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Preface

Greetings & Some Expectations for NSETs

Greetings to you all, the Native Speaking English Teachers (NSETs) who

are committing yourselves to help improve elementary and secondary school

English education in Seoul. English has grown in importance in Korea in

recent years. Being the language for education and commerce throughout

many developed countries, Korean people have realized the importance of

having a command of the language. According to a study conducted by

Newsweek magazine, three quarters of the world's top 100 universities are in

countries where English is the first language of communication. Thus, English

plays a pivotal role in acquiring and spreading knowledge. It is estimated that

about 70% of Internet-based information is in English; and English is the

predominant language used in writing intellectual and scientific journals.

In order not to stagnate in the face of global development, Korean

students spend a huge amount of time and energy learning English. According

to Korea's Munhwa Broadcasting Corporation(MBC), a Korean student spends

an average of 15,548 hours learning English from middle school through

college. If you take into account the amount of preschoolers learning English,

it can be concluded that Korea spends an enormous amount of time and

money on English education.

Thanks to the amount of time and effort spent on English education, most

Korean students achieve a high level proficiency in English, mainly in reading,

by the 11th or 12th grade. They retain quite extensive vocabulary as well.

Regardless of their reading proficiency, many students still find it difficult

to express themselves comfortably in English. In response, Seoul Metropolitan

Office of Education (SMOE) introduced a new English program in 2005. This

program enabled the government to invite Native Speaking English Teachers

to work in schools throughout Seoul. Your presence and commitment symbolize

the paradigm shift of public school English education here in Korea.

I would like to take this opportunity to highlight some of the expectations

toward you not only from SMOE but also from students, the real

beneficiaries of your teaching.

You as NSETs are expected to:

1. focus on the development of students' oral communication skills.

Your teaching methods should be designed to give students the

opportunity to communicate in English as much as possible. This will ensure

their communicative competence can emerge naturally. This does not mean

that your lessons should be limited to fostering only oral communication skills.

Focusing on one aspect of language teaching can be detrimental to the other

areas. As well as communicative lessons teachers are encouraged to integrate

other language skills such as reading and writing into their lessons.

2. design your lesson according to student's English proficiency level.

Because of the diversity of students English ability teachers should plan

adaptable lessons according to individual classes. Every class will be different

and teachers should plan accordingly. Each school will have differently styled

English classes. Some schools may separate students according to their

English proficiency level while others will have mixed ability classes. To

prepare for this, teachers should attempt to customize lessons for each

level. This will ensure higher level students are challenged and lower levels

are not overwhelmed. For your benefit, this guide book introduces a couple of

sample lesson plans designed in different levels.

3. plan your lesson based on the authorized textbooks.

Ministry of Education, Science and Technology ensures that school

textbooks follow the national curriculum. As a teacher it is your job to

provide lessons that adhere to the goals and major themes of the national

school curriculum. You are strongly advised to plan your lessons based on the

authorized textbooks. The purpose of this guide book is to help you become

more familiar with the approved lessons. This does not mean that your

teaching materials should be limited to your school's authorized textbooks.

Use the textbooks as a starting point to develop lessons around the topics

provided.

4. develop a co-teaching plan through collaboration with co-teacher(s).

For a successful co-teaching lesson, both NSET(s) and KET(s) have to

work together to create a weekly, monthly and yearly co-teaching plan in

advance. Oftentimes, your school affairs may prevent you from having the

chance to discuss a lesson plan. Setting aside a certain time each week is

one way to ensure regular meetings. When it comes to developing a weekly

plan, a three step collaboration is suggested: pre-class collaboration, in-class

collaboration and after-class collaboration. For more details regarding

co-teaching, you can refer to the CO-TEACHING GUIDELINES in this book.

5. have a strong sense of creativity and motivation.

The motto of school education of Seoul is to 'produce people of integrity

coupled with creativity and competence.' With this motto in mind, you are

advised to come up with motivating lesson plans conducive to building

students' creativity and competence. There are several teaching techniques

utilized by teachers in Korean classrooms. Some of them are: peer

competitions, relatable topics, activities requiring students to move about the

classroom, telling stories about yourself and the inclusion of diverse materials, etc.

6. simplify your spoken English.

While Korean students excel in reading, they are much weaker in listening.

Some of your students may not be accustomed to communicating with a

native English speaker and may not understand you. Therefore, you should try

to simplify your spoken English to give students the chance to understand

you. Of course when dealing with higher level students you may choose not to

simplify or adapt your language.

7. educate yourself about the Korean culture.

Koreans' way of thinking and behaving may confuse and possibly aggravate

even the most cultured westerners. The best way to reduce any possible

problems is to attempt to understand the differences and similarities

between Korean culture and your own. Why not try to familiarize yourselves

with Korean culture? This would benefit not only your lives in Korea but the

knowledge you acquire could be utilized into your teaching.

8. try to learn more about your school's vision and philosophy.

Every school has its own vision and philosophy. You are one of the faculty

members of the school and have a responsibility to share its vision and

philosophy. You should encourage students to achieve and embrace your

school's vision and philosophy. In this area your Korean co-teacher(s) will

certainly be a big help to you.

Dear all, you are here with us to help provide quality English education to

Korean students. You are not here as token foreigners promoting a Korean

English education policy. As mentioned earlier, your presence and commitment

symbolize the paradigm shift of school English education in Korea. Remember

that some of your pupils may play a crucial role in the international

community in the future. You are the ones that can help them overcome

their language barrier and build confidence in themselves. Your encouragement

and teaching could help them become valuable members of the global

community. In this sense, I hope that each and every one of you will

motivate yourself to be more proactive in your schools and classes. Please try

your utmost to meet the expectations SMOE and also students have for you.

On behalf of the English education policy department of SMOE, I would like

to express our appreciation for your dedication in improving the English

education system in Seoul and wish you a very memorable time in Korea.

ContentsThe Generality

1. Goals of Elementary English Curriculum ························································ 3 1.1 Characteristics ····································································································· 3 1.2 Goals ······················································································································· 4

2. Contents of Elementary English Curriculum ················································· 5 2.1 System of Contents ··························································································· 5 2.2 Achievement Standards by Grades/Levels ················································· 7

3. Teaching and Learning Methods ······································································ 12

4. Teaching Methods for Elementary Learners ················································ 14 4.1 Overview of Teaching Methods for Language Learning ····················· 14 4.2 Examples of Listening and Speaking Activities ···································· 16

5. Evaluation ················································································································· 17 5.1 Purposes of Assessment for English Learners ······································· 17 5.2 Principles of Korean Elementary English Evaluation ························· 18 5.3 Authentic Assessment ····················································································· 18

6. Composition Principles and Features of Textbook ······································ 21 6.1 Composition Principles and Features of Textbook ······························· 21 6.2 Details ·················································································································· 21

7. Co-teaching ··············································································································· 25 7.1 Definition ············································································································ 25 7.2 Co-teaching Approaches ················································································· 25 7.3 Co-teaching Steps ····························································································· 26 7.4 Roles for Co-teaching between KET and NSET ··································· 27 7.5 Co-teaching Lesson Plan (Example) ·························································· 32

8. The Yearly Plan of Teaching ············································································· 34 8.1 3rd Grade ··········································································································· 34 8.2 4th Grade ··········································································································· 36 8.3 5th Grade ··········································································································· 38 8.4 6th Grade ··········································································································· 42

Teaching Plan

1. Hello, I'm Minsu ····································································································· 49

2. What's This? ············································································································· 57

3. Happy Birthday! ····································································································· 65

4. Wash Your Hands ·································································································· 73

5. I Like Apples ··········································································································· 81

6. How Many Cows? ··································································································· 89

7. I Can Swim ·············································································································· 97

8. It's Snowing ············································································································ 105

Appendix

1. Communicative Functions and Sample Sentences ···································· 115

2. Vocabulary ·············································································································· 119

3. Useful Websites ···································································································· 123

4. Related Story Books ···························································································· 125

5. Hangul, the Korean Alphabet ·········································································· 130

6. Korean Folk Tales ······························································································· 132

7. Frequently Asked Questions ··········································································· 150

∎ References ·················································································································· 155

PART

The Generality

1. Goals of Elementary English Curriculum

2. Contents of Elementary English Curriculum

3. Teaching and Learning Methods

4. Teaching Methods for Elementary Learners

5. Evaluation

6. Composition Principles and Features of Textbook

7. Co-teaching

8. The Yearly Plan of Teaching

❙• 3 •❙

Goals of Elementary English Curriculum1

1.1 Characteristics

Elementary English as a core subject raises students' ability to understand and express the basics

of the language as it is used in their daily lives. It is based on the four functions of language:

listening, speaking, reading and writing. The main focus is on listening and speaking. Reading

and writing are based on simple contents related to the former components.

When applying English teaching methodology, Elementary school students' characteristics should

be considered. First of all, elementary school students are full of curiosity, and their thoughts

and behaviors are strongly affected by their senses and experiences. Teaching methods should be

based on students' senses and experiences accordingly. Second, repetitive teaching is

recommended since they learn quickly but forget easily. Finally, they have short attention spans.

Various teaching methods and materials, therefore, such as multi-media should be used

appropriately.

Elementary English focuses on level-focused learning, reflecting students' different abilities.

Level-focused learning includes the basic course, which is applied to all students, and the

advanced/supplementary course. The advanced course offers additional task-based learning for

students who have reached the achievement standard of the basic course. The supplementary

course offers additional task-based learning to help students who didn't reach the achievement

standard of the basic course. In level-focused learning, therefore, students learn on their own

through tasks and activities.

At the elementary school level, it is important to maintain students' interest as well as to make

them familiar with and confident in English. This will be the foundation of improving their

communicative skills to further their English education. Although one of the aims of teaching

English is to help them develop their communicative skills, establishing a good personality is

also important. English education should help students to develop sound moral values and an

independent civil mentality. Also, it should encourage the students to have an understanding

attitude toward foreign cultures, international insight, a cooperative spirit and basic knowledge as

citizens of the world.

❙• 4 •❙

1.2 Goals

Students will learn how to acquire the basic communication ability that is necessary to

understand and use the basic English in their daily lives. In addition, they are able to take in

foreign cultures in a right way, develop Korean culture and find a way to introduce Korean

culture to the world.

⑴ Students will learn how to have confidence and interests in English, and acquire the basic

skills to communicative.

⑵ Students will learn how to have a conversation about their daily routines and general topics.

⑶ Students will learn how to understand various information about foreign culture and acquire

the ability to use it.

⑷ Through the understanding of foreign cultures, students are able to recognize Korean

culture in a new perspective and develop ethical values.

【Commentary】

Elementary school English is the starting point of the public English Education, so the goal

will be a part of the achievement of English education. Students will understand and use

English to build up the basic communication skills, take in other cultures properly, and

introduce Korean culture.

❙• 5 •❙

Contents of Elementary English Curriculum2

2.1 System of Contents

Language Skills

Students will gradually learn how to build up their ability covering four functions of language

: listening, speaking, reading and writing.

Language skills Spoken Language Written Language

Receptive skills Listening Reading

Productive skills Speaking Writing

【Commentary】

Spoken language is introduced earlier than written language. Listening is introduced earlier

than speaking, and reading is introduced earlier than writing. After some time, these four

functions will be integrated systematically.

Communicative Activities

Communicative Activities are composed of spoken language and written language.

Scope Contents

Spoken Language

Activities

- For spoken language activities, refer to [Appendix 1] 'Communicative

functions and example sentences'.

- Choose and use 'Communicative functions and examples' to achieve each

grade/step level.

Written Language

Activities - For written language activities, refer to [Appendix 1].

【Commentary】

For spoken language activities, you have to introduce some activities that achieve each

❙• 6 •❙

grade/step level centering around [Appendix 1] 'Communicative functions and example

sentences'. For written language activities, refer to [Appendix 1] 'Communicative functions

and example sentences'.

Language Components

For authentic activities, refer to components, culture, language, vocabulary and the length of

single sentences.

Scope Contents

Topics

- Activities to motivate students to learn English while considering student

interest, necessity, and cognitive level

- Appropriate contents consider theme, situation, etc.

- Appropriate contents to accomplish each grade/step level

- Appropriate contents for interaction

- Appropriate contents for advanced and development learning

Culture

- The way of living and language culture for communication

- Appropriate language and nonverbal expressions of Western cultures

- Cultural difference between Western and Korean cultures

Language

- Listening and speaking should be the main focus of learning. Reading and writing will

only assist.

- Natural acquisition of language and authentic communication

- Basic expressions used in daily lives will be taught more frequently

- Consider student cognitive level

Vocabulary

- New vocabulary for each grade

3rd Grade: 80 〜 120 words 4th Grade: 80 〜 120 words

5th Grade: 90 〜 130 words 6th Grade: 90 〜 130 words

(Within 450 words, 30 Korean words are permitted)

The length of

single

sentences

- 3rd, 4th Grade: less than 7 words in a sentence

- 5th, 6th Grade: less than 9 words in a sentence

(The cases using 'And, Or, But' are exceptional)

【Commentary】

The teacher motivates students to learn English considering student interest, necessity, and

cognitive level. The teacher introduces cultural differences between Western and Korean

cultures, and uses simple communicative functions in spoken words.

❙• 7 •❙

2.2 Achievement Standards by Grades/Levels

3rd Grade

Skills Levels Standards

Listening

Basic

Students are able to

① distinguish English sound, stress, rhythm, and intonation

② know the meaning of words

③ respond after listening to simple directions and commands in one

sentence

④ understand simple dialogues about themselves, family members,

and schools

⑤ enjoy singing short and easy chants and songs

⑥ understand directions for easy and simple games and activities

⑦ understand daily expressions

Advanced⑧ listen to words and know the relationship among words

⑨ listen to a sentence and to match it to the right picture

Speaking

Basic


① speak with proper stress, rhythm, and intonation

② say words for familiar objects around them

③ say a word or a sentence about objects or pictures

④ have easy and short conversations about themselves, family

members, and school

⑤ repeat short and easy chants and songs

⑥ participate in easy and simple games and activities

⑦ use daily expressions such as greetings

Advanced

⑧ say sentences about objects or pictures

⑨ have short conversations about themselves, family members, and

schools

【Commentary】

'Achievement standards' is the new concept of the 7th National Curriculum. Up until the 6th

National Curriculum, the contents included different materials according to each grade.

Achievement standards are based on a concept which includes contents and objectives. They

are also divided into a basic level and an advanced level. The basic level contains basic

objectives for all students to achieve while the advanced level contains higher objectives for

students who have achieved the basic goals.

❙• 8 •❙


Listening

Basic

Students are able to① understand short conversations about their daily lives② understand brief explanations about things and people③ respond after listening to simple directions and commands with

one or two sentences④ do simple tasks after listening to easy and simple explanations⑤ find out when and where the conversations take place after

listening to simple dialogues⑥ find key words after listening to simple dialogues about daily lives⑦ understand simple stories of role-plays

Advanced⑧ briefly understand the purpose of simple dialogues⑨ distinguish the meanings of two sentences after listening to them

Speaking

Basic

Students are able to ① have easy and simple conversations about daily lives② ask and answer questions about things and people around them③ express sentences about directions and commands④ ask for help when they are in need⑤ chant and sing songs⑥ speak and act out in role-plays

Advanced⑦ have conversations with proper gestures and expressions⑧ say what they need by using objects and pictures

Reading

Basic

Students are able to ① read and distinguish capital and lower case letters② read easy and simple words③ understand meanings of simple words with pictures, real objects,

and actions

Advanced④ have an interest in written words around them⑤ practice using alphabet letters on a computer keyboard

4th Grade

【Commentary】

Achievement standards for the 4th grade are built on the achievement standards for the 3rd

grade. Therefore, for teaching the 4th graders, teachers can teach the contents of the 3rd

grade's standards or reorganize the contents in the 4th grade. The written language is

introduced first in the grade 4, but it is limited to recognizing capital and lower case letters

and reading simple words. In the advanced level, teachers can help students speak naturally

by using nonverbal elements such as expressions, gestures, and so on.

❙• 9 •❙


Listening

Basic


① understand simple expressions about people and things around them

② do tasks after listening to easy explanations

③ understand situations after listening to simple dialogues

④ understand topics of simple dialogues after listening to them

⑤ understand simple sentences about past events after listening to

them

⑥ understand basic dialogues on the phone after listening to them

Advanced

⑦ understand the situation and the purpose of a conversation after

listening to simple expressions

⑧ understand the details after listening to explanations about a picture

Speaking

Basic


① have simple and appropriate conversations about specific situations

② talk about daily routines

③ ask and give orders with two or three sentences

④ say the details after listening to simple words

⑤ talk briefly about past events

⑥ have a basic conversation on the phone

Advanced

⑦ use idiomatic expressions relating to their daily lives according to

situations.

⑧ briefly express their feelings about past events

Reading

Basic


① understand the meaning of simple words

② read simple words

③ read words which they have listened to

Advanced④ understand the relationship between sound and spelling

⑤ type the alphabet properly on a computer keyboard

Writing

Basic


① distinguish and write capital and lowercase letters

② memorize and copy some words which they learned verbally

③ write some words related to pictures or real things

Advanced④ listen to some words and write them

⑤ type words on a computer keyboard

5th Grade

❙• 10 •❙


Listening

Basic

Students are able to ① listen to easy and simple expressions about daily lives and

understand the intention and the purpose of what is said② listen and understand the main ideas of simple dialogues③ listen to simple expressions and understand the details④ listen to simple expressions and understand what will happen in the

future⑤ listen and understand simple dialogues about asking for reasons⑥ listen and understand simple expressions about comparing things⑦ understand a simple telephone conversation

Advanced⑧ listen to simple expressions and know the order of what happened⑨ listen to simple expressions and know if they're true or false

Speaking

Basic

Students are able to ① listen to simple expressions about daily lives and ask and answer

questions about them② express their opinions about ordinary topics in daily lives③ listen to simple dialogues and state the topic is④ listen to simple expressions and point out the details⑤ ask and answer briefly about what happened and what will happen,

etc.⑥ ask and answer questions about the facts⑦ make a simple telephone conversation

Advanced⑧ describe the various events of the pictures or cartoons in the right

order⑨ compare things with simple expressions

【Commentary】

The introduction of writing is a feature of the achievement standards for the 5th grade. In

speaking, a basic conversation on the phone is presented as the achievement standard. In

writing, the achievement standards of the elementary level are writing words, capital and

lowercase letters. In reading, students are able to understand meanings of some words and

read them out. In listening, teachers have students do tasks after listening to commands or

explanations. Listening in the past tense and understanding it are also included.

6th Grade

❙• 11 •❙


Reading

Basic

Students are able to ① understand the meaning of simple words or phrases② read simple phrases or sentences which they learned verbally③ read simple sentences④ read a short and simple story about daily lives

Advanced⑤ read a simple story about daily lives and know if it is true or false⑥ find the same sentences which they have listened to

Writing

Basic

Students are able to ① write simple words② write phrases or sentences which they learned verbally③ write upper/lower case letters and punctuation marks (period, question

mark, etc.) correctly

Advanced④ describe realia or a phrase in one sentence referring to the sample⑤ write simple birthday invitation cards or Thank-you cards, etc.

【Commentary】

Listening is essential for understanding simple everyday conversations. One of the important

goals of speaking is to improve students' ability to ask and answer some questions or

anticipate the future. Eventually, the goal of reading is to read and understand short and

easy writings about daily lives. Writing has its focus on writing sentences that the students

already have practiced verbally. Also, the ability to punctuate correctly is included in the

achievement standard of writing.

❙• 12 •❙

Teaching and Learning Methods3

Teaching and Learning Methods

⑴ Get the students stimulated and motivated with songs and chants in a lesson.

⑵ Conduct activity-oriented lessons with role-play and games.

⑶ Try to promote individual and cooperative learning depending on students' level.

⑷ Adapt various teaching methods appropriate to learning objectives and contents.

⑸ Devise teaching methods and materials for supplementary and advanced learning.

⑹ Offer various advanced/supplementary materials to make student-oriented lessons with

individual, pair or group work.

⑺ Supplementary learning encourages systematic individual/small group teaching, while

advanced learning stresses self-directed learning.

⑻ Recognize contents of supplementary learning to meet students' levels, so students can

participate in communication activities positively and with confidence.

⑼ Afford a lot of opportunities for students to have interest and a sense of achievement by

using diverse audio-visual aids and multi-media.

⑽ In the early stages of speaking/writing teaching, emphasize conveying the meaning. Then

gradually shift the focus to fluency.

⑾ In the early stages of teaching speech, avoid the instant correction of students' errors when

it comes to mutual understanding.

⑿ Introduce English speaking culture in proper situation to enable natural culture acquisition.

⒀ Be careful in teaching the linguistic difference between English and Korean.

【Commentary】

Considering the developmental stage of elementary school students, various activities, the use

of media, and diverse forms of group work are recommended. The most ideal

teaching-learning method is individualized teaching, but it is rarely possible due to the

problem in securing teachers, etc. In developed countries, however, making up small groups

within the same class according to the students' ability and differentiated teaching is

possible; this is the core of a level-focused curriculum.

