Conversation Pro

Topic. News from Korea: one news item from the week, what happened, who it affects and what you think about it.

Can-do. I can hold a 10-minute conversation about news from Korea, take a stand and answer unexpected questions.

Preparation. Three minutes of video or text in Korean, sent three days before the lesson, with two questions to think about.

Task type. Retelling with loss. You tell a partner what the material said and what you think; a third person who did not hear it gets it second-hand and has to answer questions about it.

The question box. Put your grammar questions in the platform during the week. The teacher takes the three most common, ten minutes.

The mission. Tell the news so clearly that the person who hears it second-hand can answer three questions about it.

Why. What you prepared at home gives you planning time, and planning time gives longer and more fluent turns.

Topic. A K-drama episode everyone has seen: what happened, and who was right?

Can-do. I can hold a 10-minute conversation about a K-drama episode, take a stand and answer unexpected questions.

Preparation. The episode, or three minutes of it, sent three days before the lesson with two questions to think about.

Task type. Debate in pods. Two sides and a moderator: one defends one character in the episode, one the other, and the moderator asks follow-up questions and sums up.

The question box. Put your grammar questions in the platform during the week. The teacher takes the three most common, ten minutes.

The mission. Argue your side so that the moderator can restate your strongest argument.

Why. Three task types in rotation are the same skill under new conditions; that is how a long conversation becomes stable.

Topic. Work and career: how Koreans see work, job changes and the road there, and how you see your own.

Can-do. I can hold a 10-minute conversation about work and career, take a stand and answer unexpected questions.

Preparation. Three minutes of video or text in Korean, sent three days before the lesson, with two questions to think about.

Task type. Interview Michelle. The pod prepares five questions, one asks them, the others take notes.

The question box. Put your grammar questions in the platform during the week. The teacher takes the three most common, ten minutes.

The mission. Find out three things about Michelle's working life that you did not know.

Why. At this level the bottleneck is not phrases but holding a long turn and handling the unexpected, and an answer you cannot predict is the unexpected.

Topic. Relationships: friendship, family and couples, and what we owe each other.

Can-do. I can hold a 10-minute conversation about relationships, take a stand and answer unexpected questions.

Preparation. Three minutes of video or text in Korean, sent three days before the lesson, with two questions to think about.

Task type. Debate in pods about a relationship dilemma. Two sides and a moderator who asks follow-up questions and sums up.

The question box. Put your grammar questions in the platform during the week. The teacher takes the three most common, ten minutes.

The mission. Take a stand in the dilemma and hold your line when the moderator pushes.

Why. The grammar comes from your own questions, because what is explained when the need is already there sticks best.

Topic. One of lessons 1–4, drawn as the conversation starts. Ten minutes in the final test's form.

Can-do. I can speak for ten minutes about a topic I am given as the conversation starts, and answer questions outside the topic.

Preparation. Nothing new. Go through the material from lessons 1–4 again.

Task type. The final test's form, in pairs: one speaks, the partner asks questions from their cards.

The question box. As usual, ten minutes. The teacher listens to the pairs with the final test's four criteria and says the result out loud: practice, it does not count. The NPS survey comes after the lesson.

The mission. Keep the conversation going for ten minutes on the topic you draw, and answer your partner's questions.

Why. A halfway rehearsal in the test's form gives better results and less nervousness than an extra topic.

Topic. Money: wages, prices, saving and what is expensive in Korea and in Sweden.

Can-do. I can hold a 10-minute conversation about money, take a stand and answer unexpected questions.

Preparation. Three minutes of video or text in Korean, sent three days before the lesson, with two questions to think about.

Task type. Retelling with loss. You tell a partner what the material said and what you think; a third person who did not hear it gets it second-hand and has to answer questions about it.

The question box. Put your grammar questions in the platform during the week. The teacher takes the three most common, ten minutes.

The mission. Tell it so clearly that the person who hears it second-hand can answer three questions about the material.

Why. The same task type as in lesson 1 with a new topic: the same skill under new conditions is what makes it stable.

Topic. Health: stress, sleep, food, exercise and how healthcare works in Korea.

Can-do. I can hold a 10-minute conversation about health, take a stand and answer unexpected questions.

Preparation. Three minutes of video or text in Korean, sent three days before the lesson, with two questions to think about.

Task type. Interview Michelle. The pod prepares five questions, one asks them, the others take notes.

The question box. Put your grammar questions in the platform during the week. The teacher takes the three most common, ten minutes.

The mission. Find out three things about how Michelle stays healthy that you did not know.

Why. The unexpected is what separates a conversation from a prepared turn, and an answer you cannot predict trains exactly that.

Topic. Travel: how Koreans travel, where they want to go, and how you prefer to travel yourself.

Can-do. I can hold a 10-minute conversation about travel, take a stand and answer unexpected questions.

Preparation. Three minutes of video or text in Korean, sent three days before the lesson, with two questions to think about.

Task type. Debate in pods: travel alone or in a group? Two sides and a moderator who asks follow-up questions and sums up.

The question box. Put your grammar questions in the platform during the week. The teacher takes the three most common, ten minutes.

The mission. Argue for your way of travelling so that the moderator can restate your strongest argument.

Why. The third debate of the course: the same task with a new topic is varied repetition, and that is what makes a long conversation stable.

Topic. Opinions about Sweden: what is good, what is strange and what a Korean should know. At the same time the dress rehearsal with the teacher as guest.

Can-do. I can debate about Sweden for ten minutes and hold a 15-minute conversation in the final test's form about a topic I do not know in advance.

Preparation. Three minutes of video or text in Korean about Sweden, sent three days before, with two questions to think about.

Task type. Debate in pairs about Sweden, ten minutes, while the teacher takes one student at a time to 15 minutes about a topic you do not know in advance.

The question box. As usual. After the lesson you get one strength and one thing to work on before lesson 10.

The mission. Argue your side about Sweden, and take your turn with the teacher as if it were the test.

Why. A dress rehearsal the week before the test gives better results and less nervousness than an extra topic.

Topic. Unknown in advance: the guest chooses.

Can-do. I can hold a 15-minute conversation with a Korean guest about a topic I do not know in advance, take a stand and answer unexpected questions.

Preparation. Nothing new. Listen to your "before" recording from the start of the course.

Task type. Final test: 15 minutes with a Korean guest, assessed on task completion, conversation strategies, intelligibility and fluency. Those waiting debate in pairs with new topic cards.

The question box. Closed today. After the lesson: your 60-second "after" recording, a certificate with test result and an invitation to Speaking Club.

The mission. Keep the conversation with the guest going for 15 minutes, whatever the topic turns out to be.

Why. We assess what we promise: that you handle the situation intelligibly, not grammatical correctness.