121

	Lesson 1	Teachers' Notes
	Lesson 2
	Lesson 3
	Lesson 4
	Lesson 5
	Lesson 6
	Evaluation

Teacher's Notes
- Lesson 1 -

WE NEED THE CASSETTE TAPE OF "I JUST CALLED TO SAY I LOVE YOU" FOR THIS LESSON.

REMIND STUDENTS TO FILL IN THEIR ATTENDANCE SHEETS
FOR THIS AND EVERY LESSON.

Student's book page 124: "Learning Strategy Notes"

Materials:	Student book; (click here for the student's page).
Students:	Individually
Rationale:	Making notes; organising learning.
Method:	Note-taking pages occur regularly in the book. These are to give students opportunity to make notes of new language, but also to brainstorm, organise ideas, write scripts, collect data - whatever they need for their project. The empty pages in the book are therefore important for learner training, and encourage as well as facilitating note-taking.
Notes:

Student's book pages 125, 126. "Project Schedules"- Project-work:

Materials:	Student's book (1) Student's book (2) (Click here)
Students:	Whole Class
Rationale:	Students decide whether to use the Project Schedule or the Alternative Schedule
Method:	Discussion, negotiation, student/student, student/teacher, group/teacher.
Notes:	Students need to get used to being able to make decisions about what and how they learn. This is an important time for them (choosing which Project Schedule to use). In addition to expressing opinions and negotiating the learning environment, they will be growing as learners.

Student's book page 127. "I just called ..." - Warm-up:

Materials:	Student book (Click here)
Students:	Groups or pairs
Rationale:	Listening, cooperative learning.
Method:	The teacher plays the tape a number of times and students add what they can to the text sheet in their books. In Version 1, students can make their own additions, asking classmates for help. In Version 2, students sit in circles and pass their books to the right at the end of each playing of the song, adding to the texts of their classmates and achieving a "group" text. The full text of the song is on page 189, at the end of the students' book and students are also referred to an Internet site on which they can access texts of many popular songs.
Notes:	This page in the student book is left almost completely blank, to encourage listening for meaning. After a couple of playings it can be useful to ask a student to take care of the cassette player, and to ask the others to give directions (as in the "Rewind!" activity in Project 5, "Job Applications").

Student's book, page 128. "Brainstorming" - Project-work:

Materials:	Student book, Business Cards *(Teachers' Resource 1)* *(Teachers' Resource 2)*
Students:	Groups or pairs
Rationale:	Establishing a "Commercials" schema. Students access their own knowledge of vocabulary, and start thinking about what is involved in a "Commercials" Project.
Method:	Students think of and write down any words that they associate with the topic.
Notes:	Students will be familiar with Korean commercials and might want to write down words they associate with those. The aim is to spark off ideas, so thinking about what comes to mind (even in Korean) is all part of this. There is no need to translate into English at this stage. The homework will introduce a number of English-language

Student's book, page 128. "Listen to Commercials" Homework:

Materials:	Student book (Click here); Internet access.
Students:	Singly or in pairs
Rationale:	Listening; introducing some English language commercials.
Method:	Students go to a recommended Internet site (see students' book) and listen to various English-speaking commercials. They should listen to as many as they wish and use these to add extra words to the Brainstorming activity sheet in their books.
Notes:	The humor and cultural aspects of these commercials can be confusing for the students, but this can be an interesting listening exercise. At the very least, students can listen for key words and ideas. "How does this Ad try to make me buy the product?" "What idea is it using?" (Theme-song, success, sport, money, youth, beauty, romance).

Next Lesson: Students will be trading and negotiating, so it will be helpful if they BRING AN OBJECT TO TRADE FOR NEXT LESSON.

Teacher's Notes

- Lesson 2 -

WE NEED MONEY FOR THIS LESSON (TEACHER'S RESOURCE)

REMIND STUDENTS TO FILL IN THEIR ATTENDANCE SHEETS
FOR THIS AND EVERY LESSON.

Student's book, page 129. "Gifts" - Warm-up:

Materials:	Student book (Click here)
Students:	Groups.
Rationale:	Ice-breaker; TPR (Total Physical Response); attention to the qualities of a product.
Method:	Students stand in a circle and the teacher gives one of them and invisible gift. Body language and gestures can indicate the size, weight and nature of the gift, and students have to replicate these as they pass the gift on. The aim here is to focus attention on the intrinsic nature of an object which might become the subject of a TV Ad, so students can be encouraged to think about related questions as they pass the gift(s) around the circle: "What does it look like?" "What does it feel like?" "How heavy is it?" "How big is it?"
Notes:	TV Ads often concentrate what an object "Looks like", but this activity helps students to look at other aspects. The physical nature of the activity might also give them some ideas about their own TV Ad later on.