❙• 13 •❙

The advanced and supplementary differentiated English class is operated as elementary

course and subordinate course. The supplementary course is for students who could not

reach the basic achievement standards so they could practice additional basic task-based

learning. The advanced course is to enable enriched learning; this does not mean the

extension of content, but the emphasis on fluency and accuracy of the basic course.

The advanced and supplementary differentiated curriculum can be put into action by teachers

who determine the appropriate time to initiate it. It may be managed by the class or units.

The class can be divided into three groups of basic, supplementary and advanced or just

supplementary and advanced group, etc.

The grouping criteria can be established according to the teacher's judgement, students'

preferences or the results of evaluation. Above all, the teacher's judgement is the most

important. The goal of differentiated curriculum is to enable every student to get the same

quality of education by finding and resolving the deficiency factors promptly. The teacher

should pay special attention to the students in need of the supplementary course.

It is suggested that the advanced course be self-directed learning. In contrast, the

supplementary course requires the teacher's direct teaching which invigorates systematic

make-up class by doing individual or small group activities. It is necessary for teachers to

stress the reorganization of supplementary contents and learning activities, which can help

students build up self-confidence in English.

❙• 14 •❙

Teaching Methods for Elementary Learners 4

4.1 Overview of Teaching Methods for Language Learning

Natural Approach

▪ The essence of language is meaning. Vocabulary, not grammar, is the heart of the language.

▪ Designed to give beginners and intermediate learners basic communicative skills.

▪ Based on a selection of communicative activities and topics derived from learners' needs.

▪ Activities allowing comprehensible input, about things in the here-and-now.

▪ Learners should try to involve themselves in activities involving meaningful communication.

▪ The teacher is the primary source of comprehensible input and must choose a rich mixture of

classroom activities.

▪ Materials come from realia rather than textbooks.

▪ The importance of a positive, low-stress climate.

Total Physical Response

▪ Comprehension before production is implemented through carrying out commands.

▪ Teach oral proficiency to produce learners who can communicate uninhibitedly and

intelligibly with native speakers.

▪ Sentence-based syllabus with grammatical and lexical criteria being primary, but focus on

meaning, not form.

▪ Imperative drills to elicit physical actions.

▪ No basic text; materials and media have an important role later.

▪ Initially, voice, actions and gestures are sufficient.

▪ The teacher is like the director of a stage play with students as actors.

Presentation, Practice, and Production (PPP)

▪ Most often referred to as PPP, which stands for Presentation, Practice, and Production.

▪ The teacher introduces a situation and the language is then presented.

▪ The students practice the language using accurate reproduction techniques such as choral

repetition or individual repetition.

▪ The students, using the new language, make sentences of their own, and this is referred to as

production.

❙• 15 •❙

Communicative Language Teaching (CLT)

▪ Language is a system for the expression of meaning; its primary function is interaction and

communication.

▪ Carrying out meaningful tasks and using language which is meaningful to the learner.

▪ Objectives will reflect the needs of the learner.

▪ Syllabus will include some/ all of the following: structures, functions, notions, themes.

▪ Engage learners in communication, involve processes such as information sharing, negotiation

of meaning and interaction.

▪ The teacher is the facilitator of the communication process, participants' tasks, and texts.

▪ The primary role of task-based materials is to promote communicative language use.

▪ Learners negotiate their thoughts by giving as well as taking.

Task-based Approach

▪ A perspective within a CLT framework and a special form of technique.

▪ Put the tasks at the center of one's methodological focus.

▪ In the tasks there are some communication problems to solve and students are given the

essential information to accomplish the tasks.

▪ Students have to use as many expressions as they can deliver the meaning.

▪ The teacher needs to divide the class into small groups and have each student play an active

part in their group.

▪ The more responsibility that students take, the more learning will take place.

Role-play

▪ The main frameworks of role-play are the situations, roles and useful expressions.

▪ Students need to fully understand the situation, their own roles, and other friends' roles.

▪ The teacher should give a supplementary explanation about the demonstration.

▪ Students will be interested in the role of imaginary people and actively participate in that

activity through which they can gain a more accurate understanding of language functions.

▪ What is most important is that all students who join in role-play and the students observing

it should fully understand the entire situation.

▪ For effective role-play the teacher should have the professional understanding and application

skills to make role-play interesting and meaningful for the class.

❙• 16 •❙

Song/Chant

▪ Songs and chants give students with little confidence in a foreign language a lot of interest

and motivation at the beginning of the lesson.

▪ Song and chant with real English phrases allow students to practice intonation, rhythm, and

pronunciation of the language naturally and pleasantly.

▪ It can be useful in reducing boredom and stress, and it is fun for students.

▪ Students can memorize English expressions they need to learn easily through songs or chants.

▪ Teachers should decide when to present songs or chants to students and how to lead the

activities before English class in an organized way.

4.2 Examples of Listening and Speaking Activities

Fly swatter

One student in each group comes up to the front of the class. After listening to what the

teacher says, he/she quickly hits the right card on the board with a fly swatter or toy hammer.

Listen and snatch

Students put some cards on the desk and snatch the picture or word card that matches what the

teacher says. This activity can be done in pairs or groups. The student who gets the most cards wins.

Listen and say numbers

The teacher numbers cards on the board, describes one card and has a student say the right

number matching the card. Names of colors or previous learned words can be used instead of

numbers.

Hot potato

Students sit in a circle singing along or chanting while passing a bag full of picture or word

cards. When the teacher says 'stop!', the student holding the bag takes out a card and says the

word or sentence on the card.

On the head

The leader of each team comes to the front of the class and the teacher picks out one card and

puts it on the student's head. He or she has to guess the card on his/her head.

Memorize and speak

The teacher shows some disarranged cards for a short moment to the students and then covers

the cards. Students then say what they remember.

❙• 17 •❙

Evaluation5

5.1 Purposes of Assessment for English Learners

Since Korean Elementary English Education commenced in 1997 for the first time in the history

of Korean English Education, it has been emphasized that quantitative evaluation should be

avoided while processed-centered formative evaluation is preferred. What should be made clear is

that with this new emphasis in place, it does not mean that you do not have to evaluate

students' performance. Rather, it means that teachers should recognize and apply plenty of

alternative evaluations such as authentic assessment, formative assessment and performance

assessment in order to make the testing time meaningful and communicative, setting aside

traditional forms of assessment including the multiple choice test. In fact, the relation between

assessment and instruction can be described as an inseparable cause and effect. Furthermore, it is

well known that the outcome of evaluation decides the content and policies of education.

However, it cannot be denied that a myriad of language testing has poor quality and harmful

effects on teaching and learning. Here, it is worth trying to make changes in evaluation for

young language learners as a native English teacher. First, take a look at the purposes of

assessment which are the following (O'Malley and Pierce, 1996):

▪ Screening and identification: to identify students eligible for special language and/or content

area support programs

▪ Placement: to determine the language proficiency and content area competencies of students in

order to recommend an appropriate educational program

▪ Reclassification or exit: to determine if a student has gained the language skills and content

area competencies needed to benefit from instruction in grade-level classrooms (i.e., from all

English programs not specifically designed to address the needs of English Language Learning

students)

▪ Monitoring student progress: to review students' language and content area learning in classrooms

▪ Program evaluation: to determine the effects of national or local instructional programs

▪ Accountability: to guarantee that students attain expected educational goals or standards

❙• 18 •❙

5.2 Principles of Korean Elementary English Evaluation

▪ Evaluation in elementary schools is not focused on results, but on creating an environment in

which students are motivated to study.

▪ Quantitative evaluation should be avoided because what matters here is to eliminate students'

psychological barriers to learning.

▪ The teacher observes and reports students' participation and communicative ability during the

activities such as games, role-play, etc.

▪ English teaching is centered on spoken language, and evaluation is done through observation

of the students' language-using ability, task-performance, etc.

▪ Advanced/supplementary groups are formed naturally within the atmosphere of open education.

5.3 Authentic Assessment

Definition

The term authentic assessment is used to describe the multiple forms of assessment that reflect

student learning, achievement, motivation, and attitudes on instructionally relevant classroom

activities. Examples of authentic assessment contain performance assessment, journals, participation

in the classroom activities, portfolios, and student self-assessment. Because elementary English is

centered on spoken language, students' spoken language abilities will be tested through

meaningful communicative activities. In case of a big class size, organizing students into small

groups can help the evaluation.

Types of authentic assessment

▪ Performance assessment consists of any form of assessment in which the student constructs a

response verbally or in writing. O'Malley and Pierce(1996) said that "students' response may

be elicited by the teacher in formal or informal assessment contexts or may be observed

during classroom instructional or non-instructional settings." Therefore, for this assessment

students need to accomplish complex and significant tasks. Some examples are oral reports,

writing samples, individual and group projects, exhibition and demonstration.

▪ Portfolio assessment is a systematic collection of student work that is analyzed to show

progress over time with regard to instructional objectives(Valencia 1991). For example, a

portfolio can have book reviews, essays, drawings, word puzzles, teacher and student

comments on progress. The record of student work pieces will show the growth of learning

over time.

▪ Student self-assessment is the most essential in terms of authentic assessment because it

promotes direct involvement in learning and cognitive competence with a great deal of

❙• 19 •❙

motivation and attitude toward learning.

▪ Other types are oral interviews, story or text retelling, writing samples, projects/exhibitions,

experiments/demonstrations, teacher's observations, etc.

Authentic assessment samples

▪ Self-assessment for an Oral Report

Name Date

Check the box that best describes your oral report. Add comments.

Activity Always Sometimes Rarely Comments

I practiced what I have learned from the lesson

I spoke clearly.

I used gestures to help express meanings.

I answered my peers' questions.

▪ Self-assessment of Participation in Groups

Name Date

How often did you do the following things in your group today?Put a check in the box that best describes your response and add comments.

Task Always Sometimes Rarely Comments

I listened to others in my group.

I asked for information.

I agreed/disagreed.

I answered my peers' questions.

I helped my group members.

❙• 20 •❙

▪ Holistic Oral Language Scoring Rubric Sample

Lesson 9. How was Your Vacation? Date September 9th

Goals: Students will be able to talk about what they did on the weekend using the simple past tense.

Rating Description

A

▪ Understands what the teacher is asking about without difficulty▪ Speaks fluently▪ Uses varied vocabulary ▪ Uses a variety of structures accurately▪ Uses the simple past tense accurately

B

▪ Understands what the teacher is asking at a slower pace; requires repetition ▪ Speaks with occasional hesitation▪ Uses learned vocabulary▪ Uses structures accurately▪ Uses the simple past tense relatively correctly

C

▪ Does not understand well what the teacher is asking▪ Speaks with a lot of hesitation▪ Uses limited vocabulary▪ Does not use the simple past tense

D▪ Understands little or no English▪ Repeats few words▪ Does not use the simple past tense

Student's name Grade

Comments

❙• 21 •❙

Composition Principles and Features of Textbook6

6.1 Composition Principles and Features of Textbook

Period

GradePeriod 1 Period 2 Period 3 Period 4

3rd Grade

Look and Listen⑴Listen and Repeat⑴Let's Play⑴

Look and Listen⑵Listen and Repeat⑵Let's ChantLet's Play⑵

Look and SpeakLet's SingLet's Play⑶

Role-PlayReview

4th Grade

Look and Listen⑴Listen and Repeat⑴Let's Play⑴

Look and Listen⑵Listen and Repeat⑵Let's ChantLet's Play⑵

Look and SpeakLet's SingLet's ReadLet's Play⑶

Role-PlayReview

5th Grade

Look and ListenListen and Repeat⑴Let's Play⑴

Look and SpeakListen and Repeat⑵Let's Sing/ChantLet's Play⑵

Let's ReadLet's WriteLet's Play⑶

Role-Play/ActivityReview

6th Grade

Look and ListenListen and Repeat⑴Let's Play⑴

Look and SpeakListen and Repeat⑵Let's ReadLet's Play⑵

Let's Sing/ChantLet's WriteLet's Play⑶

Role-Play/ActivityReview

6.2 Details

Look and Listen

Listening is an important part of elementary English especially in the early stage of learning,

because it offers students the language input that they will learn. 'Look and Listen' takes such a

role. The teacher can help students to understand more easily by using pictures and listening to

the CD-ROM title. Teach the students not to listen to all of the words in 'Look and Listen', but

to recognize situations and their context first so that they understand the overall content of the

dialogue.

❙• 22 •❙

Listen and Repeat

This offers the foundation not only for becoming more familiar with pronunciation or intonation,

but also for listening more carefully by speaking it. It can be difficult for young students to

repeat exactly what they heard for the first time. For that reason, accuracy is not emphasized in

the beginning stages. Let students repeat the native speaker's pronunciation naturally. If the

sentence is too long, help the students to practice by using backward build-up or chunking.

Let's Play

The curriculum is focused on learning English through games and activities. Since students tend

to have short attention span and be full of curiosity, games and activities are designed in almost

every class so that students can learn English in a natural and interesting way.

▪ Let's play⑴: This usually focuses on listening rather than speaking because a new language is

presented in the first period. It's difficult for them to speak the language at this time, so the

activity or game focuses on listening to familiarize students with the new language before

they start to speak it.

▪ Let's play⑵: Since students became familiar with the new language through activities or

games in period 1, they're probably ready to practice speaking. So 'Let's play⑵' is designed

as a controlled practice, which allows students to practice speaking under the control of the

teacher.

▪ Let's play⑶: Students listened to the target language and practiced it a lot in period 1 and 2,

so 'Let's play⑶' offers them an opportunity to use it in a more natural context. In this

activity or game, teachers have to try to guide or help students to use the language

communicatively rather than trying to control them.

Look and Speak

Usually, a reason to speak is needed first in order to practice speaking. In this stage, two or

more pictures are presented to give students an idea of how to initiate a conversation by

themselves. Let students take the opportunity to speak in real situations by looking at the

pictures that contain the main expressions and functions of that lesson. The situations presented

should be similar to the situations that students experienced before or ones they could guess

easily.

❙• 23 •❙

Let's Read

In the 5th grade, students are required to read and understand basic vocabulary, and also become

familiar with literal English language which they will learn by doing various activities based on

the content of the lesson. In the 6th grade, students are required to read and understand

vocabulary and simple structure sentences. First, help students understand the meaning of words

and sentences through pictures before practice. Then, they learn to read further through various

activities and games.

Let's Write

Teaching to write starts in the 5th grade, with writing the alphabet and simple words learned

verbally. Use pictures and cue cards as much as you can, and it can help students to feel at

ease in developing writing skills naturally. Writing is reflected by the contents of listening and

reading. It allows students to relieve stress and feel at ease. Don't make the students memorize

or write words or sentences they have learned over and over in the beginning stages. It could

make them lose interest in writing.

Let's Sing/Chant

Songs or chants can be an interesting tools for language teaching and learning. Students are

interested in activities by speaking along with rhythm. They learn the target language by

verbalizing the key words or expressions repeatedly. While singing songs interests students

because it has a certain melody, so does chanting as it has rhythm. First, try to be familiar with

the song or chant by listening to the CD-ROM title, then try it out with the students. If you

use hand motions or rhythmical movements, students will find it more interesting. Also, teachers

can make a natural communicative situation by singing songs or chanting in groups.

Role-play

By doing role-plays, students take on a role and act according to a given situation which is

closely related to the context of the target language. Role-play is not intended to present or

teach new expressions, but to offer a different activity that can lead to the further understanding

of words and expressions they've already learned. Through role-playing, the students can practice

language in a way it's used in real-life. First, look at the whole situation: how they will act, and

the dialogue they'll be using so that they can be familiar enough with it before beginning

role-play. It is also not good for students to only memorize only their own roles but to act in

awareness of the entire context.

❙• 24 •❙

Activity

It presents some activities for students to use all four skills (listening, speaking, reading, and

writing), with which to accomplish the ultimate goals of the lesson. Make sure the students have

truly understood when they are doing listening, reading, speaking and writing activities. It will

help students improve their overall communicative ability. First, the teacher should help the

students to identify the task they will be engaged in, and the goals that they should accomplish.

Then the teacher points to a specific student and checks whether the student truly understood or

not. Teach the students to focus on not only accuracy but also fluency while doing the activity.

Review

Nearing the end of the lesson, 'Let's Review' gives an opportunity to review the entire contents

of that lesson and some activities which strengthen the students' learning, when it is necessary.

In this stage, teachers make sure all the students have truly understood what they were taught in

the unit. Teachers should try not to make students feel like they are being tested. Help students

to review the target language through pair work or group activities.

❙• 25 •❙

Co-teaching7

7.1 Definition

Co-teaching is defined as an instructional delivery approach in which general and special

educators share responsibility for planning, delivery and evaluation of instructional techniques for

a group of students; general and special educators work in a coactive and coordinated fashion,

which involves the joint teaching of academically and behaviorally heterogeneous groups of

students in integrated settings. (Bauwens & Hourcade, 1991; Friend & Cook, 1992). Co-teaching

in English class is aimed at developing students' communicative ability through collaborative

teaching between a Native Speaking English Teacher and a Korean English Teacher. In this

sense, co-teaching in Korean English class is regarded as interactive teaching in which both

teachers work together with unified aim and with shared responsibility for the lesson and the

students.

7.2 Co-teaching Approaches

Here are some approaches which can be adapted in an English class in Korea. (Kwon, 2004)

Shadow Teaching

Native Speaking English Teacher (NSET) teaches the detailed contents and the Korean English

Teacher (KET) helps students who have difficulty understanding.

One Teach, One Assist

NSET leads the lesson and KET monitors students' responses and teaches them individually. It's

desirable for KET to teach English in English.

Complementary Teaching

KET teaches specific contents, e.g., grammar, vocabulary, reading, etc., and NSET teaches the

learning abilities such as pronunciation, conversation, or listening or the academic survival skills.

Station Teaching

NSET and KET divide the contents and students. Each teacher teaches different content to one

group and here, the different content is called a 'station'. When the first station is finished, the

groups are switched, and each teacher repeats the instructions for the other group.

❙• 26 •❙

Team Teaching

In team teaching, both teachers are responsible for designing a lesson plan, collaborating in

teaching, and evaluating students and contents.

Support Teaching

KET teaches the specific contents and NSET develops supplementary and detailed learning

activities and conducts the lesson for students.

7.3 Co-teaching Steps

Steps Discussion Details

Planning

In a Unit

▪ Analysis of the goals of unit plan or the curriculum over time period

▪ Checking students' previous knowledge▪ Instructional content and expectations for students

In a Period

▪ Checking of the objectives in each period, vocabulary, language functions

▪ Checking of textbook, teachers' guide, the content of CD-ROM titles▪ Activities, time allotment, various interactions between students

and students, students and teachers, and teacher and teacher▪ Teaching method, collaboration styles, decision of teacher roles,

modelling activities▪ Planning for space related to both students and teachers, noise

level and each educator's tolerance for it▪ Assignment preparation▪ Evaluation and grading preparation

PreparationsLesson Plan

▪ Learning objectives, time period, textbook, time allotment▪ Collaboration styles▪ Teaching and learning activities (Each teacher's role or activity

should be divided in the lesson plan)▪ Evaluation plan

Resources▪ Confirming teaching resource preparation▪ Worksheets, searching for materials, copied handouts

Teaching Co-teaching

Evaluations

For Co-teaching

▪ Time allotment in teaching and learning▪ Suitability of activities and resources▪ Collaboration styles and the roles of teachers▪ Grouping▪ Teacher talk and teaching method

For Learners▪ Students' participation▪ Students' achievement

Source: Woo. 2007.

❙• 27 •❙

7.4 Roles for Co-teaching between KET and NSET

Roles of Co-teachers by Steps

Steps Korean English Teacher Native Speaking English Teacher

Pre-Class

▪ Lesson planning ▪ Assist for lesson planning

Korean English Teacher is responsible for designing and writing lesson plans,

shares ideas with Native Speaking English Teacher and understands cultural and

linguistic backgrounds.

In-Class

▪ Present the objectives

▪ Explain the learning order

▪ Monitor and control students' work

▪ Model an activity

▪ Give instructions for difficult expressions

▪ Give instructions for students' questions

▪ Review the last lesson

▪ Present the target language

▪ Present the examples in real situation

▪ Model an activity

▪ Model pronunciation or expressions

▪ Explain cultural differences

▪ Assist the other teacher in a game or

an activity

Korean English Teacher leads the lesson flow and Native Speaking English

Teacher assists the lesson in various ways (e.g., giving instructions, giving

examples, correcting pronunciation errors, explaining culture, etc.) at appropriate

times.

After-Class

▪ Lesson analysis and reflection

▪ Establish the approaches of evaluation

and develop evaluation rubrics

▪ Next lesson preview

▪ Develop evaluation rubrics and assist

in evaluation

Both review the lesson together. Korean English Teacher chooses the specific

method of evaluation and then both teachers develop the evaluation rubric or

testing sheet. Native Speaking English Teacher assists in evaluation.

Source: Yun. 2007.

