Korean Job Discussion Forums

[TDR]

I am trying to plan a lesson for next week and I've come to the section in my book where the students are required to learn the proper ways to give thanks. The two dialogue sets are as follows:

1. A: Thank you for coming. (inviting me, the dinner, the present)
B: My pleasure.

2. A: Can I take your coat? (backpack, hat, suitcase, teapot, umbrella)
B: Thank you. or Thank you. But it's all right.


I taught this lesson last year and I reviewed the first dialogue pretty quickly as almost all of the students already knew these expressions. I focused on the second dialogue and I explained the differences between 'Can' and 'May' in terms of requests and how they should change the book to read 'May I...?'.

Last year when I taught this dialogue, I created a worksheet where they had to listen to a role-play that was read aloud between my co-teacher and I. It used a lot of requests and discussions about the possiblities of doing something using 'may' and 'can', respectively. They had to fill in the gaps and then they had to answer some questions on their own.


Here's my request: While I could simply use this worksheet again to hammer in the differences between 'can' and 'may', I would actually like to do a more engaging activity to focus on thanking someone, as that's supposed to be the main idea of the lesson (in the textbook). However, I can't really come up with anything other than a line drill where students make requests of others. My students have done line-drills to death and I am wondering if anyone has any suggestions, games, or ideas that might liven up this lesson and get my students thanking each other more readily.

Thanks in advance!

-TDR-

[ddeubel]

I have a nice walk around Thank you game. go to our scribd resources and search with thank you. Should pop up. http://www.scribd.com/people/view/1005075

[Katchafire]

I did the following with my Parent class, it worked a treat and we all had a great laugh.

Each student brings a 'no more than' 2000 won gift to class (wrapped). Students names are put into a hat, and each student takes a name from it. One student starts, offering their gift to the student they chose from the hat - both students using the target expressions. The student receiving a gift then chooses a name from the hat and it continues. This works well for students who aren't very confident OR competent as they hear the target expression being repeated.
It would be advisable to bring a few back-up gifts incase some students (and there always are) who forget to bring something.

You can change this to fit your target expression.
Good luck!

G