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Teacher's Notes
- Lesson 1 -

IN THIS LESSON WE NEED "BUSINESS CARDS" (1) "BUSINESS CARDS" (2) (TEACHER'S RESOURCE)

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

Student's book page 108: "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 109, 110. "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 110. "The Line" - Warm-up:

Materials:	Student book (Click here)
Students:	Groups or pairs
Rationale:	Ice-breaker; introduction to requesting and providing personal information.
Method:	Students line up in the classroom, or in the corridor, according to age. While asking about age and date of birth (and using numbers to answer these questions), students should use English. Follow-ups (either in this lesson, or another time) can use Student ID numbers, number of family members, etc.
Notes:	This activity can be a useful warm-up before any lesson. The space can be made smaller/bigger, and the categories varied each time.

Student's book page 110. "I am you" - Project-work:

Materials:	Student book, Business Cards *(Teachers' Resource 1)* *(Teachers' Resource 2)*
Students:	Pairs
Rationale:	Asking for and responding with Personal Information.
Method:	Stage 1: Students fill in Business Cards (Teachers' Resource) with their own details. Stage 2: They then (in pairs) ask each other about those details. Students should also ask about things such as family members, lifestyles and hobbies. Stage 3: Students exchange business cards, and find new partners. Stage 4: Students take on the identity of the business card they are holding (they should have learned as much as possible about the person concerned) and repeat Stage 2 (asking and responding to Personal Information questions). Stage 5: Students exchange business cards. This sequence continues until the teacher wishes to stop the activity. At that time, students should find the person who "owns" the business card that they are currently holding, and find out how much of the information they know about that person is correct.
Notes:	This is an interesting activity, but can be difficult the first time around. It can therefore be good to use it again (once students are familiar with the format), perhaps with students in another class.

Student's book page 111. "Please fill this in" - Project-work:

Materials:	Student book (Click here)
Students:	Pairs
Rationale:	Filling in application-forms with Personal Information.
Method:	Students exchange books and ask and respond about Personal Information. The information about each student therefore goes into his/her own book
Notes:	For follow-ups, teachers can try to find various official forms, and ask students to fill these in (one asking, one answering). For example, it might be possible to find Bank-account forms, Visa application forms, University entrance application forms and English examination application forms on the Internet!

Student's book page 112. "Computer Resume" - Homework:

Materials:	Student book (Click here); computer (access to the Internet).
Students:	Pairs or singly.
Rationale:	Accessing information from the Internet; researching the format of resumés; skimming for information; making an individual resumé.
Method:	Method: Students access a web-page mentioned in their book. This provides 16 sample resumés. Students visit the samples, and check off in their books the items that each contain. In a suggested follow-up, students can visit sites which produce resumés automatically when the information is inputted by the student.
Notes:	The aim here is simply to call attention to the make-up of a resumé, but the on-line resumé generators are also a valuable tool for the students.

- Lesson 2 -

IN THIS LESSON WE NEED THE "ADVERB CARDS" (TEACHER'S RESOURCE).

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

Student's book page 113. "Match the Adverb" - Warm-up:

Materials:	Student book (Click here) "Study Bank" (Click here); Adverb cards *(Teacher's Resource)*.
Students:	Groups.
Rationale:	Interviews require the ability to describe personal qualities. Students therefore review adverbs and make notes of new words.
Method:	Students play "Match" with English and Korean versions of the adverbs (see the Study Bank and the Dictionary). Various versions of this activity can be created, continuing as long as the students find it useful.
Notes:	Directions in the student book ask students to write on the cards and to note "new" words in their "My notes" page at the end of the Chapter. This is a useful habit to get started - using the blank sheets at the end of each Chapter for note-making and taking.

Student's book page 113 ."Just do it!" - Warm-up:

Materials:	Student book (Study Bank); Adverb cards (*Teachers' Resource)*.
Students:	Groups, pairs.
Rationale:	Further review of adverbs.
Method:	One student chooses a card. Other students tell him/her to do something ("Open the door" etc). The student then performs the action in the manner of the word on the card. Other students have to guess the word.
Notes:	It is worth spending some time on adverbs and "qualities", since these can be difficult for the students, but are useful items of vocabulary.