❙• 28 •❙

Roles of Co-teachers by Activity

Activity Korean English Teacher Native Speaking English Teacher

Daily Routine ▪ Greeting, weather, date

Look and Listen

▪ Warm up before watching the CD-ROM title

▪ Write students' responses on the board

▪ Translate in Korean if necessary

▪ Explain the video scene using the silent function in the CD-ROM title

▪ Lead the students to answer the questions about what they heard

Listen and Repeat

▪ Decide today's key expressions with students

▪ Encourage students▪ Give scores to groups

▪ Underline the chosen sentences▪ Teach the whole class to listen

and repeat → Teach in groups to listen and repeat

Let's Play

▪ Model the game or the activity▪ Translate in Korean if necessary▪ Encourage students▪ Give scores to groups

▪ Demonstrate the game or the activity▪ Model the game or the activity▪ Lead the game▪ Choose winners

Let's Read▪ Explain the meaning of words or

sentences▪ Read line by line▪ Lead to read aloud

Let's Sing

Let's Chant

▪ Listen to the song after explaining the situation

▪ Use visuals on the board

▪ Monitor and help in groups▪ Read again if necessary

Both model the song or chant by taking roles. Sing or chant by taking roles of teachers and students.

Let's Write▪ Translating in Korean if necessary

▪ Model reading▪ Ask questions helping students'

comprehension▪ Lead students to read aloud

Both teach writing in groups.

Review

Test

▪ Explain testing

▪ Monitoring in groups

▪ Ask questions helping students' comprehension

▪ Check answers

Both give compliments and encourage students.

Say Good-bye▪ Sum up today's target expressions ▪ Say good bye with each student

by talking about today's lesson

Source: Teacher training program for co-teaching with NSET in elementary schools. SETI. 2005.

❙• 29 •❙

Roles of Co-teachers in Teaching a Unit

Period 1


Warm up

Review

▪ Greet the class

▪ Review the last lesson

Look and Listen

▪ Lead brainstorming on the topic

with a picture or a video scene

▪ Play the CD-ROM title

Listen and Repeat

② Translate new words and

sentences into Korean

① Say words or sentences for the

students to repeat③ Lead vocabulary or sentence

pattern drill

④ Check students' stress,

pronunciation and correct them

Let's Play

(Activities or

games)

② Translate if necessary

(One of the students can translate.)① Give instructions 2 times

Both model activity or game. Go around class and give help.

Wrap up

▪ Review what they learned using

speech bubbles

▪ Students translate Korean into

English

Period 2


Let's Sing

Let's Chant

① Play the CD-ROM title

(Students repeat the song or chant.)

② Model stress, pronunciation of

words or phrase

Both model the chant/song with actions.

Period 3: for 4th, 5th, 6th grade


Let's Read

② Make sure the students know the

meaning

(Students can translate them.)

① Read the words or sentences

aloud for students to repeat

▪ Check their pronunciation and

intonation

Let's Write▪ Lead copying words and sentences ▪ Lead writing with sound-letter

relationship

❙• 30 •❙

Steps Procedure Korean English Teacher Native Speaking English Teacher

Introduction

Greeting- talk about weather or current

events

- talk about weather or current

events

Review - review the last lesson - ask some questions

Motivation- do a small activity with

NSET- do a small activity with KET

Introducing aims - introduce teaching aims

Development

1st

Look and

Listen- provide the story - ask questions about the story

Listen and

Repeat- provide main expressions

- model and check the main

expressions

Let's Play- set up the game

- play the game with students

- explain how to play the game

- play the game with students

2nd

Look and

Speak- provide dialogues - ask questions about dialogues

Listen and

Repeat- provide main expressions

- model and check the main

expressions

Let's Read - provide reading items- model the reading

- explain how to pronounce

3rd

Let's Chant

Let's Sing

- provide the song or chant

- model the song

- sing with students

- read the words

- sing with students

Let's Write- provide writing items

- translate with students

- read the writing items

- help students

Period 4


Role-play② Translate if necessary ① Give instructions

▪ Model the role-play

▪ Students can do a demonstration

Source: Co-teaching Workshop. Kim. 2008.

Example of 6th grade Co-teaching by period

❙• 31 •❙

Steps Procedure Korean English Teacher Native Speaking English Teacher

4th

Activity

- provide the context for

role-play (or set up the game)

- demonstrate how to do a

role-play (or how to play the

game)

- work with students

- read the sentences (or explain

how to play the game)

- demonstrate how to do a

role-play (or how to play the

game)

- work with students

Review- provide a worksheet and

materials- help students

Consolidation Wrap upreview the lesson

- say good-bye

- review the lesson

- say good-bye

Source: Yun. 2007.

Roles of Co-teachers by Language Skills in Elementary English Curriculum

Language skills Korean English Teacher Native Speaking English Teacher

Listening

▪ Focus on checking students'

understanding

▪ Translate if it's new language

▪ Focus on key words, sentences,

dialogs and text

Both lead listening activities

Speaking

▪ Make sure students understand

rules of an activity/game

▪ Translate if necessary

▪ Model pronunciation, stress and

intonation

▪ Monitor/correct students' errors

▪ Give instructions for speaking

activities and games

Both model the activities and games, then monitor students' work

Reading

▪ Make sure students understand

meaning of what they read

▪ Translate if necessary

▪ Teach sound-letter relationship

▪ Read words or sentences aloud for

students to repeat

Both lead reading activities

Writing

▪ Give instructions on punctuation

rules or other mechanics

▪ Model writing with sound-letter

relationship, shared writing,

dictation

Source: Co-teaching Workshop. Kim. 2008.

❙• 32 •❙

Lesson 8. What Will You Do This Summer? ~ 9. How Was Your Vacation?

Objectives ∘ Students will be able to listen to and understand the sentences with

different verb tense (past/present/future tense). ∘ Students will be able to use the sentences with different verb tense.

Key expressions I watched TV. I watch TV. I will watch TV. Key words will, watched, studied, went, played, listened, visited, met, cooked, etc.

Warm-up (5′) ∘ Daily Routines: Greetings, Weather, Date, Day ∘ Motivation: Ask and answer about what students did yesterday.

Brainstorm the story of Cinderella.

Presentation (7′)∘ Listen to the story of Cinderella∘ Present the objectives∘ New verb tense

Practice (10′)∘ Listening activity: Blue and White Flag Games∘ Speaking practice: Making sentences with Time and Verb cards

Production (13′) ∘ Speaking activity: Mission Completion Time Travel Game

Wrap-up (5′) ∘ Check up: Quiz ∘ Assignment: Writing a diary using different verb tense ∘ Assesment: Self assessment for participation and attitude in the class

ProcedureTeaching-Learning Activities

( Korean English Teacher, Native Speaking English Teacher)Time

Warm-up Greetings & Daily Routines Hello, everyone. Hi, How are you? How's the weather? What day is it today? Motivation Let's ask her. What did you do yesterday? I read a story book about Cinderella. Do you know the story? How does the story go? (The students answer freely.) You know it very well. However, the Cinderella from the story that I read

yesterday is different. I will now tell you the new Cinderella story. Let's listen to the story.

5'

Presentation Present the objectives What did she do when she was young? What does she do nowadays? What will she do in the future? Excellent! In this lesson, we are going to practice speaking about what you did

before, what you do now and what you will do in the future. After practicing, we will play 'Time Travel Game'.

Are you excited? Let's have fun studying.

7'

Practice Reviewing Verbs (Draw a time period.) Let's set these 3 different times. (Showing a card) What does 'watch' mean? That's right. If we are in 1990, it changes to ... ? Watched. If we are in 2020, we should say ... ?

10'

7.5 Co-teaching Lesson Plan (Example)

❙• 33 •❙

Will watch Excellent! Let's look at more words that you know already. What's this? Study. (Students practice the various verb tense with cards.)

< Plan for writing on the board >

1990 NOW 2020 watched watch will watchstudied study will study․ ․ ․

Listening Activity At this time, Let's play 'blue and white flags' I will say a few sentences. Listen carefully and hold up your blue flag if I say

what I did in the past. If I say what I will do in the future, hold up your white flag. If you survive till the end, you can get 2 points. Are you ready? "I studied English."

Speaking Practice Your listening skills are wonderful. Can you speak those sentences by yourself? Let's practice. Look at this card. It has "play soccer, 1990" on it. Is it in the future or the

past? Then, how do we make this into a sentence?

Production Special Activity 1 It's time for time travel. You and the native teacher will travel from the past to

the future. You have only 1 minute for time travel. You have a mission to complete. If you complete this mission in 1 minute, I will give you candies. When I push the 'start' button, your time travel begins.

Are you ready to do time travel? (Give rewards when the students complete the mission.) Special Activity 2 Let's play a card game. The name of this card game is also "Time Travel." Listen to how to play the game. 4 people play this game together. Stack a set of cards in the middle and take

turns to flip one card over from the top. Each card has some words on it and a year. You have to say a sentence matching the verb to the correct time. Mark the time on your work sheet. Marking 'past-present-future' in a row means that you have done Time Travel once. When all the cards are used up, the game is over. The student who has done the most time travelling is the winner.

13'

Wrap-up Check up Did you have fun with the game? Let's check what you learned today. There are three questions on the back of your worksheet. Please answer those

questions now. Assignment & Assessment Today's homework is writing a diary using the words that we studied today. Before we finish, evaluate yourselves for this lesson. You did a great job, today. See you next time.

5'

Source: Na. 2007.

❙• 34 •❙

Month Week Topic Communicative functions Period Major content

3

- Pre-study - - ․ Learn words about things, animals, body parts, and fruits

1

1. Hello, I'm Minsu

▪ Greetings Hi, Hello, Bye.

▪ Introduction I'm ___. My name is _______.

1

․ Hear and understand expressions for greetings and in-troduction

․ Speak after listening ․ Throwing the ball game

2 2 ․ Introduce and greet ․ Speak after listening ․ Chant ․ Greeting game

3 3․ Greet and introduce while looking at the pictures․ Sing along: 'The Hello Song'․ Bingo

4 4 ․ Role-play ․ Review the lesson

4

5

2. What'sThis?

▪ Confirmation What's this? It's a/an____.

▪ Apology I'm sorry.

1

․ Hear and understand expressions for questioning and an-swering the names of certain objects

․ Speak after listening ․ Picking-up-cards game

6 2

․ Hear and understand apology expressions and respond to an apology

․ Speak after listening ․ Chant․ What's missing Game

7 3․ Ask and answer the names of different things․ Sing a 'What's This?' ․ Guessing game


5

9

3. HappyBirthday!

▪ Congratulation Happy birthday!

▪ Appreciation Thank you.

1․ Understand expressions of gratitude and respond to it ․ Speak after listening ․ Gathering presents game

10 2․ Hear and understand expressions for giving presents․ Speak after listening ․ Chant ․ Passing-the-shoes-bag game

11 3․ Speak expressions for celebration․ Sing along: 'Happy Birthday, Julie!'․ Giving-and-taking-presents game


The Yearly Plan of Teaching8

The following plan is only an example, each school can reorganize it depending on school

conditions.

8.1 3rd Grade

❙• 35 •❙


6

13

4. WashYour

Hands

▪ Giving order Wash your hands.

• Accepting O.K., Mom.

1

․ Hear and understand imperative sentences related to hu-man body parts and follow directions

․ Speak after listening ․ Nose, nose, nose game

14 2․ Understand imperative sentences and respond to them․ Speak after listening ․ Chant․ Guess-that-action game

15 3․ Look at the pictures and speak imperative sentences ․ Sing along: 'Ally Bally'․ Passing words game

16 4․ Role-play ․ Review the lesson․ Board game

9

17

5. I LikeApples

▪ Likes and Dislikes Do you like apples? Yes, I do. No, I don't.

▪ Agreement Me, too.

1

․ Hear and understand expressions about foods that people like or dislike

․ Speak after listening ․ Rock, Paper, Scissors game

18 2․ Ask and answer questions about favorite food․ Speak after listening ․ Chant․ Guessing game

19 3․ Speak favorite food while looking at the pictures․ Sing along: 'I Like Apples'․ Survey game

20 4 ․ Review the lesson․ Making the book about favorite food

10

21

6. HowManyCows?

▪ Factual information

How manycows?I have twocows.

▪ SuggestingLet's go.

1

․ Hear and understand expressions how to ask and answer questions related to the numbers of animals

․ Speak after listening․ Animal cards game

22 2

․ Hear and understand expressions for size and suggestions․ Speak after listening ․ Chant․ Coloring animals game

23 3․ Speak number and size while looking at the pictures․ Sing along: 'How Many Cows?'․ Survey


11

25

7. I CanSwim

▪ Can or Can'tCan you swim?Yes, I can.No, I can't.

▪ Asking for a help

Help!

1․ Hear and understand what they can or can't do․ Speak after listening․ Guessing game

26 2

․ Ask and answer what they can or can't do․ Speak after listening ․ Chant․ Mime-chain game

❙• 36 •❙


12

27

8. It'sSnowing

▪ Giving orderPut on yourgloves.

▪ SuggestingLet's make asnowman.

3․ Speak what they can do while looking at the pictures․ Sing along; 'Can You Swim?' ․ Board game


29 1

․ Hear polite commands for putting on clothes and under-standing those commands

․ Speak after listening․ Changing clothes game

30 2

․ Hear and understand the expressions of the weather․ Speak after listening ․ Chant․ Passing cards game

31 3

․ Speak the expressions for the polite commands and sug-gestions

․ Sing along: 'It's So Cold'․ Dice game


Month Week TopicCommunicative

functionsPeriod Major content

3

1

1. Nice To Meet you

▪ Confirmation How's the weather?

▪ Introduction This is ____.

Nice to meet you.

1․ Asking and answering about weather․ Repeating what they hear․ Weather bingo

2 2

․ Introducing friends and greeting new people․ Repeating after the teacher․ Chant․ Introducing game

3 3․ Singing a song 'How's The Weather?' ․ Reading alphabets from A~M․ Completing a weather chart

4 4․ Role-play ․ Review the lesson: listening comprehension/talking about

the picture

4

5

2. Don't Do That

▪ Prohibition Don't do that.


Help me, please.

1

․ Changing topics and asking and answering about how people are

․ Repeating after the teacher․ Cards in order

6 2

․ Saying phrases about forbidding and requesting ․ Repeating what they hear․ Chant ․ Card games

8.2 4th Grade

❙• 37 •❙



7▪ Caution Watch out.

3․ Singing a song 'Don't Do That' ․ Reading alphabets from a~z ․ Board game


the picture

5

9

3. How Old Are you?

▪ Asking for a help Can you help me?

▪ Greetings Good morning.

▪ Information How old are you? I'm ____ years old.

1

․ Understanding expressions for saying thank you and ask-ing for help, and how to respond to them

․ Repeating after the teacher․ Asking help activity

10 2

․ Asking and answering about age ․ Repeating after the teacher․ Chant ․ Dice game

11 3․ Singing a song 'Can You Help Me?' ․ Reading alphabets from A~Z, a~z ․ Pair-up game


the picture

6

13

4. What Time Is

It?

▪ Information What time is it? It's ___.(o'clock) It's time for lunch.

1

․ Understanding numbers 1~12 and asking and answering about time

․ Repeating after the teacher․ Time bingo

14 2․ Asking and answering about time․ Chant ․ Guessing the time

15 3․ Singing a song 'What Time Is It?' ․ Reading words․ Time-filling game


the picture

9

17

5. Who Is She?

▪ Confirmation Who is she/he? She/he is ___.

1

․ Understanding conversations of asking and answering about who he/she is

․ Repeating after the teacher․ Pointing a right picture

18 2․ Asking and answering who she/he is․ Repeating after the teacher․ Chant ․ Guessing game

19 3․ Singing a song 'Who is she?'․ Reading words․ Survey


the picture

❙• 38 •❙



10

21

6. Is This Your Cap?

▪ Checking a factIs this your cap? Yes, it is. No, it isn't.

▪ Asking for help Help me, please.


My cap is green.

1․ Understanding conversations about ownership․ Repeating after the teacher ․ Ladder game

22 2

․ Asking and answering about the colors of items and who possesses them

․ Repeating after the teacher․ Chant ․ Find the owner

23 3․ Singing a song 'Is This Your Puppy?' ․ Reading words․ Lost and Found


the picture

11

25

7. Sorry, I can't

▪ SuggestingLet's play soccer.

▪ Declining Sorry, I can't.

▪ Compassion That's too bad.

1 ․ Listening and answering about suggestions․ Repeating after the teacher ․ True or False

26 2․ Answering with compassion and asking about how oth-

ers feel․ Chant ․ Whispering Activity

27 3․ Singing a song 'Sorry, I Can't' ․ Reading words ․ Card game


the picture

12

29

8. How Much Is

It?

▪ Asking about what someone wants

What do you want?

▪ ShoppingHow much is it?

1․ Asking and answering what they want ․ Repeating after the teacher․ Card Game

30 2․ Asking and answering about price ․ Repeating after the teacher ․ Chant ․ Going Shopping

31 3 ․ Singing a song 'What do you want?'․ Reading words ․ Flea Market


the picture

❙• 39 •❙



3

1

1. How Are You?

▪ Greetings How are you? I'm fine, thank you.

▪ Self-introduction What's your name? My name's Joon.

1․ Asking and answering about a person's name and

well-being․ Bingo

2․ Asking and answering about a person's well-being․ Singing a song․ Dice game

23

․ Reading words․ Distinguishing and writing upper and lower case letters․ Feeling survey

4 ․ Role-play․ Review and consolidate the lesson

3

2. What Day Is It

Today?


What day is it today?

It's Monday.

We have/don't have English today.

1 ․ Asking and answering about the days of the week․ Guessing game

2․ Asking and answering about school subjects․ Singing a song․ Whispering game

43

․ Reading words․ Distinguishing and writing upper and lowercase letters․ Memory game

4 ․ Guessing the day activity․ Review and consolidate the lesson

4

5

3. It's Under the Table


Where's my pencil case?

It's under the table.

1 ․ Asking and answering about location of objects․ Guessing game

2․ Asking and answering about location of objects․ Chanting․ Hide and Seek

63

․ Reading words․ Distinguishing and writing upper and lowercase letters․ Flick the clip game

4 ․ Find the differences activity․ Review and consolidate the lesson

7

4. What a Nice Day!

▪ InterjectionWhat a nice day!

▪ Describing a fact

It's very tall.

1․ Understanding and saying exclamatory sentences․ Understanding and saying expressions for description․ Snatching game

2․ Saying exclamatory sentences and responding․ Chanting․ Dice game

8

3․ Reading words․ Distinguishing and writing upper and lowercase letters․ Writing game

4 ․ Role-play․ Review and consolidate the lesson

8.3 5th Grade

❙• 40 •❙



5

9

5. Where Is Namdaemun(Sungnye

mun)?

▪ Giving a direction

Where is Namdaemun?

Go straight and turn right.

▪ Asking again I'm sorry?

1․ Understanding and saying expressions for giving direc-

tions and asking again․ Finding Cinderella game

10 2

․ Understanding and saying expressions for giving direc-tions

․ Singing a song․ Dice game

113

․ Reading words․ Distinguishing and writing upper and lowercase letters․ Giving directions game

4 ․ Information gap activity․ Review and consolidate the lesson

12

6. I Get Up at Seven

Every Day

▪ Habits I get up at seven every day.


What time do you go to bed?

1 ․ Understanding and saying expressions for habits․ Bingo

2․ Understanding and saying expressions for habits․ Singing a song․ Collecting cards game

3․ Reading words․ Looking at the pictures and writing words․ Card relay game

6

13

4 ․ Book making activity․ Review and consolidate the lesson

14

7. She's Tall


She is tall. You have nice

glasses.

▪ Asking again What?

1 ․ Understanding expressions for describing people․ Card slam game

2․ Saying expressions for describing people․ Singing a song․ Finish the features game

15

3․ Reading words․ Looking at the pictures and writing words․ Domino game

4 ․ Making a funny picture activity․ Review and consolidate the lesson

16

8. Let's Go Swimming

▪ Suggesting Let's go swimming. How about this afternoon?

▪ Accepting Sounds good.

▪ Declining Sorry, I can't.

1 ․ Understanding expressions for suggesting and responding․ Snatching game

2․ Saying expressions for suggesting and responding․ Chanting․ Matching game

3․ Reading words․ Looking at the pictures and writing words․ Omok Word game

7 17

4 ․ Making a schedule activity․ Review and consolidate the lesson

❙• 41 •❙



9

17

9. Whose Boat Is This?


Whose boat is this?

▪ Checking a fact Is this yours? That's mine.

1․ Asking and answering questions using possessive ex-

pressions․ Stand up and say game

2

․ Asking and answering questions using possessive ex-pressions in various situations․ Sing a song: 'Whose Boat Is This?'․ Guessing game

183

․ Reading and understanding the meanings of some simple words․ Writing the word looking at the picture․ Putting down the cards game

4 ․ Role-play․ Review and Consolidate the lesson

19

10. Do You Want Some

More?

▪ Offering food Go ahead. Help yourself. Do you want some more?

▪ Accepting/ Declining Yes, please. No, thanks

1

․ Listening to the expressions used to offer some food and responding appropriately․ Listening and speaking to accept and refuse․ Changing the Line game

2

․ Listening to the expressions used to offer some food and responding to the offer appropriately․ Sing a song: 'Do You Want Some More?'․ Pass the cards game

203

․ Reading and understanding the meanings of some simple words․ Writing the word looking at the picture․ Flick the clip game

4 ․ Collecting the same card game․ Review and Consolidate the lesson

10

21

11. What Are You Doing?


What are you doing?

