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Teacher's Notes
- Lesson 1 -

WE NEED "WHAT AM I DOING" ROLE CARDS FOR THIS LESSON.

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

Student's book page 83. "What am I doing?"- Project-work:

Materials:	Student's book (Click here) Role Cards *(Teachers?Resource)*
Students:	Groups
Rationale:	Miming sequences of actions; asking questions
Method:	Stage 1: The teacher distributes Role Cards to each group. Stage 2: One student looks at a Card and performs the actions on it. The other students try to guess the situation and the sequence of actions by watching and asking questions. Stage 3: Repeat Stage 2 with a different actor... ... . etc.
Notes:	Actions are an important part of any Drama and the aim in this activity is to spark off ideas about using actions to help communicate a sequence of events. Students will need to produce dialogs, but actions can also convey a large part of the message. Some groups might wish to have a narrator rather than using dialogs and to have actors who do everything by mime. Other groups might want to combine dialogs and narration.

Student's book page 85. "What did you do?" - Warm-up:

Materials:	Student's book (click here to see the student's page).
Students:	Whole class
Rationale:	Reporting; events in sequence.
Method:	Students ask "What did you do last weekend?" to each other. If the answer appears on the relevant page of the students' book (e.g. "I watched TV") then the questioner writes that person's name under the statement. If not, he/she moves onto another student. When 5 boxes in a row have been completed, the student can shout "Bingo!"
Notes:	If possible, one name should only appear one time on any page. The activity can continue even after "Bingo!" has been called. By collecting ideas on simple events, students can start to think of what "happens" in a typical story.

STUDENTS (OR TEACHERS) NEED TO BRING MASK-MAKING
MATERIALS TO LESSON 2.

Student's book page 86. "Brainstorming" - Project-work:

Materials:

Student book (click here to see the student page);

Students:

Pairs

Rationale:

Preparation; choosing a drama; assigning roles.

Method:

The names of 11 well-known Korean Folk Tales are supplied (Student Book). Students can choose one of these for their project, they can decide on another title (e.g. a Fable) or they can make their own Drama. If they are short of ideas, however, the Korean stories given should be sufficient.

Notes:

Students should assign roles and also start thinking about what will happen in the drama:

	How many scenes?
	How many actors?
	Narrator?
	Dialogs?
	Props?
	Preparation?
	Who will prepare what?

Student's book page 87. "Email" - Homework:

Materials:	Student book (click here to see the student page) (Introductory Section); computer; email link;
Students:	Pairs
Rationale:	Use of computers for communication in English
Method:	Students use the list of phone numbers and email addresses that they made in the Introductory section. They then send an email message to the person who is 5 places after them on the list. Students should therefore send and receive an email message. Students at the end of the list count forward 5 places. E.g. if I am number 19 in a class of 22, I will email student number 2 (20, 21, 22, 1, 2).
Notes:	Teachers can ask students to c.c. them if they wish, or they can leave students to monitor each other. Each student will have two partners, so they will know if someone doesn't participate in this class activity. There are various developments possible with this type of activity. As well as enhancing communication between students, this can grow into an "Email-pals" project via lists such as this one: iecc-he-request@stolaf.edu A message can be sent on this list asking for partner institutions (Higher-Ed). There are many teachers across the world subscribing to this list and their students are often also studying EFL or ESL even if in America or the USA. As mentioned in the introductory notes to this Project, the teacher might want to exchange this homework with the "Cassette Journal" homework of Lessons 3. In this case, the cassettes could be collected in Lesson 3 and RETURNED to the students in the Evaluation session, so that they could make new entries during the vacation.