ONE of the joys of being a Brit, is that we can drop Maths at 16. I had my last Maths lesson more than 12 years ago, and today I drew graphs for the first time in forever! Who’d have thought!
A little background, for anyone teaching outwith elementary schools in Korea. There are 4 textbooks available for English classes from 4 different publishers: YBM, Cheonjae (2 sets) and Daegyo. My school uses one of the Cheonjae sets, and this is our 6th grade text book:
LESSON 9 is “How often do you exercise?” The textbooks can be pretty dry at times, depending entirely on your class. I quite enjoy these textbooks as they are an excellent foundation upon which you can build with supplementary materials. This week, my Co-Teacher (CT) and I combined the textbook with a project that spanned 2 lessons, culminating in the completion of a worksheet, the one that required the aforementioned graphs.
MY CT made the survey sheets and I made the worksheets, but I’ve attached tweaked versions of both (links at the bottom of the post) in PDF form. The survey sheets are A3 size, and the worksheets are A4 size.
IN the first half of the two lessons, along with textbook activities, the students had to complete the survey by placing a dot sticker in the relevant column. They got pretty busy once all 6th grade classes had added their stickers. After class, I totalled all the columns, and even worked out percentages. They aren’t exact, they’re all rounded up (kind of) but this is for English class, not Maths class. The percentages are there to aid sentence writing rather than any mathematical purpose.
THE following day, armed with the worksheets and graph paper, I talked the students through the task, showed them examples, and away they went. I was happy for them to use any kind of graph they wanted, so long as the information made it onto the worksheet and they wrote their 4 sentences (choosing two values from the graph).
MY students enjoyed this class, did the work well and were very independent in creating sentences, or running them together to make more complex sentences.
OF course this lesson doesn’t have to be relegated for use with this textbook! You could combine it with the following list of adverbs of frequency, or any activity you desire.
Adverbs of Frequency
100% – always
90% – usually
80% – normally / generally
70% – often / frequently
50% – sometimes
30% – occasionally
10% – seldom
5% – hardly ever / rarely
0% – never