I'm washing my hands.

1 ․ Listening to the expressions of a present action․ Mime game

2

․ Listening to and speaking the expressions related to a present action․ Chanting: 'What's She Doing?'․ On the head game

223

․ Reading and understanding the meanings of some simple words․ Writing the word looking at the picture․ Matching game

4 ․ Finding the differences activity․ Review and Consolidate the lesson

23

12. This Is a Bedroom


This is a bedroom.


Where's the bathroom?

1․ Listening to and speaking expressions related to the vari-

ous structures of a house․ Guessing game

2

․ Listening to and speaking expressions related to the vari-ous structures of a house․ Chanting: 'This is a Living Room'․ Building a house game

243

․ Reading and understanding the meanings of some simple words․ Writing the word looking at the picture․ Finding pairs game

4 ․ Introducing my future house activity․ Review and Consolidate the lesson

❙• 42 •❙



11

2513. What

Did You Do

Yesterday?

▪ Experience What did you

do yesterday?

I went to the Science Museum.

1․ Listening to and speaking the simple sentences pertaining

to a past activity․ Bingo

2 ․ Sing along: 'What did you do yesterday?'․ The guessing game

263 ․ Reading words about sports

․ Survey

4 ․ Around the world activity․ Review and Consolidate the lesson

27

14. Is Peter There?

▪ Calling the phone

Hello, this is Jinho.

Is Peter there?

▪ Answering the phone

Speaking.

1․ Using the expressions used to call a friend, make an ap-

pointment at a specified time and place ․ Telephone number bingo

2․ Listening to and speaking a basic telephone conversation․ Chant: 'Is Peter there?'․ Guessing game

283 ․ Writing the Numbers in English looking at the picture

․ Calling on the phone game

4 ․ Answering the phone activity․ Review and Consolidate the lesson

12

29

15. Can You Join

Us?

▪ SuggestingCan you join us?

▪ Accepting/ Declining

Sure. Sorry, I can't

▪ Obligation I must go home.

1․ Listening to and speaking the expressions related to ac-

ceptance and declination to suggested activities․ Guessing bingo

2

․ Listening to and speaking the expressions related to sug-gestion and obligation

․ Sing along: 'Can You Join Us?'․ Collecting same cards game

303

․ Reading and understanding the meanings of some simple words

․ Writing the word looking at the picture ․ Finding someone who has the same plan game

4 ․ Role-play․ Review and Consolidate the lesson

31

16. Did You Have a

Nice Vacation?

▪ Experience Did you have a

nice vacation? I visited my

grandparents. I went fishing.

1․ Asking and answering questions regarding past experi-

ences․ Grasping the picture cards game

2

․ Asking and answering questions regarding past experi-ences

․ Sing along: 'Did You Have a Nice Vacation?'․ Playing board game

323

․ Reading and understanding the meanings of some simple words

․ Writing the word looking at the picture․ Alphabet relay game

4 ․ Making a book activity․ Review and Consolidate the lesson

❙• 43 •❙


3

1

1.Where Are You

From?

▪ Checking a fact Where are you

from? Where's your

classroom?

1 ․ Asking and answering about where someone is from․ Jamboree game

2․ Asking and answering about where someone is from․ Reading sentences for pictures․ Body twister game

2

3․ Singing the song․ Writing sentences about pictures․ Survey

4 ․ Fashion show role-play․ Wrap up Lesson 1

3

2. Is This York

Street?

▪ Giving a direction

Is this York Street?

It's behind the post office.

1․ Listening to and speaking about asking directions and

giving directions․ Destination Game

2․ Asking and answering about directions․ Reading sentences for pictures․ Moving Human Building game

4

3․ Singing the song․ Writing sentences watching pictures․ Whisper game

4 ․ Giving directions activity․ Wrap up Lesson 2

4

5

3. I Like Spring

▪ Asking for someone's likes and dislikes

Do you like ____ ? I like ______.▪ Saying hello

and replying How's it going? Not bad.

1 ․ Asking and answering for one's favourite season. ․ True or False game

2 ․ Reading a short writing about season․ Whispering game

6

3 ․ Writing a simple sentences about season․ Matching game

4 ․ Book-making activity․ Wrap up Lesson 3

7

4. When is Your

Birthday?

▪ Exchanging factual information When is your

birthday? It's May first.▪ Asking again Pardon?▪ Disagreement I don't think so.

1 ․ Asking and answering about someone's birthday․ Ordinal Number game

2 ․ Singing 'The Month Song'․ Line up game

8

3 ․ Reading about a birthday․ Birthday Comparison game

4 ․ Birthday survey activity․ Wrap up Lesson 4

8.4 6th Grade

❙• 44 •❙


5

9

5. May I Help You?

▪ Shopping May I help

you?▪ OpinionIt's too expensive.▪ Shopping I'll take it.▪ Factual

information Here's your

change.

1 ․ Asking and answering related to shopping․ Guessing game

2․ Asking and answering related to shopping․ Reading sentences with pictures.․ Shopping Dice game

10

3․ Chant 'May I Help You?'․ Writing sentences with pictures․ Shopping game

11

4 ․ Shopping game․ Wrap up Lesson 5

12

6. Can I have Some

Water?

▪ Asking for someone's permission

Can I have some water?

▪ Feelings I'm hungry.▪ Opinion I have no idea.▪ Interjection How kind of

you!

1․ Listening to the expressions of asking for someone's per-

mission․ Quick Hammer game

2

․ Listening to the expressions of asking for someone's per-mission

․ Reading sentences with pictures․ Card Guessing game

6

133 ․ Singing the song

․ Dice game

4 ․ Problem solving activity․ Wrap up Lesson 6

14

7. My Father Is

a Pilot


Does your mother work?


She's a teacher.

1 ․ Asking and answering about someone's occupation․ Bingo game

2․ Asking and answering about someone's occupation․ Reading sentences․ Guessing the Card over Your Head game

153

․ Singing the song 'Does Your Mother Work?'․ Writing sentences․ Family Finding game

4 ․ Family survey activity․ Wrap up Lesson 7

16

8. What Will You Do This Summer

▪ Plan What will you

do? I will visit my

uncle. I will ride my

bike.

1․ Asking and answering what someone wants to do in the

future․ Picture Bingo game

2

․ Asking and answering what someone wants to do in the future

․ Reading sentences․ Baseball game

7 173

․ Chant 'What Will You Do This Summer?'․ Writing sentences with pictures․ Card Matching game

4 ․ Vacation Plan survey activity․ Wrap up Lesson 8

❙• 45 •❙


9

17

9. How Was Your

Vacation?

▪ Asking about someone's experience and answering

How was your vacation?

It was great. I visited my

grandparents.

1 ․ Asking and answering what happened in the past․ Card Memory game

2․ Asking and answering what happened in the past․ Reading the sentence learned verbally․ Pass the pocket game

18

3․ Singing a song 'How Was Your Vacation?'․ Writing the sentence learned verbally ․ Find my seat game

4 ․ Making a newspaper activity․ Wrap up Lesson 9

19

10. I'm Stronger

than You

▪ Comparing I'm taller than

you.

▪ Interjection What a

surprise!

1 ․ Listening to the expressions of comparing two objects․ Snap game

2․ Saying the expressions of comparing two object․ Reading the sentence learned verbally․ Similar sentence game

20

3․ Chant 'I'm taller than you'․ Writing the sentence learned verbally․ Whisper game

4 ․ Comparison activity․ Witch's wart game

10

21

11. What Do You Want to

Do?

▪ Asking for someone's opinion

What do you want to do?

▪ Suggestion How about a

musical?▪ Agreement Sounds good!

1 ․ Asking and answering what they want to do․ Guessing game

2․ Asking and answering what they want to do․ Reading a short story and understand․ Yut Game

22

3․ Singing the song, 'What Do You Want to Do?'․ Writing short phrases and sentences․ Survey Bingo

4 ․ Making clubs activity․ Wrap up Lesson 11

23

12. Will You Help

Me, Please?


Will you help me with my homework?

▪ Answering Of course.

No problem. Sure.

1 ․ Asking for help and responding․ Asking for help game

2․ Asking for help and responding․ Asking for help game․ Shouting game

24

3․ Singing the song․ Writing short phrases and sentences․ Problem-solving game

4 ․ Doing a role-play․ Wrap up Lesson 12

❙• 46 •❙


11

25

13. That's too Bad

▪ Calling and answering the phone

Mrs. Brown, speaking.▪ Reason Why? Because he's sick.▪ Expressing

one's sympathy That's too bad.

1․ Understanding telephone conversations․ Asking for reasons and responding to them․ Guessing game

2․ Asking a question and answering with a reason․ Reading a simple diary․ Because dice game

263

․ Singing the song, 'That's Too Bad'․ Writing suitable sentences for pictures․ Relay Dictation game

4 ․ Writing a diary activity․ Wrap up Lesson 13

2714. Would

You Like to Come

to My House?

▪ Invitation and

accepting Would you like

to come to my house?

Yes, I'd love to.▪ Prohibition Don't take off

your shoes.

1․ Understanding how to invite and accept an invitation․ Saying the expressions to prohibit․ What's behind game

2

․ Saying the expressions of inviting, accepting/declining, and prohibiting․ Reading a simple invitation․ Happy Family game

283

․ Singing the song, 'Don't Take off Your Shoes'․ Completing the sentences․ Making a sentence game

4 ․ Doing a role-play․ Wrap up Lesson 14

12

29

15. It's Time to

Go Home

▪ Prohibition Don't go that

way.

▪ Habits It's time to go

home.

1․ Listening to and saying the expressions related to daily

lives․ True or False game

2

․ Listening to and saying the expressions of prohibition and expressions related to daily lives․ Reading a daily schedule․ Spinning Board game

303

․ Chant 'It's Time to Go Home'․ Completing the daily schedule․ Domino game

4 ․ Making-book activity․ Wrap up Lesson 15

31

16. So Long,

Everyone!

▪ Congratulation Congratulations!

▪ Encouragement Good luck!

▪ Greeting So long. Good-bye.

1․ Listening to and saying the expressions of congratulating,

wishing ․ Board game

2

․ Listening to and saying the expressions of congratulating, wishing․ Reading a letter․ Card game

323

․ Singing the song 'What Middle School Are You Going to?'․ Writing a letter․ Making a dialogue for the given pictures

4 ․ Playing Board game․ Wrap up Lesson 16

PART

Teaching Plan3rd Grade

1. Hello, I'm Minsu

2. What's This?

3. Happy Birthday!

4. Wash Your Hands

5. I Like Apples

6. How Many Cows?

7. I Can Swim

8. It's Snowing

❙• 49 •❙

1 Hello, I'm Minsu

Aims The students will be able to introduce themselves to other people when they meet them for the first time. They will be able to say goodbye.

Objectives

ListeningTo listen to and understand the expressions about greetingsTo listen and understand the introductive expressions

SpeakingTo greet each other at the first meeting and say good-byeTo introduce themselves to other people

Communicative Functions and

Structures

Communicativefunctions

1. Greetings2. Introduction

Hi. Hello. ByeI'm Minsu. My name is Mina.

Language structures

I'm . My name is .

Vocabulary be, bye, hello, hi, I, name

TeachingPlan

Period Page Procedure Activities

1 8~9◦Look and Listen◦Listen and Repeat⑴◦Let's Play⑴

◦Listen and watch CD-ROM title◦Listen and repeat◦Throwing a ball game

2 10~12

◦Look and Speak◦Listen and Repeat⑵◦Let's Chant◦Let's Play⑵

◦Listen and watch CD-ROM title◦Listen and repeat◦Chant: 'I'm Minsu.' ◦Greeting game

3 13~14◦Look and Speak◦Let's Sing◦Let's Play⑶

◦Look and speak◦Sing along: 'The Hello Song'◦Name bingo

4 15~17

◦Let's Role-play◦Let's Review

◦Role-play: 'Characters of Stories'◦Listen and match◦Look at the picture and speak◦Activity in a real context

❙• 50 •❙

3-1-1 Hello, I'm Minsu pp. 8-9

Objectives • To listen to and understand greeting expressions• To listen to and understand when people introduce themselves

✎ Warm up

Greetings Hi, everyone. Nice to meet you.

Listen and do Stand up, please. Very good. Sit down, please.Tips The teacher gives simple commands as the students

act out the commands. It is important to speak slowly and clearly.

ObjectivesPresent the objectives

✎ Development

Look and ListenLook at the picture Who do you see? What's in the picture?

Let's watch the screen (After Pre-listening) What did they say?

Listen to the dialogue Let's watch the screen. Listen carefully and take a guess.

Listen again Let's listen to the dialogue again. What did you hear?

Listen and Repeat⑴Listen and repeat Let's watch the screen. Look and listen carefully. Listen carefully and repeat. Listen and repeat again.

Practice Let's practice today's expressions. Use your index finger.

Tips Give as much praise as possible to encourage students.

Let's Play⑴: Throwing a Ball ◷ 10'【Materials】Soft ball【Grouping】Group work【Expressions】Hi, I'm .

Hello, I'm .

▸It's time for a fun game.▸Let me show you how to play the game first.▸Listen carefully. ▸Make groups of 6. Use one ball.▸Throw the ball to a friend saying 'Hi, I'm '.▸The student who catches the ball does the

same as the child who threw the ball.▸The game continues until all the children throw

the ball and say hello.Tips Before the game, it's better to give instructions

in both English and Korean.

✎ Closing

Check-upReview today's lesson What will you say when you meet someone for the first time?

Listen to the dialogue on the CD-ROM title at home.

Good-bye Good-bye. See you next Monday.

EXTRA

Clapping Game ◷ 10'

【Materials】None【Grouping】Group work【Expressions】Same as Let's Play⑴

▸Divide the class into groups of six.▸Each makes a circle and sits on the floor.▸Students clap their hands twice.▸The first student says his/her name.▸All students clap twice. ▸The second student says his/her name.▸All students clap twice.▸The second student says the name of the first

student.▸Continue around the circle.Tips Before the game, teachers should show students

how to play the game with a demonstration.

❙• 51 •❙


Objectives • To listen to and understand expressions of introducing and greeting• To use the expressions with a game

✎ Warm up

Greetings Hello, everyone. How are you today?

Listen and do Stand up, please. Sit down, please. Listen carefully.

ReviewSay hello to each other and say one's nameObjectivesPresent the objectives

✎ Development

Look and SpeakLook at the pictures Open your book to page 10. Look at the pictures and take a guess.

Let's watch the screen (After Pre-listening) Who are the characters?

Listen to the dialogue Let's watch the screen. Listen to the dialogue carefully. What did you hear?Tips Listen to the dialogue again to check the

expressions.

Listen and Repeat⑵Listen and repeat Look and listen carefully. Listen carefully and repeat. Listen and repeat again.Tips Listen and repeat the sentences line by line.

Practice Look at me and guess who I am. Act out some famous people using their voice or gestures and have students guess who you are and say hello to the person you are mimicking.

Let's chant. Let's listen to the chant first. Let's chant with clapping. Let's chant together.

Let's Play⑵: Greeting Game ◷ 10'【Materials】None【Grouping】Whole class【Expressions】Hi, I'm .

Hello, I'm .Bye.

▸Students move around the classroom listening to the chant 'I'm Minsu.'

▸When the music stops, greet a friend and introduce yourself.

▸After introducing each other, say good-bye to friends.

▸Students repeat the activity.Tips This game could be done by making two circles.

Students in each circle move along in their own circle. When the chant stops, they greet the friend.

✎ Closing

Check-upReview today's lesson Say your name to your partner. Let's chant together.

Good-bye See you next time. Bye everyone.

EXTRA

Finding Partners ◷ 10'

【Materials】Name cards【Grouping】Whole class【Expressions】Same as Let's Play⑵

▸Make groups of 8.▸Give a name card to each person.▸When the teacher says "Let's start!" the

students start greeting other students by saying "Hi, I'm Kongjwi. What's your name?"

▸They can stand up and move around to do this activity.

▸When the students find the right person to match the name, they go back to their seats.

Tips Before this game, have a discussion about famous characters from stories that students know.

❙• 52 •❙

▸Have students write their friends' names on a paper with 16 grids.

▸First they write their own name and fill in the rest with their friends' names.

▸When the teacher calls a student's name he/she says 'Hi, I'm S1.'

▸The others greet by saying 'Hi, S1.' ▸The students with S1's name on their grid

mark an O around the name.▸If students mark an O around every name on

their grid, they win. Tips Class activity could be followed by group

work.


Objectives • To introduce themselves and to say good-bye• To sing the song 'The Hello Song'

✎ Warm up

Greetings Hi, everyone. How are you today?

Listen and do Look at me, please. Clap your hands two times.

ReviewChant together 'I'm Minsu'. ObjectivesPresent the objectives

✎ Development

Look and SpeakListen to the dialogue one Let's listen to dialogue One again. Look at the screen and listen carefully. What did Zeeto say to the puppy? What did Julie say?

Listen to the dialogue two Now, let's listen to dialogue Two again. What did Mina say? What did Zeeto say?

Look and speak Open your book to page 13. Who can you see in the pictures? Let's watch the screen and check.Tips Let students practice the dialogue with their

partners, greeting each other.

Let's singListen to the songSing the song Let's watch the screen and listen carefully to the song. Let's sing it part by part.

Listen carefully and hum the tune.Tips The girls pretend to be Julie and the boys pretend

to be Minsu.

Let's Play ⑶: Name Bingo ◷ 10'【Materials】Name cards【Grouping】Whole Class【Expressions】Hi, I'm ____. Hello, my name is _____. Bye.

✎ Closing

Check-upReview today's lesson Do you know this character? Say hi to her/him. Let's sing the song you learned today.

Good-bye Time's up. Good-bye. Take care, everyone.

EXTRA

Guessing Who I Am ◷ 10'

【Materials】Pictures of some famous people【Grouping】Whole class【Expressions】Same as Let's Play ⑴

▸Collect some pictures of famous people from magazines or newspapers.

▸Mimic one famous person with actions and have students guess who the person is.

▸Teachers could give some hints to the students when they don't know the answer.

▸Have some students come up to the front and mimic a person from among the pictures or a person of their choice.

❙• 53 •❙


Objectives • To do role-play confidently• To consolidate the contents of the lesson into real situations

✎ Warm up

Greetings Good afternoon, boys and girls. It's time for English. Are you ready?

Listen and do Stand up, please. Sit down, please. Watch TV, please. Be quite, please.

ReviewSing the song from the last lesson Tips Have girls sing the first part and boys sing the

second part by using different names.ObjectivesPresent the objectives

✎ Development

Let's Role-playLook at the picture Open your book to page 15. What fairy tales do you know? Who are the characters in this story? Let's make up a story together looking at the pictures in the textbook.

Listen to the story Let's watch the screen. What is the story about? What did you hear? What did they say when they left?

Listen and repeat Let's watch the screen and repeat after the dialogue.

Role-play Have students take roles and repeat with CD-ROM.

Let's practice without sound. Volunteers may come up and present the role-play.

Who wants to be Shim Cheong?Tips Students with the same role can practice their lines

by standing up and repeating after CD-ROM. It can build up students' interest.

Let's ReviewListen and draw the line

Open your book to page 16. Listen carefully and draw a line. Are you done? Let's check the answer.

Look at the pictures and talk about them Let's move to page 17. Look at the pictures. What's the story? Make up a story with the picture. Let's check the answers.

Speak in a real situation (Have two children greet each other)

✎ Closing

Check-upWrap up Lesson 1 Let's sing the 'Hello song'. Do you know who he/she is? He is a famous actor in Korea. I'll show a part of his face.

Listen to the dialogue with CD-ROM title at home.

Good-bye Time's up. Good-bye. Take care, everyone. You did a good job today.

EXTRA

Getting an Autograph ◷ 10'

【Materials】Worksheet【Grouping】Whole class【Expressions】Same as Let's Play ⑴

▸Give out a worksheet to each child in the class.▸The students move around and greet their

friends.▸The students need to meet at least 10 friends.▸Write down their friends' names and their

autographs in the columns.▸When the columns are filled out completely,

the students go back to their seats.▸If there are students who want to get more of

their friends' autographs, let them do so.Tips While doing the activity, students tend to make

too much noise. The teacher should control the noise level in the classroom.

❙• 54 •❙

Lesson 1 Hello, I'm Minsu

Look and Listen ⑴

(Zeeto flies in on a spaceship. When Zeeto hits an antenna it greets that object.)Zeeto: Hi!(Zeeto says hi to a barking dog.)Zeeto: Hello!(Noisy sound makes Julie and Tony come out.)Tony: (Greeting Zeeto with a smile) Hi!Zeeto: Hi!Julie: Hello, I'm Julie.Zeeto: (Julie's appearance makes Zeeto's face turn red) Hello, I'm Zeeto.(Tony laughs heartily seeing Zeeto.)

Look and Listen ⑵

(Children are doing hide and seek in a playground. Minsu is leaning against a tree, counting numbers.)