Student's book, page 129. "Let's Negotiate" - Project-work:

Materials:

Student book objects to be traded (students bring these to the lesson); money (Teachers' Resource);

Students:

Groups, pairs.

Rationale:

Use of "Persuasion"; preparing for designing short, interesting catch phrases in the final Project.

Method:

Students bring an object to the lesson (those who forget can choose something that they have with them) and assign a price to it (Student Book). The teacher issues "toy" money to the students (Teacher's Resource) and they then pair up and try to sell the objects they have. This sequence continues as many times as seems appropriate.

Notes:

The teacher can prepare for this activity by suggesting ways of persuading customers to buy things:

	"It's just right for you."
	"You really need this."
	"You can't do without it."
	"It's a new model."
	"It's really smooth/clean/useful... "

Having "bought" something, the student then tries to sell it to the next partner. If the transaction does not go through in two minutes, then the task is to sell the original object to the next partner. The amount of money given to students is up to the teacher. Notes supplied in the Teachers' Resource are:

	10 South African Rand
	10 Hong Kong Dollars
	5 Australia Dollars
	2 Singapore Dollars

Students can either use these as equal currencies, or bargain with them as part of the trading process.

Student's book page 130. "My Role" - Homework:

Materials:	Student's book
Students:	Pairs or groups
Rationale:	Note-taking, reflection, planning, goal-setting.
Method:	This encourages students to think about the Project. "What will I do?" "Who will perform which parts of the Project?" "What do I need to prepare?" Students are asked to think about their own contributions and to start preparing for the Project.

Teacher's Notes
- Lesson 3 -

REMIND STUDENTS TO FILL IN "MY ATTENDANCE SHEET" (STUDY BANK)
FOR THIS LESSON AND THE NEXT LESSON.

WE NEED "SLOGAN CARDS" AND "PRODUCT CARDS" FOR THIS LESSON

Student's book, pages 131-132. "Ad Crossword" - Warm-up:

Materials:

Student Books (1) .Student Books (2) (Click here).

Students:

Pairs or groups

Rationale:

Explanation and comprehension of "Ad" language - adjectives and comparatives.

Method:

Students perform a "Cooperative Crossword", describing "desirable" words to each other. These are words that are often used as key concepts in Ads and so can be useful reminders for the students. New vocabulary can be added to the Project notes at the end of this Chapter, or to the Study Bank at the end of the book.

Notes:

Since these words are not "concrete" nouns, it could be helpful to use them as they might occur in a TV Ad:

"These are (fashionable) shoes."

"This makes your clothes (softer)."

"(Cheaper) than other soaps."

"You will look (younger)."

Student's book, page 133. "Slogan Match" - Project-work:

Materials:	Students' book, Adverb cards (*Teachers' Resource* 1) (*Teachers' Resource* 2) (*Teachers' Resource* 3) (*Teachers' Resource* 4)
Students:	Pairs
Rationale:	Matching; listening; inferring; key words and ideas.
Method:	The teacher gives each students a Slogan card and a Product card. In Stage 1 the student writes the Slogan in his/her book in Box 1 and the Product in Box 2 and returns the cards to the teacher. In Stage 2 students move around the classroom and ask about each other's Slogans and Products, trying to find their respective matches.
Notes:	Students will not know many of the Slogans (and Products) so there will be a good deal of inference going on. It can be a good idea therefore to encourage students to look for "probable" matches rather than thinking in terms of "correct" and "incorrect". Ideas in these Slogans should help to spark similar ideas in the students when making their own Slogans (follow-up).

Student's book, pages 133 - 139. "SILL" - Homework:

Materials:	Student book (SILL in Korean) Teacher's Resource (SILL in English)
Students:	Singly
Rationale:	Self-evaluation of learning strategies.
Method:	Students complete the Strategy Inventory for Language Learning in their books (Korean Version) and make a "learning profile" detailing their preferred learning strategies. This can then be discussed in the Mid-term Evaluation Session.
Notes:	The SILL not only identifies preferred learning strategies (encouraging self-assessment of the effectiveness of these), but brings others to the attention of the student. This can be a useful source of discussion in the Mid-term Evaluation Session, in which either the teacher can make suggestions, or the student can ask questions relating to effective learning methods. The English version of the SILL is in the Teachers' Resources.

REMIND STUDENTS TO FILL IN MY ATTENDANCE SHEET (STUDY BANK} FOR THIS LESSON AND THE NEXT LESSON

STUDENTS NEED TO BRING A FRUIT TO THE NEXT LESSON.