NORTH KOREA – PART 2 STUDENTS’ NOTES

1

A. DISCUSSION 1. If money was no object, what sort of food would you eat?

2. Would you eat out at restaurants more often, or buy more expensive ingredients?

3. How many courses would you eat for each meal?

B. WHICH FOODS You are going to read an article about the food eaten in North Korea. The article

mentions what type of food was eaten by the previous leader Kim Jong-il, and which by

the general population. Have a look at the following list of foods, and decide which is

eaten by which.

sushi mangoes & papayas corn kernels durians mugwort scented ricecakes barley pond weed cobs writhing fish French cheese husks leaves lobsters sea urchins caviar grass pine bark

C. MATCH THE WORD TO THE DEFINITION 1. hefty a. to spend wastefully or extravagantly 2. blemish b. a small piece of food 3. morsel c. of considerable size, weight or amount 4. enigmatic d. plant matter remaining after a process 5. retinue e. a state of alarm and apprehension 6. to squander f. a flaw or defect 7. pulp g. the quality of being exceedingly generous 8. munificence h. mysterious 9. hodgepodge i. assistants accompanying a high ranking person 10. trepidation j. a mixture of dissimilar ingredients

D. MATCH THE COLLOCATION S 1. on the a. rise to 2. renowned b. lieu of 3. give c. whim 4. on a d. yourself 5. refrain e. pretext of 6. in f. for 7. to stuff g. from

NORTH KOREA – PART 2 STUDENTS’ NOTES

2

NORTH KOREA – PART 2 STUDENTS’ NOTES

3

Ref: THE WEEK, pg 56 &57, 12th

November 2011

NORTH KOREA – PART 2 TEACHER’S NOTES

1

A. WARMER Discuss the questions with the class, or get them to discuss in groups and then get

feedback (encourage them to think extravagantly).

B. PRE READING EXERCISE Tell the class that they will be reading an article about the food eaten in North Korea.

The article is about what the previous leader Kim Jong-il ate, and what the general

population eat. Get them to look at the following list of foods, and decide which are

eaten by Kim Jong-il (K) and which by the population (P).

sushi (K) mangoes & papayas (K) corn kernels (P) durians (K) mugwort scented ricecakes (K) barley (P) pond weed (P) cobs (P) writhing fish (K) French cheese (K) husks (P) leaves (P) lobsters (K) sea urchins (K) caviar (K) grass (P) pine bark (P)

C. VOCABULARY Before reading the text, get the students to match the word on the left with the

definition on the right.

Answers: 1c, 2f, 3b, 4h, 5i, 6a, 7d, 8g, 9j, 10e

READING Get the students to read the text, either during the lesson or for homework. While

reading they need to ascertain the following:

1. Were their prediction correct with regards to the food types mentioned in the

warmer?

2. What the words in the vocabulary list are referring to in the text.

D. MORE VOCABULARY The following are collocations found in the text. Get the students to match the column

on the left with the column on the right to form commonly used phrases.

Answers: 1e, 2f, 3a, 4c, 5g, 6b, 7d

E. PRACTISE VOCABULARY Make flashcards from the ‘Vocabulary’ list, and then make a set of cards in another

colour from words in the ‘More Vocabulary’ list. Place the cards in 2 separate piles face

down on the table (so the students cannot see what word they are choosing). The

students need to take turns choosing one card from both piles, and then ask another

student a question using BOTH words/phrases in the question. The words from both lists

can be recycled, as the students will be choosing different combinations.