Zeeto: (Hitting him on the back) Hi!(Minsu gets surprised when he sees Zeeto.)Zeeto: (Smiling again at Minsu) I'm Zeeto.Minsu: I'm Minsu.(Zeeto guides Minsu to where Mina hides herself)

Zeeto: Hi, my name's Zeeto.Minna: Hello, Zeeto. My name's Mina.(Thanks to Zeeto, Minsu finds Mina and she gets angry.)

Minsu's mom: Minsu, Mina!(Running over to their mom, Minsu and Mina say good-bye to Zeeto.)

Minsu, Mina: Bye, Zeeto.Zeeto: Bye!

Let's Chant: I'm Minsu.

I'm Minsu. (Julie)I'm Zeeto. (clap, clap, clap)I'm Minsu.I'm Zeeto. (clap, clap, clap)

Hi, Minsu. (Julie)Hi, Zeeto. Hey, hey, hey!Hi, Minsu. Hi, Zeeto. Hey, hey, hey! Yeah!

Let's Sing: The Hello Song

Hello, Zeeto. Hello!Hello, Zeeto. Hello!Hello, Zeeto. Hello!My name is Mina. (Hello!)

Hello, Zeeto. Hello!Hello, Zeeto. Hello!Hello, Zeeto. Hello!My name is Minsu. (Hello!)

Bye, bye, Zeeto. Bye, bye.Bye, bye, Zeeto. Bye, bye.Bye, bye, Zeeto. Bye, bye.Bye, bye, Zeeto. Bye, bye. (Bye, bye!)

Role-play: Characters of Stories(Shim Cheong comes and jumps down from a boat-shaped time machine.)

Shim Cheong: Hello, my name is Shim Cheong.

Children: Hi, Shim Cheong.(Cinderella appears in an amber carriage.)Cinderella: Hi, I'm Cinderella.Children: Hi, Cinderella.(After a short time, Heungbu flies in on a swallow.)

Heungbu: Hi, I'm Heungbu.Children: Hi, Heungbu.(Kongjwi wearing an old cloth flies in on a toad-shaped time-machine.)

Kongjwi: Hello, my name is Kongjwi.Children: Hello, Kongjwi.(When all the people happily talk, while they are eating, they are surprised to hear the clock's ringing)

All: (Getting in their own time machines) Bye! (Leaving in their own time machines)

❙• 55 •❙

Lesson 1. Hello, I'm Minsu (2/4)

Name card

이몽룡 성춘향 로미오 줄리엣

피터팬 웬디 개미 베짱이

미키 미니 흥부 놀부

시골쥐 서울쥐 미녀 야수

❙• 56 •❙

Lesson 1. Hello, I'm Minsu (4/4)

Autograph Album

Friends'

Name

Autograph

Friends'

Name

Autograph

How to play: 1. The students move around the classroom and greet their friends. 2. They fill out the worksheet with students' names and autographs. 3. When a student who gets 10 autographs, he/she goes back to his/her seat.

❙• 57 •❙

2 What's This?

Aims The students will be able to ask and answer questions about the names of different things. They'll also learn how to apologize for their mistakes and how to reply to apologies.

Objectives

ListeningTo listen to and understand the names of different things To hear and understand expressions of apology

SpeakingTo ask and answer expressions about certain thingsTo apologize and to respond to an apology


Structures


1. Confirmation2. Apology

What's this? It's a pencil.I'm sorry.

Language structures

What's ___________? It's a(an) ________ .

Vocabulary a(an), eraser, it, oh, OK, ruler, sorry, thank, that, this, what, you

TeachingPlan



◦Listen and watch CD-ROM title◦Listen and repeat◦'Picking-up-Cards' game

2 20~22


◦Listen and watch CD-ROM title◦Listen and repeat◦Chant: 'I'm Sorry.'◦What's missing? game


◦Speak with pictures◦Sing along: 'What's This?'◦Guessing game

4 25~27

◦Let's Role-play

◦Let's Review

◦Role-play: 'City Mouse & County Mouse'◦Listen and color◦Look at the pictures and speak◦Activity in real context

❙• 58 •❙

▸Cut out the cards on p.153.▸The students ask "What's this?"▸The teacher says the name of one item.▸If students pick up the card with the item that

the teacher said, they get to keep the card▸The student who has the most cards wins the

game.

3-2-1 What's This? pp. 18-19

Objectives • To listen to and understand expressions about daily routines• To use expressions about daily routines

✎ Warm up

Greetings Hi, everyone. Welcome back to our English class. How's the weather today?

Listen and do Clap your hands three times. Sit down, please.

ReviewGreet your friends with the expressions that you learned last time.ObjectivesPresent the objectives

✎ Development

Look and ListenLook at the picture Open your book to page 18. What's in the picture?

Let's watch the screen (After Pre-listening) What did you hear?

Listen to the dialogue How did they say 'pencil' in English? What object did Zeeto ask about?

Listen again How can you say "What's this?" in English? What was Minsu's answer? (Ask listening comprehension check questions)Tips Elicit as many words or phrases as possible.

Listen and Repeat⑴Listen and repeatPractice I'll show you a picture and ask you a question. Please answer.

(Showing a picture of a pencil) What's this?Tips To add more fun to the speaking practice process,

use interesting ways of showing the cards that can intrigue the students' curiosity.

- Show each card for just a second. - Reveal it gradually.

Let's Play ⑴: Picking-Up-Cards ◷ 10'【Materials】Cards, various items (p.153)【Grouping】Whole class【Expressions】What's this?

It's a pen/pencil/chair/desk/book.

✎ Closing

Check-upReview today's lesson Listen and answer the questions. (Show some pictures of different items) What's this?

(Ask students to answer) It's a pencil.Good-bye It's time to finish. Good-bye. Take care, everyone.

EXTRA

List of Objects ◷ 10'

【Materials】Various objects【Grouping】Whole class【Expressions】Same as Let's Play⑴

▸Ask each child to choose one object in the classroom and place it on his or her desk.

▸Ask the students to stand up. The students listen to the names of the objects as you draw them out of a container.

▸As you select a slip of paper, read out the name of the object. Anyone with this object has to sit down.

▸Continue to draw out all the slips of paper one by one, and read out the names of the objects.

▸The last few children left standing are the winners.

Tips It is possible that some children have chosen objects which you did not include in your list. If they know the English word for these items, they win bonus points.

❙• 59 •❙

▸Show students pictures of items and put them on the board.

▸Have students close their eyes.▸After hiding one of the objects, have the

students open their eyes and ask them what's missing.

▸The students who guess the missing card get a point.

Tips Encourage students to speak English as much as possible.

3-2-2 What's This? pp. 20-22

Objectives • To understand expressions about apologies and how to respond to them• To use the expressions with games

✎ Warm up

Greetings Good morning, class. Let's start our English lesson now.

Listen and do Touch your English book. Sit down, please. Turn around, please. Clap your hands one time.

Review Listen carefully and do what I say. I'll draw a picture. What's this?


✎ Development

Look and SpeakLook at the pictures Open your book to page 20. What's in the picture?

Let's watch the screen (After Pre-listening) What's happening?

Listen to the dialogue What did Julie drop by mistake? What did Minsu do to Julie? What is the meaning of "What's that?" in Korean? What was Minsu's answer? (Ask listening comprehension check questions.)Tips Try to elicit as many words or phrases as possible.

Listen and Repeat⑵Listen and repeatTips Listen and repeat the sentences line by line.

Practice (Walk around and ask questions by pointing to real objects in the classroom.)

(Help the students understand 'this' and 'that' by using objects that are close and far away.)

Let's Chant Let's listen to the chant first. Let's chant while clapping. Let's chant part by part.

Let's Play ⑵: What's Missing? ◷ 10'【Materials】Object flashcards

【Grouping】Whole class【Expressions】What's this?


✎ Closing

Check-upReview today's lesson If you happen to push your friend by mistake, what would you say to the person?

Let's chant together. Listen to the dialogue with CD-ROM title at home.

Good-bye It's time to finish. Good-bye. Take care, everyone.

EXTRA

Puzzle Pieces ◷ 10'

【Materials】One A4 paper, pencil crayons【Grouping】Group work【Expressions】Same as Let's Play⑴

▸Have each group draw one object quickly with pencil crayons.

▸Then, cut it in 5-6 pieces and put the pieces into a bag.

▸Exchange the bags.▸The first team to shout out together what the

object is wins the game.Tips Make sure that students do not spend too much

time on drawing.

❙• 60 •❙

▸Divide the class into two groups and choose one team leader per group.

▸Each team leader comes up to the front and stands facing the class.

▸The teacher puts one card on the team leader's head and makes sure he or she does not know what the picture is.

▸The class asks the question to the teacher together.The leader takes a guess and answers the question.

▸If the leader guesses correctly in one try, he or she gets 3 points, 2 points for two guesses, and one point for three guesses.

Tips 5-6 cards are suitable for third graders.

3-2-3 What's This? pp. 23-24

Objectives • To ask and answer about things through song and practice• To speak confidently playing a guessing game

✎ Warm up

Greetings Hi, everyone. It's time for English.

Listen and do Touch your desk. Point to the door.

ReviewShow realia and ask questions Tips Direct students in a variety of ways by using

words they have learned.ObjectivesPresent the objectives

✎ Development

Look and SpeakListen to dialogue one Let's listen to dialogue one. How did Zeeto and Minsu greet each other? What did Zeeto ask Minsu?

Listen to dialogue two What did Minsu show Julie? How did Julie reply to Minsu's apology?

Look and speak Who is talking? Let's check what they are saying while looking at the screen.

Tips Let students practice the dialogue with their partners and then let them do a demonstration.

Let's singListen to the songSing the song Let's watch the screen and listen carefully to the song. Let's sing part by part.

Tips Sing the song by changing the names according to real objects or flashcards that the teacher shows to the students.

Let's Play ⑶: Guessing Game ◷ 10'【Materials】Flashcards (one set per group for both

a teacher and students)【Grouping】Whole class【Expressions】What's that?


✎ Closing

Check-upReview today's lesson Listen and answer the questions. (Show some pictures of different items) What's this?

(Have students answer) Listen to the dialogue with the CD-ROM title at home.


EXTRA

Mimic Game ◷ 10'

【Materials】One paper per group【Grouping】Group work【Expressions】Same as Let's Play⑴

▸Each group makes a circle.▸One of the group members draws one item on

the paper and covers it.▸The student asks "What's this?" and the other

students take turns guessing.▸The student who gets the right answer draws a

picture of an item he or she thinks of. The game continues until everyone has the chance to draw a picture.

❙• 61 •❙

3-2-4 What's This? pp. 25-27

Objectives • To do a role-play asking and answering about the names of things• To consolidate the contents of the lesson in real situations

✎ Warm up


Listen and do Touch your head. Draw a book in the air. Stand up, please.

ReviewDirect the students with words they learned and let them draw it with their finger in the air togetherLet's sing the song 'What's this?' Tips Divide the class into two teams. Each team takes a

role of either asking or answering while singing along. ObjectivesPresent the objectives

✎ Development

Let's Role-playLook at the picture Open your book to page 25. Do you know the story 'City Mouse and Country Mouse'?

Who are the characters in this story?Listen to the story What did Country Mouse ask when he pointed to a piece of orange that was far away?

What object did Zeeto ask about?Listen and repeat What was City Mouse's response? (Ask listening comprehension check questions.)Tips Try to elicit as many words or phrases as possible.

Role-play Choose one role and repeat along with the screen.

Any volunteers? Please come up and do the role-play.

Who wants to be Country Mouse?Tips Page 207 shows how to make a hair band for the

role-play,

Let's ReviewListen and choose the right thing Open your book to page 26. Listen carefully and choose the correct answer.

Let's check the answer.Look at the pictures and talk about them Let's move to page 27. Look at the pictures. What's in the picture? Make up a story with the picture. Let's check the answers.

Speak in a real situation In pairs, have children ask and answer each other about their belongings.

✎ Closing

Check-upWrap up Lesson 2 Make students do the role-play by using different objects instead of an orange and cake.


Good-bye It's time to stop. Good-bye. Take care, everyone. You did a good job today.

EXTRA

Guessing Game ◷ 10'

【Materials】One object card per student【Grouping】Group work【Expressions】Same as Let's Play⑴

▸Group the students.▸Students put their cards into a bag.▸One student chooses a card from the bag.▸All members ask what it is and the person

answers the question by guessing.▸The student looks at the card and says what it

is.▸If the guess was correct, the student gets a

point.▸The person who gets the most point wins the

game.Tips You could let the student who picks one card

give some hints to the others if they don't know after guessing 5 times.

❙• 62 •❙

Lesson 2 What's This?

Look and Listen ⑴

(Zeeto is looking at the pencil and putting it in his ear and on his head.)Minsu: Hi, Zeeto.Zeeto: Hello, Minsu.(Zeeto points to the pencil with curiosity.)Minsu: It's a pencil.(He paints a ridiculous portrait of Zeeto's face.)Zeeto: Ummm. A pencil. (Writing)

Look and Listen ⑵

(Julie accidentally knocks her friend's book off the desk while walking down the aisle.)

Julie: Oh, sorry.Kids: It's OK.(Julie approaches while seeing Minsu who is playing with a new toy car.)

Julie: What's that, Minsu?Minsu: It's a ruler.(When he presses the button, the ruler springs out and pricks her arm.)

Minsu: Oh, I'm sorry.Julie: It's OK.

Let's Chant: I'm sorry

I'm sorry. I'm sorry.Sorry, sorry, sorry.I'm sorry. I'm sorry.Sorry, sorry, sorry.Huh!It's OK. It's OK. It's OK.It's OK. It's OK. It's OK.

I'm sorry. I'm sorry.Sorry, sorry, sorry.I'm sorry. I'm sorry.Sorry, sorry, sorry.Huh!It's OK. It's OK. It's OK.It's OK. It's OK. It's OK.

I'm sorry. I'm sorry.Sorry, sorry, sorry.I'm sorry. I'm sorry.Sorry, sorry, sorry.

Huh!It's OK. It's OK. It's OK.It's OK. It's OK. It's OK.Thank you!

Let's Sing: What's This?

What's this? What's this?What's this? What, what?It's a pen. It's a pen, pen, pen, pen.What, what, what, what's this?What, what, what, what's this?Pen, pen, pen, it's a pen.Pen, pen, pen, it's a pen.

What's this? What's this?What's this? What, what?It's a book. It's a book, book, book, book.

Role-play: City Mouse & Country Mouse(Country Mouse visited City Mouse. As soon as Country Mouse entered City Mouse's house, he saw lots of delicious food. There was food more wonderful than he had ever seen before.)

Country Mouse: Hi!City Mouse: Hello!Country Mouse: (pointing to the cake at hand while looking around) What's this?

City Mouse: It's a cake.Country Mouse: (As soon as he touches the cake, it falls down. He licks the cream.) Oh, sorry.

City Mouse: It's OK.County mouse: (pointing to the orange in the distance while looking around.) What's that?

City Mouse: It's an orange.Country Mouse: (When he bites the orange, the orange juice splashes on City Mouse's face.) Oh, I'm sorry.

City Mouse: (with a bitter smile) It's OK.

❙• 63 •❙

Lesson 2. What's This? (2/4)

Bingo Board

❙• 64 •❙

Lesson 2. What's This? (3/4)

Board game

1번 쉬기

START

1칸 뒤로

1칸 앞으로

END

2칸 앞으로

3칸 뒤로

2칸 앞으로

❙• 65 •❙

3 Happy Birthday !

Aims Birthdays are special for everyone. Parent's day is a day when people show thanks to their parents. The students are going to study how to congratulate and how to respond to those expressions.

Objectives

ListeningTo listen to and understand expressions of celebrating a birthday and responding to themTo listen to and understand what to say when giving a present

SpeakingTo use expressions of celebrating a birthday and respond to themTo use expressions for giving and receiving presents


Structures


1. Celebration2. Appreciation

Happy birthday!Thank you.

Language structures

Happy ___________!This is for ________.

Vocabulary birthday, dad, for, happy, mom, thank, welcome, wow

TeachingPlan



◦Listen and watch CD-ROM title◦Listen and repeat◦'Gathering presents' game

2 30~32


◦Listen and watch CD-ROM title◦Listen and repeat◦Chant: 'Happy Birthday.'◦Passing-the-Shoes-Bag game


◦Look at the pictures and speak◦Sing along: 'Happy Birthday, Julie!'◦Giving-and-Receiving-Presents game

4 35~37


◦Role-Play: 'Kongjwi & Patjwi'◦Listen and draw a line ◦Look at the pictures and speak◦Activity in real context

❙• 66 •❙

3-3-1 Happy Birthday! pp. 28-29

Objectives • To listen and understand about celebrations• To take part in the games actively using the expression

✎ Warm up

Greetings Hello, everyone. How are you today? How's the weather today?

Listen and do Stand up, please. Sit down, please.

ReviewAsk questions by showing part of a picture cardTips Flashcards or visuals are needed to review.ObjectivesPresent the objectives

✎ Development

Look and ListenLook at the picture Open your book to page 28. What's happening?

Let's watch the screen (After Pre-listening) What are the people saying?

Listen to the dialogue Who is in this dialogue? Who gave a gift to whom?

Listen again What did Thomas and Minsu say to Julie? What was Julie's response? (Ask listening comprehension check questions.)Tips Try to elicit as many words or phrases as possible.

Listen and Repeat⑴Listen and repeatPractice Let's pretend that it's a friend's birthday and give them a birthday card.

Talk with your partner.

Let's Play⑴: Gathering Gifts Game ◷ 10'【Materials】Students gift flash cards, dice【Grouping】Group work【Expressions】Happy birthday.

Thank you. You're welcome.

▸Make groups of six.▸Each member in each group has a number

between 1 and 6.▸Each student takes turns throwing the dice.

Others give the players who threw the dice a picture card according to the number that is rolled and say "Happy birthday."

▸The student who has the most gifts wins the game.

▸After all the 'presents' are gone, start again.Tips Have each student get a chance to have the gift

cards. Make sure that they are using English.

✎ Closing

Check-upReview today's lesson Students whose birthday is this month come to the front. Let's wish them a happy birthday.

Good-bye Next time, we'll look at what to say when you are giving a gift. Good-bye, everyone.

Take care, everyone.

EXTRA


【Materials】Gift flash cards【Grouping】Group work【Expressions】Same as Let's Play⑴

▸Divide the class into groups of 4 or 6 members.

▸There are motions drawn on each card except one which has a birthday cake on it.

▸All members pick a card except S1.▸S1 picks one student, and say "Happy birthday,

_________."▸If the person has the birthday cake card, S1

gets one point. The chosen student(S2) says, "Thank you".

▸If not, they say "Sorry". And the next student gets a chance to take a guess.

❙• 67 •❙


Objectives • To use expressions about wishing someone a happy birthday • To speak naturally while playing games

✎ Warm up

Greetings Hello, everyone. How's the weather today?


Review What would you say on your friend's birthday?


✎ Development

Look and SpeakLook at the pictures Open your book to page 30.


Listen to the dialogue Who are the characters in this dialogue? What did Minsu and Mina say to their mom and dad when giving a gift to them?

What did Minsu give his dad as a gift? (Ask listening comprehension check questions.)Tips Listen to the dialogues again to check the

expressions.


Practice Now, you'll be Minsu, Mina, dad and mom. Try to act according to the chosen role.

Let's Chant Let's chant part by part. Let's chant together.

Let's Play⑵: Passing the Gifts Bag ◷ 10'【Materials】Flashcards from lesson 2, a gift bag【Grouping】Group work【Expressions】Happy birthday.

This is for you.You're welcome.

▸A bag with gift cards in it is passed around the group as well as the birthday hat. While the children are chanting and the music is playing, the bag and the hat are passed in the same direction.

▸When the music stops, the student(S1) with the birthday hat pretends it's his birthday.

▸The student who is holding the bag picks one card out and gives it to S1. Others say "Happy Birthday" together.

✎ Closing

Check-upReview today's lesson Let's make a gift with paper or with a photo, give it to a friend and say, "Happy birthday."

Good-bye Next time, we're going to learn a song for celebrating a birthday and play a fun game.

EXTRA

My Birthday ◷ 10'

【Materials】Pieces of paper【Grouping】Group work【Expressions】Same as Let's Play⑵

▸Give each person in the group a small piece of paper. Students draw one present that they want to get from their parents on their birthday.

▸Put all the papers into a box and have students take turns choosing a paper.

▸If the picture card is what the child has drawn, others say "Happy birthday."

▸If not, the child puts the card back into the box.

▸The game is over when all the students in the group have their own birthday gift picture.

Tips You can have students draw more than two gift pictures.

❙• 68 •❙


Objectives • To sing the song 'Happy Birthday, Julie!'• To use the expressions with games

✎ Warm up

Greetings Hi, everyone. Look outside. How's the weather?


ReviewLet's chant 'Happy Birthday'. ObjectivesPresent the objectives

✎ Development

Look and speakListen to the dialogue again What did Thomas and Minsu say to Julie? How did Julie respond to Thomas and Minsu? What did Thomas and Minsu say after Julie spoke?

Listen to dialogue two What did Mina say to her mom while giving her a flower and a present?

What did Minsu say to his dad while giving him a flower and a present?

Look and speak Look at the pictures. What happens? Look at the second picture and tell me what happens.