Student's book pages 114-6. "Qualities" - Project-work:

Materials:	Student's book (1), Student's book (2), Student's book (3).
Students:	Pairs or groups
Rationale:	Preparing for Interviews, this activity reinforces (and perhaps introduces) a number of useful "personal quality" words.
Method:	Content is introduced in the form of a cooperative crossword. Students first match given clues to the actual words, in the first two crosswords. On the third page they then explain the words to each other (referring to those clues and to the dictionary if they wish).

Student's book page 117. "Job-brainstorm" - Project-work:

Materials:	Student book (click here).
Students:	Pairs or groups
Rationale:	Preparing for Interviews, this activity asks students to think about the job-application process and to identify ideas and words.
Method:	Students brainstorm about the job-application process. When finished, one student from each group writes the words on the board, while the others dictate (shout) them..

Student's book page 117. "Interview questions" - Homework:

Materials:	Student book; Computer; Internet connection.
Students:	Singly or Pairs
Rationale:	Accessing information and reference materials from the Internet. Computer skills. English on the Internet.
Method:	Students go to a page on the Internet (see students' book) and browse links to various "Interview" pages. They then find suitable Interview Questions on these pages, and print out the ones they want. Finally, they bring these questions to the next lesson.

Teacher's Notes
- Lesson 3 -

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

IN THIS LESSON WE NEED THE "ADVERB CARDS" (TEACHER'S RESOURCE).

Student's book page 113."My sister's dog" - Warm-up:

Materials:

Student Books. (Click here).

Students:

Pairs or groups

Rationale:

Further reinforcement of "personal qualities" words (adjectives).
:

Method:

This is a chain-memory game. Students each add a quality about the dog, repeating all the ones that have gone before:

	Student 1: "My sister's dog is a happy dog."
	Student 2: "My sister's dog is a happy, intelligent dog."
	Student 3: "My sister's dog is a happy, intelligent, gentle dog."
	Student 4: "My sister's dog is a happy, intelligent, gentle, ... ... ... ... ... dog."

Notes:

This activity is on the same page in the Student Book as other Warm-up activities from Lesson 2). Students can refer to the Study Bank at the back of the book for various adjectives which can be used in this activity. The Study Bank can be used at any time, and should be seen as a mini-resource which can be added to by the students

Student's book page 113."Let's shake!" - Warm-up:

Materials:	Students' book, Adverb cards (*Teachers' Resource*)
Students:	Pairs
Rationale:	Non-verbal communication; body language.
Method:	The teacher gives each student an Adverb card as they come into the room. In Stage 1, Students find a partner. They then shake hands in the manner of the adverb (enthusiastically, happily, weakly, etc), and try to guess their partner's adverb. In Stage 2, students find a new partner and shake hands again, once more trying to guess their partner. This activity is also on the same page in the Student Book as other Warm-up activities from Lesson 2. If possible, each student should shake hands with every other student. Adverbs that cannot be guessed by one partner need to be explained by the other before moving on. Either students can decide when to find a new partner, or the teacher can call Time at intervals.
Notes:	"Feelings" words: quiet, quick, angry. sad, cool, happy, nervous, unhappy, loving, generous, intelligent, stupid, careful, slow, respectful, weary, sick, healthy, friendly, gentle, noisy, anxious, kind, stupid, calm, weary, careful, confident, weak, methodical, honest, ambitious, hard-working, lively, optimistic, lazy, strong, stubborn, talented, smart, relaxed, amusing, intelligent, sad, sensitive.

Student's book page 118. "Values" - Project activity:

Materials:	Student book
Students:	Individuals then Groups
Rationale:	Surveying opinions. Discussion on values.
Method:	Students interview each other about the topics listed on the pages and then discuss these in groups. As a follow up to earlier work on defining long-term and short-term goals, this activity can help to focus that topic in the context of interview skills. The sort of questions on the questionnaire are common in interviews, so it can be useful for students to talk about them, prior to trying their own Interview session
Notes:

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

Student's book page 119. "Elvis 1" - Homework:

Materials:	Student book, cassette tape
Students:	Singly or pairs
Rationale:	Listening to an interview.
Method:	Students find the "Elvis 1" tape (Audio/Visual library) and listen to it, filling in the cloze exercise in their books.
Notes:	Notes Listening is an important part of Interviewing that students typically find difficult, particularly without the help of gestures and other body language.