous animals in the area, especially for drivers who stop – poisonoussnakes, large snakes like pythons and anacondas, gorillas, tigers, etc. Some plants along theroadside may be poisonous. Also, some plants along the road may be man-eating plants.

6. swamp road:

The swamp may overflow and flood the road, making it very slippery, especially with moss andalgae. There may be dangerous animals in the area, especially for drivers who stop – crocodiles,snakes, and piranhas in the water.

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7. canyon road:

The terrain is dangerous – drivers could fall over the edge into a river 100m below. During andafter rainstorms, large rocks may fall from the mountains above. Nearby caves may containbats, which swarm (fly around in large numbers) at night.

8. medieval England:

There may be dragons and other monsters in the area, and knights on horseback trying to findor chase them. Witches may be flying around on brooms at night. Some monsters, known astrolls, like to hide under bridges. If drivers stop, mysterious creatures (called gnomes) like tosneak into cars and steal or hide things.

9. urban road:

Along the road there may be fast-food restaurants that sell greasy and fatty food; eating at thoseplaces can lead to obesity (being seriously fat), heart disease, many other health problems, andearly death. There may also be psycho bus drivers and taxi drivers on the roads.

10. near-Arctic road (for example, Canada, Alaska, Siberia, or near places near Antarctica):

The weather may be dangerously cold for drivers and cars. The roads are sometimes built onicy areas, and the ice underneath the road may move or shift, creating dangerous roadconditions. Gangs of polar bears or penguins may use tricks to stop drivers to rob them. Polarbears are much stronger but may be pacified (with sodas (like Coca-Cola), while the penguinsmay be professional criminals armed with guns.

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Used to – interview

Interview a classmate about what s/he did in his/her past; s/he will also ask you somequestions. Use the past habitual tenses in your questions, as well as other past tenses. In youranswers to your classmate’s questions, also try to use past habitual as well as other past tenses.

• earliest childhood memory

• played when you were a child

• when you were younger, wanted to be when you grew up

• favorite TV program as a child

• something you were punished for whey you were a child

• best subject in school when you were younger

• used to in junior high / middle school

• used to in the first semester of college

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“Before & After” Commercial: Various verb tenses For your midterm project, your group will perform a commercial to promote some product orservice. It should be 3-5 minutes, and the suggested format is a “before and after” typecommercial. This involves an announcer or interviewer selling the product, who interviewsseveral others. The others provide a testimonial, or testimony of how their lives were beforeusing the product/service, how they found out about it or why they tried it, and how it changedtheir lives.

Requirements:

• Each person should contribute equally. That is, each person should speak for the sameamount of time as the others in your group’s commercial.

• You should hand in a script of your commercial, though you do not have to perform thecommercial exactly according to the script.

• You will perform the commercial in front of the class on the day for which you sign up.All You must come to class that day and participate in your group’s commercial in order to geta grade for the midterm.

• As you perform your commercial, be sure to speak clearly and loudly; do not just readfrom your scripts, but look at each other and at the class (your audience); speak to the audience,not your paper.

• As other groups perform their commercials, you will listen to them and fill out anevaluation form; on this form you will comment on their performance; you will hand in thisform at the end of class; it will count as part of your grade.

“Before & After” Commercial

Work with your group members to create a brief advertisement. At least one person willnarrate a commercial (announcer / interviewer), and the others will give a product testimony –explaining how the product or service improved your lives. You will probably want thefollowing elements in your commercial:

< Introduce the product or service

< How your (the customer=s) life was before

< Why you decided to try the product or service, and/or how you discovered it

< How it has improved or changed your life

Here is an example:

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Announcer:

Hey, folks! Are your teeth looking bad? Do you have bad breath? Do people avoid you?Then you need a new toothpaste. Try White-Out toothpaste! White-Out will make your teethperfectly white, and will make your breath smell minty fresh!

Millions of people have tried White-Out and have been pleased. White-Out has made theirteeth sparkling white. Their breath has become so fresh C like a bed of roses. And their liveshave changed. Let=s hear from one satisfied customer. Here’s Bert Finkmeyer from Bonkers,New York. Bert, tell us C what was your life like before you tried White-Out?

Customer:

Before I discovered White-Out, I never brushed my teeth. I didn’t like toothpaste, and I didn’tlike brushing. So my teeth were yellow, and my breath smelled bad. People avoided me.Women didn’t want to go out with me. Even my dog avoided me.

Announcer:

So why did you decide to try White-Out?

Customer:

One day I was taking care of my houseplants. I was talking to them, of course. But when Ibreathed on them, they all died instantly. Just like that. Dead. It was depressing.

Then my mother sent me a tube of White-Out for my birthday. I tried it. The taste waswonderful C like chocolate mint. After I used it for one week, my teeth became white andshiny C really shiny. You could see your reflection in my teeth, like in a mirror. My breathbecame so fresh. It smelled like flowers in the spring. And now I love brushing my teeth!

Announcer:

Did social life improve after you tried White-Out?

Customer:

It sure did. Suddenly I had lots of friends. Women wanted to go out with me. My parentsallowed me to visit them. My dog no longer ran away from me. My houseplants becamehealthier. Most of all, I feel so much more confident now.

Announcer:

You see, folks. White-Out has changed Bert’s life. It can change yours, too.

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Phrasal verbs: Product directions

examples of product directions:

Change these formal verbs to informal phrasal verbs.

1. deodorant:“Remove cap.Twist dial to raise product. Apply to underarm. Replace cap. Use daily for best results.”

2. air freshener:“Shake well before every use.Hold in upright position.Press and release spray button.”

3. ink cartridge for ink jet printer:“Remove old cartridge from printer and dispose of properly.Remove plastic seal from new cartridge.....”

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Passive voice: Insurance claims

Have students create monologues or dialogues about insurance, e.g., one student as aclaimant (the one filing an insurance claim) and the other as an insurance agent. This isdesigned for practicing the passive voice.

Insurance ClaimsBe prepared to explain to your insurance agent about your particular disaster(s):

1. What happened to your house in the tornado?

2. What happened to your car in the accident?

3. What happened to your boat during the hurricane, captain?

4. What happened to your apartment in the burglary?

5. (Assume that your thieves aren’t very lazy or gentle.)

6. What happened to your crops during the heat wave and drought? (farmer)

7. What happened to your home during the blizzard?

8. What happened to your home during the flood?

9. What happened to your office during the earthquake? (office manager)

10. What happened to your valuables during the robbery?

11. What happened to your airplane in the bad weather? (pilot)

12. What kind of accident happened to you in your lab?

13. What kind of accident happened to you while you were walking down the street? (pedestrian)

a few possible verbs:strike, hit, beat demolish, destroy, ruinblow (away, apart) to total [= to totally destroy a vehicle]burn, scorch, dry (up), parch

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Police interrogation

This activity can be used for various types of verbs, especially modals, immediate future (amgoing to go), and the regular future tense (will go). You can have students create otherinterrogation scenarios.

You are a team of police investigators. Select one of your group members to be asuspected criminal. The rest of you will interrogate him/her about activities, lifestyle,suspected crimes, etc. Use y/n, wh-, and tag questions; use tags for seeking agreement orconfirmation, and for expressing doubts, opinions, and suspicions.

Here’s the scenario:

You suspect that the person is a bank robber. The police have found evidence in theperson’s home, including: large amounts of cash, guns, face masks, bags of money, and a planeticket to Mexico.

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