What is Mina saying while giving the present?

Let's singListen to the songSing the song Let's watch the screen and listen to the song. Let's sing part by part. Let's sing together.

Let's Play⑶:Giving-and-Receiving-Presents Game ◷ 10'【Materials】Gift flashcards for students (6 cards for each student)【Grouping】Individual work【Expressions】Happy birthday.

This is for you. Thank you. You're welcome.

▸The students prepare the picture (about six items per student) that they'd like to give their friends as gifts.

▸While the teacher plays the song, 'Happy Birthday' from the CD-ROM title or a song of choice, each student stands up and walks around the classroom.

▸The students say "Happy birthday" and give each other presents.

▸After giving all the presents, they fill in the worksheet about what kind of presents they got and attach the present below the name of the student who gave it to them.

✎ Closing

Check-upReview today's lesson Let's sing 'Happy Birthday!' song.

Good-bye Did you have fun today? So long, everyone.

EXTRA

Mimic Game ◷ 10'

【Materials】Wheel boards, clips【Grouping】Group work【Expressions】Same as Let's Play⑶

▸Teacher hides a present and says "Happy birthday" to a student.

▸The student says "Thank you" to the teacher.▸The teacher, putting two hands together, says

"This is for you."▸The student asks what it is.▸The teacher answers.Tips If the student doesn't say 'Thank you'

hesitate to give that present to the child until they say 'Thank you.'

❙• 69 •❙


Objectives • To do a role-play using birthday celebration expressions• To consolidate the contents of the lesson in real situations

✎ Warm up

Greetings Hello, class. How are you today? How's the weather outside?

Listen and do Stand up, please. Sit down, please. Raise your right hand.

ReviewSing the song, 'Happy Birthday, Julie!'ObjectivesPresent the objectives

✎ Development

Let's role-playLook at the picture Do you know this story? What is it? Who are the main characters you're going to meet from the story?

Listen to the story What special day is it today? What did the cow, toad, and sparrow say to Kongjwi?

What was Kongjwi's answer? How did they respond to Kongjwii's answer?

Listen and Repeat (Watching the screen, the teacher stops it at each scene of the dialogue, and he/she has the students repeat the expressions.)

Role-play In each group, take the roles from the dialogue and repeat the dialogue.

Let's role-play with your group.Tips Students could do a role-play wearing their masks.

ReviewListen to the dialogue and draw lines Listen carefully to the dialogue and draw lines on your book.

Have the students check their own answers by using CD-ROM title.

Look at the pictures and talk about them Who are the main characters? Can you guess the story? Make up a story with your partner.

Look at the screen and check the story.Speak in a real situation Let's sing the 'Happy birthday' song for our friends who have a birthday this month.

When you receive a present, make sure to say "Thank you".

✎ Closing

Check-upWrap up Lesson 3 Let me give you some homework. Watch the CD-ROM title at home.

Let's sing together.Good-bye Did you have fun today? So long, everyone.

EXTRA

Looking for People ◷ 10'

【Materials】None【Grouping】Whole class 【Expressions】Happy birthday! Thank you.

▸Divide the class into two groups and have students choose the leader of their group.

▸While a leader of team (A) goes outside of the classroom, the other team (B) chooses one student who has a birthday in their group.

▸The leader of team A comes back to the classroom when the students say "Come in, please". Then the leader looks for the person whose birthday it is in team B.

▸Students in team A sing the birthday song. If the leader of team A is getting close to the right person, the other team members may sing louder. If he/she is getting further away from the right person, the other members sing quieter. This will help the leader find the right person more easily.

▸The team that finds the right person the fastest, wins the game.

❙• 70 •❙

Lesson 3 Happy Birthday!

Look and Listen ⑴

(Thomas, Minsu and Zeeto are giving gifts to Julie.)Thomas, Minsu: Happy birthday, Julie.Julie: Thank you, Thomas. Thank you, Minsu.Thomas, Minsu: You're welcome.Zeeto: (giving a gift) Happy birthday, Julie.Julie: Thank you, Zeeto. What's this? Wow!(Julie opens the gift that Zeeto gave her. It is the ruler that she wanted. She kisses Zeeto's cheek and Zeeto flushes.)

Look and Listen ⑵

(Minsu and Mina are giving flowers and gifts to parents.)Mina: (wearing a flower, kissing her cheek, and giving a gift) Mom, This is for you.Mom: Oh, thank you.Minsu: (giving flower and a gift) This is for you, Dad.Dad: Thank you, Minsu. What's this?Minsu: It's a book, Dad.Dad: (Giving a big hug to Minsu and Mina together) Thank you.

Let's Chant: Happy Birthday

Happy birthday, Julie.Happy birthday, Julie.

This is for you, Julie.This is for you, Julie.

Oh! Thank you, Zeeto.Oh! Thank you, Zeeto.

Oh! Thank you, Zeeto. Oh! Wow, Thank you. Wow!

Let's Sing: Happy Birthday, Julie!

Happy birthday, Julie. Thank you!


Happy birthday, oh, Julie!




Happy birthday, oh, Julie!


Role-play: Kongjwi and Patjwi

(Today is Kongjwi's birthday. However, her stepmother and Patjwi make her do laundry instead of celebrating her birthday. Kongjwi is crying because she is so sad. But she is pleased to hear congratulations.)Cow: Hi, Kongjwi. Happy birthday! This is for you. (giving a gift box)Kongjwi: Thank you.Toad: Hello! Happy birthday, Kongjwi! This is

for you. (giving a gift box)Kongjwi: Oh, wow! Thank you!Sparrow: Hello! Happy birthday, Kongjwi! (giving a gift box)Kongjwi: Oh, thank you!All: You're welcome.(There are interesting items in each box.)

❙• 71 •❙

Lesson 3. Happy Birthday

Birthday Cards

선물을 그리세요. Draw the present.

Dear.

From.

※ Cut it along the outline, fold it in half and decorate it by yourself.

❙• 72 •❙

Lesson 3. Happy Birthday

This is for you!

<How to play>: Pair work1. Put the real eraser in its place.2. Do rock-paper-scissors to decide who goes first.3. The loser flicks the eraser with their finger saying “Happy birthday! This is for you."4. The winner collects the item where the eraser lands, answering "It's a(an) ball, Thank you!" 5. The first person to collect all the 9 items wins the game.

eraser

❙• 73 •❙

4 Wash Your Hands

Aims

Listening and doing activities are very useful for beginners. In this lesson learning about body parts through the use of imperative sentences can give young children confidence in English as well as an interest in learning a foreign language.

Objectives

Listening

To listen to and understand imperative sentences about body partsTo listen to imperative sentences and respond to them withactions

SpeakingTo use short imperative sentence related to the bodyTo respond to the imperative sentence


Structures


1. Orders2. Responses

Wash your hands first.OK, Mom.

Language structures

Wash ___________.OK, ________.

Vocabulary at, close, down, face, hungry, look, no, open, please, sit, stand, touch, up, wash

TeachingPlan



◦Listen and watch CD-ROM title◦Listen and repeat◦Nose, Nose, Nose game

2 40~42


◦Listen and watch CD-ROM title◦Listen and repeat◦Chant: 'Wash Your Face'◦Guessing game


◦Speak with Pictures◦Sing along: 'Ally Bally'◦Passing words game

4 45~47


◦Role-Play: 'Begger & Prince'◦Listen and number◦Look at the pictures and speak◦Activity in real context

❙• 74 •❙

3-4-I Wash Your Hands pp. 38-39

Objectives • To listen to and understand imperative sentences• To use expressions through practice and games

✎ Warm up

Greetings Good afternoon, class. How's the weather today?

ReviewPlay Simon Says gameTips Let students practice 'ears' and 'eyes' repeatedly in

order to learn them as a plural nouns.ObjectivesPresent the objectives

✎ Development

Look and ListenLook at the picture (Have students take a guess at what they're going to study by looking at the picture.)

Who do you see in the picture?Let's watch the screen (After Pre-listening) What do people say?

Listen to the dialogue What did the nurse say? When the doctor said 'Open your mouth', what did Mina do?

Listen again (Ask listening comprehension check questions.)Tips To allow them to focus on listening, use the 'no

screen' function while playing the dialogue.

Listen and Repeat⑴Listen and repeat Repeat any parts that the students need to practice more.

Practice (Let students listen to the 6 imperative sentences and let them act according to the sentences.)

(If the teacher says the right sentence that matches the picture he/she is sticking on the board, have the students act that card out. If the teacher's sentence doesn't match the card, have them do nothing.)

Tips Prepare 6 pictures that show motions (p.95) If I'm right, do as I say. If I'm wrong, don't do anything.

Let's Play⑴: Nose, Nose game ◷ 10'【Materials】Flash cards【Grouping】Whole class【Expressions】Same as practice

▸Teacher says a body part and students point to it.

▸If you think students are familiar with names of body parts, try to point to other parts that don't match the words in order to keep them interested.

▸If there is a student who gets it wrong several times, give them a funny penalty.

✎ Closing

Check-upReview today's lesson Do as I say. This time, work in pairs. One student says the expressions and the other acts out what they hear.

Good-bye I want you to play the nose game with your family at home.

Bye, everyone.

EXTRA

Please Game ◷ 10'

【Materials】None【Grouping】Whole class【Expressions】Same as Let's Play⑴

▸If the teacher says the imperative sentence without 'please', students don't act.

▸If the teacher says the imperative sentence with 'please', the students act.

▸Have all students stand up first. They have to sit down if they don't act correctly.

Tips 'Please' is the most useful expression in English, so teach students to use it in imperative sentences. Let students practice using 'please' and 'Thank you', so that it becomes familiar to them.

❙• 75 •❙

3-4-2 Wash Your Hands pp. 40-42

Objectives • To understand imperative sentences• To use the expressions playing a guessing game

✎ Warm up

Greetings How are you? How's the weather today?

Listen and do Stand up, please. Sit down, please. Watch TV, please. Be quite, please.


✎ Development

Look and SpeakLook at the pictures Open your book to page 40. Guess what's going on.

Let's watch the screen (After Pre-listening) Who are the characters?

Listen to the dialogue What did you hear in the dialogue? (Let students watch the dialogue on CD-ROM title.)

What's the meaning of this sentence, ‘Wash your hands?'

Tips Watch the dialogues again to check the expressions.

Listen and Repeat⑵Listen and repeat Did you hear the dialogue? Let's listen and repeat line by line.Tips Listen and repeat the sentences line by line.

Let's chant Let's listen to the chant. Chant one part at a time. Let's chant together. (Have the girls chant and the boys act.)

Let's Play⑵: Guessing Motions ◷ 10'【Materials】Teacher's picture cards, a stopwatch.【Grouping】Whole class【Expressions】Open/Close your mouth/ eyes. Stand up. Sit down.

Look at your hands. Wash your hands.

▸Divide the class into two teams and let them sit facing each other.

▸Let the leaders of team A go behind team B and show the cards one bye one to team A.

▸Team A acts out what's on the card while team B guesses.

▸Teacher times each team to finish.▸When they finish, switch roles and repeat.▸The team that finishes first and answers

correctly wins the game.

✎ Closing

Check-upReview today's lesson (Have one student stand like a mannequin and let him/her act according to their friends' directions.)


Good-bye You did a good job. See you.

EXTRA

Matching Cards ◷ 10'

【Materials】Flash cards (p.153)【Grouping】Pair work【Expressions】Same as Let's Play⑵

▸Put 8 motion cards on the board.▸Divide the class into two groups and have one

leader from each group come to the front.▸The students who are sitting use the imperative

sentences according to what the teacher is doing and the leaders must then slap the correct card.

▸The team whose leader slapped the right card first gets one point.

▸Change leaders and repeat.

❙• 76 •❙


Objectives • To sing the song with imperative expressions• To use imperative expressions playing the game

✎ Warm up

Greetings Hi, everyone. How are you today? What day is it today?

Listen and do Stand up, please. Sit down, please. Watch TV, please. Open the door.

Review What do you say when you want to tell your friend to wash his or her hands?


✎ Development

Look and speakListen to dialogue 1 What did the nurse say to Mina? What did the doctor say to Mina?

Listen to dialogue 2 What did Minsu say? What did Minsu's mother said to him?

Look and speak (Have the students identify the content of pictures.)

Do the role-play with your partner. Let's check by watching the screen.

Let's singListen to the songSing the song Let's sing one part at a time. This time, girls sing and boys do the motions. Let's sing together.

Let's Play⑶: Passing Words Card ◷ 10'【Materials】A doll, movement cards for teacher 【Grouping】Whole class【Expressions】Look at your hands. Wash your hands. Stand up. Sit down. Open(Close) your eyes/mouth.

▸Each group stands in a line.▸The teacher gives one doll or baton to the first

student of each line and gives them an instructive sentence.

▸Team leaders of each group repeat what the teacher said.

▸The first student passes the doll to the next person and repeats the sentence.

▸The last students of each group quickly comes to the board and picks the correct card.

▸The group which gets the card first and says the expression correctly wins.

Tips Teacher gives points for good attitude as well as for properly producing the target language.

✎ Closing

Check-upReview today's lesson Let's sing the song we learned today.

Good-bye Did you have fun today? So long, everyone.

EXTRA

Flick the Clip ◷ 10'

【Materials】Wheel boards, clips【Grouping】Group work【Expressions】Same as Let's Play⑵

▸Give each group a wheel board with some action pictures on it.

▸Students take turns flicking the clip on the board.

▸The others say the expression based on the picture the clip is pointing to.

▸If the student responds correctly to the command, he or she gets the number of written under the picture.

▸The student who gets the most point wins.

❙• 77 •❙


Objectives • To confidently do a role-play using some simple commands• To use the expressions in real situations

✎ Warm up

Greetings Hello, class. How are you today? How's the weather outside?

ReviewSing the song, 'Ally Bally'ObjectivesPresent the objectives

✎ Development

Let's role-playLook at the picture Do you know the story 'The Prince and The Beggar?

What are they talking about? Make up a story with your group.

Listen to the story What did the prince say when offering the chair? What did the prince say when the beggar tried to take the food with his dirty hands?

Listen and Repeat Now, watch the role-play one more time.

This time, please repeat line by line. (Watching the screen, the teacher pauses the dialogue, and he/she has the students repeat the expressions.)

Do a role-play Each group member takes a role from the dialogue and watches the screen carefully. Students repeat the dialogue line by line.

Let's role-play with your group.Tips Give compliments to the students who played their

roles very well to encourage them to increase their interest in English and participate in the acting.

ReviewListen and write the correct number Listen and write the numbers next to the pictures. Have you finished? Let's check the answers.

Look at the pictures and talk about them Look at the pictures on page 47. Can you guess the story? Make up a story with your partner.

Speak in a real situation Let's use the expressions you have learned so far in a real situation.

(Demonstrate by walking around the class. Pick one student and tell him/her to close their eyes.)

(While the students' eyes are closed, hand him/her a book and ask) What's this?

(If the student gets the right answer, have him or her open his or her eyes to check what it is).

Very good. Do this with your partner.Tips Encourage them to do this again with their partner

and increase the number of imperative sentences.

✎ Closing

Check-upWrap up Lesson 4 Let's sing the song 'Ally Bally'.

Good-bye Thank you. See you tomorrow.

EXTRA

Speed Game ◷ 10'

【Materials】Action picture cards, stopwatch【Grouping】Whole Class 【Expressions】Same as Let's play⑶

▸Put the action picture cards in a row on the floor of the classroom and have one group come to the front.

▸The first player goes through the picture cards one by one saying the expression that is illustrated on it.

▸When the first student gets to the last card, the second student then does as the first student did.

▸Time how long each team takes to do the activity.

Tips Make sure that students say the expression correctly.

❙• 78 •❙

Lesson 4 Wash your Hands

Look and Listen ⑴

(A person is in a dentist's office with a dentist.)

Nurse: Sit down, please.Mina: OK.Doctor: Open your mouth.Mina: Ahhh...Doctor: (Lift the drill for treatment. Mina makes a painful expression and Zeeto is watching.)

Look and Listen ⑵

(When Minsu comes back after playing baseball, his face and hands are dirty. When he tries to pick up some bread on the table, his mom speaks to him.)

Minsu: I'm hungry. (He tries to pick up the bread and eats.)

Minsu's mom: Oh, no. Wash your hands, please.

Minsu: Please, Mom. I'm hungry. (He tries to eat again.)

Minsu's mom: Look at your hands! Wash your hands first.

Minsu: OK, Mom.

Let's Chant: Help Me, please!

Wash, wash your face.Wash, wash your hands.Wash, wash your face.Wash, wash your hands. Splash!

Touch, touch your ears.Touch, touch your eyes.Touch, touch your nose.Touch, touch your mouth, sh!(Repeat.)

Let's Sing: Ally Bally

Ally Bally, ally bally bee.Stand up. Sit down.Hee, hee, hee!Open and close.Open and close.Stand up. Sit down.Hee, hee, hee!(Repeat)

Role-play: The Beggar & The Prince

(One day, the prince invites the hungry

beggar to dinner.)

Prince: (Offering a chair) Sit down, please.

Beggar: Thank you. (Salivates) I'm hungry.

(Tries to grab the food with dirty hands).

Prince: Oh, no. Look at your hands! Wash

your hands.

Beggar: Oh, please. I'm hungry.

Prince: O.K. Open your mouth.

(Puts one piece of pizza in the beggar's

mouth.)

Beggar: (Standing up to wash hands after

eating pizza) Thank you.

Prince: You're welcome.

❙• 79 •❙

Lesson 4. Wash Your Hands (3/4)

Flick the clip

❙• 80 •❙

Lesson 4. Wash Your Hands

Picture Cards

❙• 81 •❙

5 I Like Apples

Aims The students will be able to ask and answer questions about the foods they like or dislike by expressing their opinions about them.

Objectives

ListeningTo listen to and understand expressions about what food we like or don't likeTo listen and understand expression of agreement

SpeakingTo use expressions by asking and answering questions about their favorite foodTo agree with others' opinions using new expressions


Structures


1. Likes & Dislikes 2. Agreement

Do you like apples?Yes, I do. / No, I don'tMe, too.

Language structures

Do you like ______.I like/I don't like ______.

Vocabulary chicken, do, fish, grape, here, like, lunch, not, time, too, yes

TeachingPlan


1 50-51◦Look and Listen◦Listen and Repeat⑴◦Let's Play⑴

◦Listen and watch CD-ROM title◦Listen and repeat◦Rock, Scissors, Paper game

2 52-54


◦Listen and watch CD-ROM title◦Listen and repeat◦Chant: 'Do You Like Chicken?'◦Guessing game

3 55-56◦Look and Speak◦Let's Sing◦Let's Play⑶

◦Look at the pictures and speak◦Sing along: 'I Like Apples.'◦Survey Game

4 57-59

◦Let's Review

◦Let's play⑷

◦Listen and mark ◦Look at the pictures and speak◦Real communicative activity◦Activity in real context

❙• 82 •❙

3-5-1 I Like Apples pp. 50-51

Objectives • To listen to and understand expressions about we like or dislike• To use expressions while playing the Rock, Paper, Scissors Game

✎ Warm up

Greetings Good morning, class. How are you doing? How's the weather today?

Listen and do Touch your desk. Point to the door. Touch your desk. Point to the door.

Review Sing the 'Ally Bally' song.ObjectivesPresent the objectives

✎ Development

Look and ListenLook at the picture Open your book to page 50. Look at the picture, what's happening?

Let's watch the screen (After Pre-listening) What did the people say?

Listen to the dialogue What did Minsu like? How about Julie?

Listen again Let's listen again and check your answers.

(Ask listening comprehension check questions.) What fruit doesn't Julie like?Tips Encourage students to say what they heard.

Listen and Repeat⑴Listen and repeat Let's repeat one by one.

Practice Let's Play 'Snatching game' with a partner. Put some food flash cards on the table. After hearing what the teacher says, if you like it, then pick up the card. If not, just leave the card.

I like apples. (oranges, pears, bananas, fish) Tips If both students like the same food and try to pick

the same card, the person who touches the card first wins.

Let's Play⑴: Rock Paper Scissors ◷ 10'【Materials】Flash cards

【Grouping】Whole class【Expressions】I like apples. I don't like apples.

▸Put picture cards on the board. ▸Divide into two groups and select a leader for

each team. ▸Students stand on opposite ends of the picture cards.▸The two leaders point to each card while the

others in team A and B say together.▸When both leaders meet in the middle, they do

'rock-paper scissors'.▸The team that finishes reading all of the cards

first wins. Tips When students are familiar with sentences, have

them do pair work by using individual picture cards.

✎ Closing

Check-upReview today's lesson I want to know what food or fruit you like. Do you like apples? Raise you hand if you like pears.

Good-bye It's time to finish. See you on Wednesday. Good-bye, everyone.

EXTRA

Snowball Game ◷ 10'

【Materials】None【Grouping】Group work【Expressions】Same as Let's Play⑴

▸Let students think about what food or fruit they like.

▸First, one student from each group says what he/she likes.

▸The next student repeats the previous student's expression and adds what they like.

▸If a child can't memorize all the things others like so far, the student will be out.

Tips For young students it's better to use picture cards.

❙• 83 •❙


Objectives • To understand and use expressions about our favorite food • To understand and use expressions about agreeing with others' opinions

✎ Warm up

Greetings How are you doing?


Review Listen carefully and do what I say. I'll draw a picture on the board. What's this?


✎ Development

Look and SpeakLook at the pictures Open your book to page 52. Look at the picture. What do you see in the picture?

Let's watch the screen (After Pre-listening) What do people say?

Listen to the dialogue What does 'me, too' mean? What food does Thomas like? What's Minsu's favorite food?


Practice I'll divide the class into two teams. This is team A, you are all team B. The teacher hides a food card and one student asks a question.

I'll hide one food card behind my back. Guess what it is.

Tips Let students have a chance to hide a card like the teacher does.

Let's chant Let's listen to the chant first. Let's chant part by part. Let's chant, clapping to the beat.

Let's Play ⑵: Guessing Game ◷ 10'【Materials】Food cards for students (p.97)【Grouping】Group work【Expressions】Do you like apples?

Yes, I do. / No, I don't.

▸Make groups of 4 or 6 and then divide each group into 2 teams.

▸Each team chooses four cards.▸Make sure the students can not see the other

team's menu.▸The students in team A guess the other group's

cards by asking the question 'Do you like apples?'

▸If team B has the apple card, then they answer 'Yes, we do.'

▸The team which guesses correctly wins.Tips Encourage students to speak English as much as

possible.

✎ Closing

Check-upReview today's lesson Everyone, do you like apples? Let's chant together.


EXTRA

Whispering Game ◷ 10'


▸Divide the class into groups of 10.▸Have each group make a line.▸The teacher whispers a sentence to the first

student in each line.▸They should remember what the teacher says

and whisper it to the next person.▸The next student does the same to the next.▸The last student of each group comes to the

front and says what he heard.Tips Make sure that students do not talk loudly so

that the other teams can't hear what they say.

❙• 84 •❙


Objectives • To sing the song entitled 'I Like Apples'• To find out what food their friends like through a survey activity

✎ Warm up

Greetings Look outside. How's the weather? What day is it today?


ReviewChant 'Do You Like Chicken?'Tips Have students recall what they learned in last

class by chanting 'Do You Like Chicken?'ObjectivesPresent the objectives

✎ Development

Look and SpeakListen to dialogue one Let's listen to dialogue one. What did Minsu say? What did Julie say?

Listen to dialogue two How did Minsu ask Thomas if he likes chicken? How did Thomas respond to Minsu?

Look and speak What did they say? Let's check the answers watching the screen. Practice the dialogue with your partner.Tips Have students practice the dialogue with their

partners.

Let's singListen to the songSing the song Let's watch the screen and listen carefully to the song. Let's sing it part by part.

Tips Sing the song by changing the food names.

Let's Play ⑶: Survey ◷ 10'【Materials】Survey sheet (p.56)【Grouping】Whole Class【Expressions】Do you like apples? Yes, I do.

No, I don't.

▸Have the students write or draw two more Korean food items that they would like to have on the survey sheet on page 56.

▸Make sure that students know what to ask and how to answer in the survey.

▸Students move around the class asking other friends and writing down their answer with O or X on the survey sheet.

▸When they fill out the whole column on the survey sheet, they go back to their seats.

▸Find out how many students in each group like one type of food.

Tips After the survey graph is made by the students, put it on the board or walls of the classroom so that children can see the survey results.

✎ Closing

Check-upReview today's lesson (Showing realia or picture flash cards, the teacher can ask some questions to review.)

(Have students answer.) Good-bye It's time to finish. So long, everyone. Take care.

EXTRA


【Materials】None【Grouping】Pair work【Expressions】Same as Let's Play⑶

▸One student draws the food he or she likes on their partner's back with his/her finger.

▸The partner guesses and asks, "Do you like ____?"

▸The other answers "Yes, I do/No, I don't."▸They continue this process taking turns.▸Whenever they guess correctly, they get one

point.

❙• 85 •❙


Objectives • To speak confidently about the foods they like or dislike• To consolidate the contents of the lesson in real situations

✎ Warm up


Listen and do Put your pencil down. Hold your paper up. Touch your head. Draw two apples in the air.

ReviewAsking some questions about food or fruit and singing the song 'Do You Like Apples?'Tips Present the flash cards to the students and review

the sentences that they learned last time.ObjectivesPresent the objectives

✎ Development

Let's ReviewListen and mark Open your book to page 57. Listen carefully to the CD-ROM title while looking at the picture.

Mark an '○' on Minho's favorite food, and make an '×' on the food he doesn't like.

Now, listen again and check your answers.Look at the pictures and talk about them Look at the pictures on page 58. What's happening? What did they talk to each other? Let's make up a story with your partner.

Speak in a real situation What is your favorite fruit? Now, tell me what foods you don't like. What food do you want to have on your birthday? Let's get into pairs and ask each other which food we like.

Let's Play ⑷: Making a Book【Materials】Pictures of food from various materials

pencil crayons, scissors, glue, etc.【Grouping】Individual work【Expressions】Same as Let's Play ⑴

▸Show students some examples of various books they can choose from.

▸Let students choose what kind of book they want to make.

▸Students draw their favorite food or fruit or cut them out of the materials they brought to class.

▸When they finish the books, encourage them to show them to the other students and talk about their favorite and least favorite foods.

Tips Since it usually takes time for them to make a book, the teacher can connect this activity with art class.

✎ Closing

Check-upWrap up Lesson 5 I want you to show the book that you made to your families.


Good-bye It's time to finish. Good-bye. Take care, everyone. You did a good job today.

EXTRA

Bingo ◷ 10'

【Materials】Food flash cards【Grouping】Pair work【Expressions】Same as Let's Play⑴

▸The students who finish the book making activity are asked to sit in groups of 3 to 6 members.

▸Each student puts their food flash cards on a bingo board with 9 grids.

▸Students take turns saying what food they like or don't like.

▸The students who have the right cards turn them over.

Tips Students can play this bingo game by asking and answering with the food cards that they drew on the blank bingo board.

❙• 86 •❙

Lesson 5 I Likes Apples

Look and Listen ⑴

(Minsu's Mom gives some snacks to Minsu. But his hand is dirty because he was painting. When he sees the snacks, he is so happy. There are apples and grapes, but grapes can not be seen because they are hidden behind the apples.)

Minsu, Sandy: I like apples!Minsu's mom: Wash your hands first.(Children wash their hands.)Julie: (With a disappointed face) I don't like apples.

Minsu's mom: (Turning the plate) Here.Julie: Grapes! I like grapes. Thank you.

Look and Listen ⑵

(Thomas and Minsu are chatting in the school restaurant.)

Minsu: I like lunch time.Thomas: Me, too.Minsu: (Taking dishes) Thank you. (They find two empty places and are sitting opposite each other.)

MInsu: I like fish. Do you like fish?Thomas: No, I don't. Here, Minsu.Minsu: Thanks. Do you like chicken?Thomas: Yes, I do.MInsu: Here, Thomas.Thomas: Thanks.

Let's Chant: Do You Like Chicken?

Do you like chicken?Do you like chicken?Oh, yes, I like chicken.Do you like chicken?Do you like chicken?

Do you like chicken? Yes, I do.Do you like chicken? Yes, I do.Do you like chicken? Yes, I do.I like chicken. Yeah!

Do you like fish?Do you like fish?Oh, no, I don't like fish.Do you like fish?Do you like fish?Oh, no, I don't like fish.

Do you like fish? No, I don't.Do you like fish? No, I don't.Do you like fish? No, I don't.I don't like fish. Hmm!

Let's Sing: I like Apples

Doo doo doo doo doo doo! Oh!Do you like apples, apples?Do you like apples, apples?Yummy! Yummy! Apples, apples.Yummy! Yummy! I like apples.

Doo doo doo doo doo doo! Oh!Do you like apples, apples?Do you like apples, apples?Yucky! Yucky! Apples, apples.Yucky! Yucky! I don't like apples.

❙• 87 •❙

Lesson 5. I Like Apples (3/4)

Information Gap Activity

My table

Partner's table

O

X

How to play: 1. Make your own lunch table with your picture cards,

2. Work with your partner and ask each other "Do you like ________?"

3. If you have the card, answer "Yes, I do." If not, "No, I don't."

4. Check off the food in the grid as your partner answers.

5. The person who guesses the first is the winner.

❙• 88 •❙

Lesson 5. I Like Apples (3/4)


+2

-2

❙• 89 •❙

6 How Many Cows?

Aims Numbers are used often in our daily lives to tell time and to count things. In this lesson, students will learn expressions used for asking and answering questions with numbers. They'll learn how to use them in daily life.

Objectives

ListeningTo listen to and understand the expressions of how many animals people have and the size of the animalsTo listen to and understand suggestions

SpeakingTo use expressions for counting animals and describing their sizeTo make suggestions


Structures


1. Confirmation2. Suggestions

How many cows? I have two cows.Let's go.

Language structures

How many_______? I have _______. Look at the ________.

Vocabulary bear, big, cow, go, have, how, kangaroo, let, many, pig, small, so, the

TeachingPlan


1 60-61◦Look and Listen◦Listen and Repeat⑴◦Let's Play⑴

◦Listen and watch CD-ROM title◦Listen and repeat◦Animal card game

2 62-64


◦Listen and watch CD-ROM title◦Listen and repeat◦Chant: 'Big and Small'◦Coloring animals game

3 65-66◦Look and Speak◦Let's Sing◦Let's Play⑶

◦Look at the pictures and speak◦Sing along: 'How Many Cows?'◦Exchanging cards game

4 67-69


◦Role-Play: 'The Pigs' Picnic'◦Listen and write numbers◦Speak with pictures◦Activity in real context

❙• 90 •❙

▸Divide the class into two teams and have the leader of each team come to the front.

▸The leader of team A chooses an animal card and the other members ask a question to team B, "How many ?"

▸Team B answers the question with the number card that the leader of team B picks. If team B answers correctly, they get the number of points on the card.

▸Switch and repeat the process.▸The team that has the highest score wins the

game.Tips If necessary, review the pronunciation of plural

nouns.

3-6-1 How Many Cow? pp. 60-61

Objectives • To listen to and understand the questions about the number of animals• To use those expressions while playing a game

✎ Warm up

Greetings Hi, everyone. How's everything? What day is it today?

Listen and do Take out the animal cards. Touch the lion, please. Look at the monkey, please.

ReviewAsk questions about animal cards by revealing each one little by little. Review the words that they learnedTips 'Take a guess' activity is used to get students to

take part in the activity and review the last lesson.ObjectivesPresent the objectives

✎ Development

Look and ListenLook at the picture Open your book to page 60. What's in the picture? What's happening?


Listen to the dialogue Do you like pigs? How many cows are there? How many pigs are there?

Listen again When do we use 'How many ______?'

Listen and Repeat⑴Listen and repeat Now, listen carefully and repeat.

Practice Can you count from 1 to 10? Listen and tap on your desk as you listen.Tips Let students count numbers with real items such as

fruit or school supplies.

Let's Play ⑴: Animal Cards Game ◷ 10'【Materials】Animal and number cards (pp.99-101)【Grouping】Whole Class【Expressions】How many cats? Three cats.

✎ Closing

Check-upReview today's lesson Do you have pencils(books/rulers)? How many? (Have students answer according to the number of the pencils they have) Five pencils.

Good-bye Time's up. Good-bye. Take care, everyone.

EXTRA

Up and Down Game ◷ 10'

【Materials】Marbles, Animal cards【Grouping】Whole class【Expressions】Same as Let's Play⑴

▸Review animal cards with students.▸Pick a numbered marble, but don't show it to

students.▸Students take a guess, "How many animals?"▸Elicit the correct answer by saying 'Up' or

'Down'.▸If they get the answer on the first guess, then

give 3 points. If they get the answer on the second guess, give 2 points, etc.

❙• 91 •❙

▸Open your book to page 64.▸Students listen to what the teacher says and

color it as they want to.▸Make students repeat what the teacher says

while coloring it.▸After coloring, let them talk about the content

of the picture with a partner.Tips Students could have a chance to look at the

picture in their books and say something about it.


Objectives • To listen and understand expressions used to describe the size of animals• To use the expressions through games

✎ Warm up

Greetings Good morning, class. Let's start our English lesson now.

Listen and do Point to the mirror. Make a circle with your fingers. Draw a big dog in the air.

Review What animal is this? (shows a picture) I have a picture of lions. How many lions?


✎ Development

Look and SpeakLook at the pictures Look at pages 62 and 63. What do you see in this picture? Who do you see in this picture?


Listen to the dialogue Where are Minsu and his friends? Who likes monkeys? Are the monkeys big or small?


Practice (Let students come up and pick an animal card. All members act like that animal.)

Let's chant Let's listen to the chant first. Let's chant clapping to the beat. Let's chant part by part.Tips Divide the class into two teams and let them

choose one thing in the classroom. Then, have them chant with saying the thing is big or small.

Let's Play ⑵: Coloring Animals ◷ 10'【Materials】Crayons【Grouping】Individual work【Expressions】I have two dogs.

✎ Closing

Check-upReview today's lesson (Showing a big picture of a bear) Look at this bear. Is it small?

Let's chant together.Good-bye Time's up. Good-bye. Take care, everyone.

EXTRA

Matching Game ◷ 10'

【Materials】2 sets of animal cards for teachers【Grouping】Whole class【Expressions】Same as Let's Play⑴

▸Put 2 sets of animal cards on the board. Cover each card with numbered paper.

▸One student of team A chooses two numbers. ▸The teacher takes off the two papers and

checks if the pictures are the same or not. If the pictures are the same, team A says "This is a bear. It's big."

▸When the students say the sentences correctly, they get a point. If the pictures are different, cover them again and the next turn goes to team B.

▸The team that gets the most correct answers wins.

❙• 92 •❙

▸Let the students imagine their own animal farms and randomly write down how many animals they have on their survey sheet.(p.66)

▸When the survey starts, students stand up and meet some friends asking how many animals they have and write down their responses.

▸After asking and answering the questions, have the students thank their friends and say good-bye. Students can continue to meet friends and ask and answer questions.

▸When time's up, have the students present their survey sheets to the whole class.

Tips Walk around and give help or advice to students who have trouble doing the survey.


Objectives • To use expressions describing the number of animals and their size• To sing the song, 'How Many Cows?'

✎ Warm up

Greetings Hi, everyone. How are you today? How's the weather?

Listen and do Look up, please. Look down, please. Now, look at me, please.

Review Do you remember the chant 'Big and Small'? Let's chant together.

Tips After chanting, have students act like a big lion or a small mouse mimicking the sound the animal makes.


✎ Development

Look and SpeakListen to dialogue one What animals do you see? Who are the characters? How many cows does Minsu's uncle have on the farm?

Listen to dialogue two Are the monkeys big or small? Is the bear small or big?

Look and speak Can you guess what they are saying? When Minsu looks at the bear, what does he say?

Let's singListen to the songSing the song Let's watch the screen and listen carefully to the song. Let's sing part by part.

Tips Divide the students into two groups, have each team take the questioning and answering part.

Let's Play ⑶: Survey Activity ◷ 10'【Materials】Worksheet on the textbook of page

66【Grouping】Whole Class【Expressions】How many cats? Two cats

✎ Closing

Check-upReview today's lesson (While showing some number cards and flash cards, ask students questions)

How many cows? Good-bye That's all for today. Good-bye See you.

EXTRA

Making a Group Game ◷ 10'


▸Review the names of animals first.▸Have students ask the teacher what animal

he/she has.▸The teacher says how many animals he/she

has.▸Students form groups according to the number

of the animals that the teacher has.▸The last students who survive are the winners.

❙• 93 •❙


Objectives • To do a role-play asking and answering about the number of animals• To consolidate the contents of the lesson in real situations

✎ Warm up


Listen and do Clap your hands five times. Draw a small cat. Draw a big lion. Put your pencils down.

ReviewSing the song and chant together to review the last lessonsTips Have students listen to the song and chant. Ask

questions about what they sang.ObjectivesPresent the objectives

✎ Development

Let's Role-playLook at the picture Open your book to page 67. Do you know the story, 'The Piggy's Picnic'? Who are the characters in this story? Make up a story with your group members.

Listen to the story What did you hear? How many pigs are there in the story?

Listen and repeat Let's watch the story again and repeat after the dialogue.

Role-play Choose one role and repeat after the CD-ROM. I want each group to perform the story. Any volunteers to come up and do the role-play?Tips Have the students change their parts with other

group members.

Let's ReviewListen and write the number of the animals Open your book to page 68. Listen to the dialogue and write the number. Let's check how well you did. Are your answers correct?

Look at the pictures and talk about them Look at the pictures on page 69.

What's in the picture? Make up a story with the picture. Let's check the answers.Tips When all the pairs or groups are ready, ask

several students to tell their stories to the class. Speak in a real situation What's your favorite animal? Do you have any pets? How many dogs do you have? Is it big or small? What's his/her name?

✎ Closing

Check-upWrap up Lesson 6 Let's finish the class with the song 'How Many Cows?'

Listen to the dialogue with the CD-ROM title at home.

Good-bye You did a good job today. Have a nice day. Take care, everyone.

EXTRA

Quiz Time ◷ 10'

【Materials】Flash cards【Grouping】Group work【Expressions】Same as Let's Play⑴

▸Divide the students into groups of four. And each group chooses two cards.

▸S1 should say only 'yes or no' while the others take turns asking questions to find out what animal S1 has.

▸Encourage students to try to speak in English as much as possible.

▸The students who answer correctly get two points.

Tips Some questions or answers that students might want to use should be written on the board so that they can refer to them.

❙• 94 •❙

Lesson 6 How Many Cows?

Look and Listen ⑴

(Minsu, Zeeto, and Tony are at Tony's uncle's farm. They are looking around the farm. Zeeto's mouth is full and he's chewing something.)

Uncle: (Looking at cows way off in the distance.) I have cows, too.

Minsu: How many cows?Uncle: Seven.Tony: (He counts pigs while walking) One, tow, three, four. You have four pigs.

Uncle: (Pointing to Zeeto who is eating like a pig.) Look!

Minsu, Tony: (Pointing to Zeeto with a smile) Five pigs!

Look and Listen ⑵

(Minsu, Thomas, Lisa and Mina are looking around at the zoo.)

Thomas: (Hinting that he wants to go and see the monkeys) I like monkeys.

Minsu: OK. Let's go.Lisa: (Giving bananas to the monkey) Here!Thomas: (Pointing to the baby monkey)It's small.(The Mommy monkey throws the banana peel as a warning.)

Lisa: (Getting hit by the banana peel) I don't like monkeys.

Minsu: (Going to the bear) Look at the bear. It's big.

Let's Chant: Big and Small

Small, small. It's so small.Small, small. It's so small.Look at the monkey. It's so small.Look at the monkey. It's so small.Look at the monkey. It's so small.Oh, it's so small!

Big, big, it's so big.Big, big, it's so big.Look at the bear. It's so big.Look at the bear. It's so big.Look at the bear. It's so big.Oh, it's so big.

Let's Sing: How Many Cows?

One, two! One, two, three!One, two, three, four! Yeah! Yeah!One, two! One, two, three!One, two, three, four! Yeah! Yeah!

I have cows. Oh, yeah, yeah!I have cows. Oh, yeah, yeah!How many cows? One, two, three.One, two, three big cows. Mooooo!

I have pigs. Oh, yeah, yeah!I have pigs. Oh, yeah, yeah!How many pigs? One, two, three.One, two, three small pigs. Oink! Oink!

Role-play: The pigs' picnicMommy Pig: (Counting the piggies that are ready to go on a picnic, she urges them to leave quickly) One, two, three, ... , ten. I have ten. Go!

Eldest brother piggy: How many? Mommy pig: Ten. Bye!Eldest brother piggy: Bye. Mom.(To his younger brothers and sisters) Let's go.The little piggies go on a picnic and have a good time. Now, it's time to go back home. So the eldest brother counts his younger brothers and sisters.

Eldest brother piggy: Let's go. One, two, three, ... , nine.

(He counts the number of his younger brothers and sisters once again.) One, two, three, ... , nine!

Youngest brother piggy: (asking the eldest brother in confusion) How many?

Eldest brother piggy: Nine!Youngest brother piggy: No! Ten.Youngest brother piggy: One, two, three, ... , nine, ... , (pointing to the Eldest brother piggy) Ten!

Eldest brother piggy: (He is shamefaced.)

❙• 95 •❙

Lesson 6. How Many Cow? (1/4)

Up and Down Game

Three Pigs Five Cows

Nine Monkeys Four Dogs

❙• 96 •❙

Lesson 6. How Many Cows? (4/4)

Quiz Time

Pig Cow Monkey Dog

Cat Bear Horse Chicken

Bird Rabbit Mouse Tiger

Lion Hippo Elephant Frog

❙• 97 •❙

7 I Can Swim

Aims Students will learn how to say what they can or can't do.

Objectives

Listening

To listen to and understand expressions for asking and answering questions about what they can or can't doTo listen to and understand expressions for how to ask for someone's help

SpeakingTo ask and answer what they can doTo use the expressions for asking for help


Structures


1. Can or Can't2. Asking for help

Can you swim? Yes, I can./ No, I can't. Help!

Language structures

I can _________.Can you ________?

Vocabulary can, come, dance, fly, great, help, jump, on, run, ski, sure, swim, wait

TeachingPlan


1 70~71

◦Look and Listen⑴

◦Listen and Repeat⑴◦Let's Play⑴

◦Listen to and watch the CD-ROM title◦Listen and repeat◦Guessing game

2 72~74

◦Look and Listen⑵◦Listen and Repeat⑵◦Let's Chant◦Let's Play⑵

◦Listen to and watch CD-ROM title◦Listen and repeat⑵◦Chant: 'Help Me, Please'◦Miming game


◦Look at the pictures and speak◦Sing along: 'Can You Swim?' ◦Dice game

4 77~79


◦Role-play: 'The Hare and The Tortoise'

◦Listen and find the right picture◦Look at the pictures and speak◦Activity in real context

❙• 98 •❙

3-7-1 I Can Swim pp. 70-71

Objectives• To listen to and understand expressions for asking and answering

questions about what they can do• To listen to and understand expressions for asking for help

✎ Warm up

Greetings Good morning, class. How are you today? How's the weather today?

Listen and do Listen carefully and do as I say.

Look up. Look down. Look at me. (Clapping) Clap your hands.

Review (Showing a picture) How many cows in the picture?

How many dogs are in the picture?ObjectivesPresent the objectives

✎ Development

Look and ListenLook at the picture Open your book to page 70. What is the story about?

Let's watch the screen (After Pre-listening) What happened to Zeeto? Who can help Zeeto?

Listen to the dialogue What did Zeeto say to Minsu in the first part of this dialogue?

When he fell into the swimming pool, what did he say?

Listen again When Minsu heard Zeeto say, "Help!", what did he say while running to him?

Can you swim?

Listen and Repeat⑴Listen and repeat Now, let's repeat the dialogue line by line. Listen and repeat again.

Practice Let's listen and mime. I can swim. (They mime swimming).

I can ski. / I can dance. / Help! Help!

Let's Play⑴: Guessing Game ◷ 10'【Materials】Flash cards for students【Grouping】Whole class【Expressions】Can you swim (ski/dance/fly/jump)?

▸Put 6 flashcards on the board. ▸Have students close their eyes and choose a

card that the student have to guess.▸Students take a guess by saying "Can you~?"▸If a student gets the answer, he/she chooses a

card and repeats the process. Tips The teacher can divide the class into two teams

to do the game. The teacher can give a point when the students get an answer.

✎ Closing

Check-upReview today's lesson Pick a card and talk with your partner about what you can or cannot do with your friends.Listen to the dialogue with CD-ROM title at home.

Good-bye Next time, we will learn a chant and play some games. Bye!

Have a good day. Bye, class.

EXTRA

Who Can Swim? ◷ 10'

【Materials】Flashcards (p.103)【Grouping】Whole class【Expressions】Same as Let's play⑴

▸Each student picks one card among the flashcards that the teacher has.

▸When the teacher says "Go!", students go around the classroom asking and answering the questions 'Can you swim(dance, ski, skate, fly, run)?'

▸If one student finds another who has the same card, they make a group and try to find other group members.

❙• 99 •❙

3-7-2 I Can Swim pp. 72-74

Objectives• To understand and speak expressions about what they can or cannot do• To use expressions about what they can do by saying, 'I can', and chant

the expressions about how to ask for help

✎ Warm up


Listen and do Listen carefully and do as I say. Clap your hands five times. Clap your hands ten times. Well done. Let's try one more time. Clap your hands six times.

Review (Pretend that Zeeto is swimming using a puppet) What is Zeeto saying?


✎ Development

Look and ListenLook at the picture Who are they? What's happening?

Let's watch the screen (After Pre-listening) What's the dialogue about?

Listen to the dialogue Who is in this dialogue? What's the first thing Zeeto said to his friends? What did Thomas say to Zeeto?

Listen again What did Zeeto say when he gave them the ball?

Listen and Repeat⑵Listen and repeat Listen and repeat the dialogue line by line.

Practice Make a line in groups. When I ask 'Can you jump?' to the first student of each group, the person has to answer 'Yes, I can.' Then ask the same question to the next person. The last person has to ask the question to me.

Can you skate?Let's Chant Listen to the chantChant Chant one part at a time. Now, let's chant together.

Let's Play⑵: Sending Motion Game ◷ 10'【Materials】Food flashcards for a teacher【Grouping】Whole class【Expressions】I can ~.▸Make groups of 10.▸Students in each group stand in a line.▸When the teacher shows a flashcard to the first

student, the student mimes the expression to the next student while others face the opposite direction so they cannot see.

▸Students repeat the process until the last player.▸The last student explains the card in English.▸The team that finishes first wins the game.

✎ Closing

Check-upReview today's lesson Let's talk about what you can do with your partner.

Ask which kind of exercises students' families can do in English.

Good-bye Time's up. Have a good day. Bye, class.

EXTRA

Secret Box Game ◷10'

【Materials】A box with flashcards in it (p.103)【Grouping】Whole class【Expressions】Same as Let's Play(2)

▸Teacher prepares a box with flashcards in it.▸Chanting 'Can you swim?', students pass the

secret box to their friends.▸When the teacher stops the music, the student

who has the box stands up and picks one card out of the box.

▸He/She mimes the card they chose, and other students guess what he/she can do by asking, "Can you ?"

▸If all the students ask correctly, he/she answers, 'Yes, I can', otherwise he/she answers 'No, I can't.'

❙• 100 •❙

3-7-3 I Can Swim pp. 75-76

Objectives • To say what they can or cannot do• To sing the song entitled 'Can You Swim?'

✎ Warm up


Listen and do Listen carefully and do as I say. Stand up. Walk. Run. Let's try one more time. Clap your hands. Wave your hands.

Review When you ask somebody for help, what do you say?

Now, let me divide you into two groups, a girls' team and a boys' team. When you chant, the boys' team takes the part of asking for help: the girls' team takes the part of the helper.


✎ Development

Look and SpeakLet's listen to dialogue One Look at the screen and listen carefully, please. Before swimming in the pool, what did Zeeto say to Minsu?

As Zeeto fell into the water, what did Zeeto say to Minsu?

Let's listen to dialogue Two What's another way of saying 'Of course, I can do it'?

Let's SingLet's listen the songPractice Let's sing the song part by part. Now, let's sing together.

Let's Play⑶: Board Game ◷ 10'【Materials】Some coins for students, markers【Grouping】Pair work【Expressions】Can you swim (skate / ski / fly /

dance / jump)? Yes, I can. / No, I can't.

▸Play the game in pairs. Student will use the game board in their text book.

▸Before starting this game, the teacher demonstrates how to ask and answer questions according to the board.

▸When the first student flips a coin and 'heads' appears, he/she can move his/her marker one step forward. When 'tails' appears, then he/she can move his/her marker two steps forward.

▸Their partner asks the question, "Can you~?" according to the square that the student's marker landed on.

▸The first student answers 'Yes, I can.' or 'No, I can't'. If they answer correctly they can put their marker on that square. If it's wrong, they have to move back to the previous spot. Take turns and repeat this process.

✎ Closing

Check-upReview today's lesson Let's sing the song together.

Good-bye Time's up. See you next week. Good-bye, class.

EXTRA

Information Gap ◷ 10'

【Materials】Survey worksheet (teacher's guide book p.171)

【Grouping】Pair work【Expressions】Same as Let's play⑶

▸Prepare two types of survey worksheets with different information on each one.

▸Have the students work in pairs. Each student in a pair takes a different type of worksheet. Make sure the pairs don't get the same worksheet.

▸Students ask and answer each other to try to find the missing information and mark ○ or ×.

▸Tell the students to use 'Yes' or 'No' when they answer their partners' questions.

❙• 101 •❙

3-7-4 I Can Swim pp. 77-79

Objectives • To ask and answer what they can do by doing a role-play• To make their own stories from pictures, and talk about their stories

✎ Warm up

Greetings Good morning, class. How are you doing today? How's the weather outside?

Listen and do Listen carefully and do as I say. Look at me. Look up. Look down. Clap your hands. Clap your hands three times. Shake your hands. Shake your head.

Review Let's sing the song, 'Can you swim?'


✎ Development

Let's Role-play Look at the picture Open your book to page 77 and look at the pictures.

Who are they? What story is it? What's happening?

Listen to the dialogue What's the story about? What did the tortoise say to the hare? As the hare sank into water, how did he ask the tortoise for help?

Listen and repeat Please repeat each sentence.

Role play Choose one role and repeat after the CD-ROM title.

I want each group to perform the story.Tips Students take a role and practice the dialogue by

acting it out. Students do the role-play in groups in front of the class.

Let's ReviewListen and find the right pictures Listen carefully to the dialogue and mark ○ in your book.

Let's check how well you did. These are the answers.

Are your answers correct?Look at the pictures and speak Look at the pictures and guess the story. Who are the main characters? Can you guess the story? Look at each scene and imagine what happens.

Tips Let the students work together in pairs or in groups to create their own stories based on the pictures on page 79.

Look at the screen and listen to the story.Speak in a real situation Now, let's talk about sports you can do, and ask your friends what kind of sports they can do.

✎ Closing

Check-up Wrap up Lesson 7 You did a good job. Review the expressions you've learned from this lesson using CD-ROM title at home.

Good-bye Next time, you'll learn how to talk about the weather in English.

Good-bye, everyone!

EXTRA

Making Books ◷ 10'

【Materials】A4 papers for each group (numbers of students +1), colored crayons

【Grouping】Group work【Expressions】Same as the role-play

▸Have each person take one A4 paper.▸Students say what they can do and draw it. (Let them draw different pictures.)▸Present their pictures to the class.▸Make a book in groups by drawing the cover

together.Tips Help the students feel comfortable to speak in

English.

❙• 102 •❙

Lesson 7 I Can swim

Look and Listen ⑴

Minsu, Tomas, and Zeeto are in the swimming pool. While looking around, Zeeto thinks about what he can do.Zeeto: (Trying to swim) I can swim.Minsu: Can you?Zeeto: Yes, I can. (He goes to the deep part.) Come on, Minsu!Zeeto speaks with confidence, but falls into the water because it's his first time swimming. Zeeto: Help! Help!Minsu, Thomas: Wait! I'm coming.They help him. Minsu does artificial respiration. Zeeto looks surprised, ashamed and runs away.Zeeto: Oh, no.

Look and Listen ⑵

(Friends play with a ball and the ball lands on the high branch.)Minsu, Thomas, Tony: Oh, no.Zeeto: I can jump. (After bringing the ball) Here!Minsu, Thomas, Tony: Wow! Great!Thomas: Can you fly, too?Zeeto: Sure. I can. (Zeeto is happy imagining that he flies with Julie.)

Let's Chant: Help Me, please!

Help! Help! Help me, please.Help! Help! Help me, please.Wait! Wait! I'm coming.Wait! Wait! I'm coming.

Help me, please.I'm coming.Help me, please.I'm coming.Help me, please.I'm coming.Whew! (Repeat)

Let's Sing: Can You Swim?

Can you swim? Can you swim?Yes, I can. Yes, I can!Can you swim? Can you swim?Yes, I can. Yes, I can!Can you fly? Can you fly?No, I can't. No, I can't!Can you fly? Can you fly?No, I can't. No, I can't!

Can you dance? Can you dance?Yes, I can. Yes, I can!Can you dance? Can you dance?Yes, I can. Yes, I can!Can you skate? Can you skate?No, I can't. No, I can't!Can you skate? Can you skate?No, I can't. No, I can't!

Role-play: The Hare and The TortoiseTortoise: I can swim. Can you?Hare: Yes, I can. Look.Tortoise: (Looking at the hare who is pawing the air to get out of the water) Oh, no.Hare: Help! Help!Tortoise: Wait! I'm coming.Hare: (When he's saved from danger by the tortoise, he flushes with shame and says) Thanks.

Hare: (He wants to recover his reputation) I can run. Can you?

Tortoise: Sure, I can.At first, the hare has the lead in the race, but in the middle of the race, he takes a nap. At last, the tortoise arrives at the finish line ahead of the hare.Hare: (Awaking from his napping) Oh, no!(Running to the tortoise) You are great!Tortoise: Thanks.

❙• 103 •❙

Lesson 7. I Can Swim (3/4)


<Type A>

Events

Name

Youngho ○ ○

Suzy × ×

<Type B>

Events

Name

Youngho × ×

Suzy ○ ○

Target Language

A: Can Youngho swim? B: Yes.

Lesson 7. I Can Swim

Picture cards

❙• 104 •❙

❙• 105 •❙

8 It's Snowing

Aims In this lesson, students will learn how to talk about the weather and ask someone to put on articles of clothing. Also, they will learn how to suggest to make a snowman.

Objectives

Listening

To listen to and understand polite commands for putting on articles of clothingTo listen to and understand a suggestion to make a snowman To listen to and understand a chant and a song

Speaking

To tell someone to put on articles of clothingTo suggest going outside and making a snowmanTo practice chanting and singing and to participate in a role-play


Structures


1. Order2. Suggestions

Put on your gloves.Let's make a snowman.

Language structures

It's _________. Put on your _________. Let's _________.

Vocabularycap, cold, draw, everyone, glove, make, outside, pants, put, rain, shoe, snow, snowman, sunny

TeachingPlan


1 80~81◦Look and Listen⑴◦Listen and Repeat⑴◦Let's Play⑴

◦Listen and watch CD-ROM title◦Listen and repeat◦Putting on clothes game

2 82~84

◦Look and Listen⑵◦Listen and Repeat⑵◦Let's Chant◦Let's Play⑵

◦Listen and watch CD-ROM title◦Listen and repeat◦Chant: 'It's Snowing'◦Passing cards game


◦Look at the pictures and speak◦Sing along: 'It's So Cold'◦Dice game

4 87~89


◦Role-play: 'The Ant and The Grasshopper'

◦Listen and number◦Look at the pictures and speak◦Activity in real context

❙• 106 •❙

3-8-1 It's Snowing pp. 80-81

Objectives • To listen to and understand polite commands, 'Put on your ________.'• To use commands and descriptions of clothes

✎ Warm up


Listen and do Follow my directions. We'll draw something in the air.

Draw a big apple in the air. Color the apple red, please. Eat the apple. Review (Showing pictures of animals) What's this? Is it big? Is it small?


✎ Development

Look and ListenLook at the picture What do you see in the picture? Can you guess what they are saying?

Let's watch the screen (After Pre-listening) What did the people say? What does Julie's mom give to her?

Listen to the dialogue How's the weather? Is it hot? What does Julie's mom say to Julie?

Listen again Why is Julie so sad? What does Zeeto do with the gloves? Ask listening comprehension check questions.

Listen and Repeat⑴Listen and repeat Now, let's repeat the dialogue line by line. Listen and repeat again.

Practice (Showing some gloves) What are these? Put on your gloves. (Ask students to mime the expression)

Let's Play⑴: Putting on the Clothes ◷ 10'【Materials】Pencils, glue, and picture cards (p.105)

【Grouping】Whole class【Expressions】Draw a mouth. It's small. Draw a nose. It's big. Put on your gloves. (shoes/sweater/pants, etc)

▸Have students listen to a teacher and draw a mouth and nose on the face.

▸Cut out the pictures of clothes on page 105.▸Listen to the teacher and place the clothes on

the picture. 'Put on your gloves/sweater/pants.'

✎ Closing

Check-upReview today's lesson Meet your friends and give them a piece of your clothing and tell them to put it on. If it is small, say 'It's small.' If it is big, say 'It's big.'


Good-bye Next time, we will learn a chant and play some games. Bye!

Have a good day. Bye, class.

EXTRA

Speed Game ◷ 10'

【Materials】Various kinds of clothing【Grouping】Whole class【Expressions】Put on your gloves. (shoes/sweater/pants, etc)

▸Makes groups of 4-6.▸Prepare different kinds of clothes for each

group.▸Teacher tells students what clothes to put on.▸The students who put on the right clothes first

get a point. ▸Students with the most points at the end will

be the winners.

❙• 107 •❙


Objectives • To listen to and understand expressions of describing weather• To make a suggestion, "Let's ________."

✎ Warm up


Listen and do Listen carefully and do as I say. Girls, stand up. Please go outside. Please come in.

Review (Pretend to be cold) It's _____. (Pretends to blow warm breath on hands) What would you say to me?

(Pretends that gloves are small) Are they big?ObjectivesPresent the objectives

✎ Development

Look and ListenLook at the picture Who are they? What's happening?


Listen to the dialogue How's the weather? Why do they go out? Who was the snowman?

Listen again Let's listen again and check your answers.

Listen and Repeat⑵Listen and repeat Listen and repeat the dialogue line by line. Listen and repeat again.

Practice Listen to me. If you agree with me, make O with your arms and say "Me, too."

If you don't, make X with your arms and say "I don't like it."

Let's Chant Listen to the chantChant Now, let's chant together.

Let's Play⑵: Passing Cards ◷ 10'【Materials】Picture cards (p.105)【Grouping】Group work【Expressions】It's cold. It's sunny. It's snowing. Put on your gloves. Let's go outside. Let's make a snowman.

▸Each group stands in a line. ▸The teacher says a sentence and the first

student in each line picks up the right card. ▸Students in each group pass the card to the

next student and say the sentence describing the picture.

▸The last students come up to the front and say the sentences to the teacher. If the sentence is correct the team will get a point.

Tips The first team can get two points and others can get one point when they say the right sentences.

✎ Closing

Check-upReview today's lesson (Showing cards) How's the weather? (Showing cards) What is it?

Good-bye Time's up. Have a good day. Bye, class.

EXTRA

Show Me Your Cards ◷10'

【Materials】Picture cards (p.105)【Grouping】Whole class【Expressions】Same as Let's Play(2)

▸Students put their cards on the desk.▸When a teacher says a sentence, students pick

the right card and hold it up.▸Change the sentences until students get used to

the expressions on the cards. Tips Do this activity before Let's Play(2). For

variation, play a snatching game in pairs.

❙• 108 •❙


Objectives • To look at the pictures and say talk about them• To sing the song, 'It's So Cold."

✎ Warm up


Listen and do Clap your hands five times. Put your hands up, please.

Put your hands down, please. Put your hands on your head.

Put your hands on your shoulders. Review Listen to the teachers and mime it. Let's make a snowman.


✎ Development

Look and SpeakLet's listen to dialogue One Look at the screen and listen carefully, please. What did Mom say to Julie? How are the gloves?

Let's listen to dialogue Two How's the weather in the picture? What do you say when you want to go outside?

Let's SingLet's listen to the song.Practice Let's sing the song part by part. Now, let's sing together.

Let's Play⑶: Dice Game ◷ 10'【Materials】Two dice for each team (One die has

weather pictures, the other has clothes and body movement pictures. Use the cards on page 105.)

【Grouping】Group work【Expressions】It's cold. It's sunny. It's snowing. Put on your gloves. Let's go outside. Let's make a snowman.

▸Make groups of six.▸Each group has two dice. ▸Each group is divided into two teams A and

B.▸Team A throws the weather dice and says

what is shown.▸Team B throws the action dice and says the

action shown on it.▸If the action matches the weather cards, team

B gets one point. If the action doesn't match the weather, team A gets a point.

▸Have the teams take turns switching their dice and keep playing the game.

▸The team that has the highest score is the winner.

Tips You can make dice out of empty milk containers by gluing the pictures on p.105 on them.

✎ Closing

Check-upReview today's lesson Let's sing the song together.

Good-bye Next time, we will do a role-play and finish this unit.

Time's up. See you next week. Good-bye, class.

EXTRA

Singing Activity ◷ 10'

【Materials】None【Grouping】Whole class【Expressions】It's so cold. Put on your gloves, etc.

▸Sing the song, 'It's So Cold.' with motions.▸Brainstorm what other clothes we wear when

it's cold with the students. ▸Replace names of clothes in the song with

names of other clothing articles. Do motions with the song.

❙• 109 •❙


Objectives

• To do a role-play by giving polite commands and suggestions• To listen and find the right picture• Make up their own stories with the pictures • To use expressions of commands and suggestions in a real situation

✎ Warm up

Greetings Good morning, class. How are you doing today? How's the weather outside?

Listen and do Listen carefully and do as I say. Put your hands up, please.

Put your hands down, please. Put your hands on your head.

Put your hands on your shoulders. Review Let's sing the song, 'It's So Cold.'


✎ Development

Let's Role-play Look at the picture Open your book to page 87 and look at the pictures.

Who are they? What story is it? What's happening?

Listen to the dialogue What's the story about? What did the grasshopper say to the ant? What did the ant give the grasshopper when he was cold?

Listen and repeat Please repeat each sentence.

Role playTips Students take a role and practice the dialogue by

acting it out. Students do the role-play with their group members in front of the class.

Let's ReviewListen and find the right pictures Listen carefully, and choose the correct picture. Write down the number in each circle.

Let's check how well you did. These are the answers. Are your answers correct?

Look at the pictures and speak What's happening? Can you guess the story? Look at Julie, Mina, and Minsu.

What would they say? Look at the screen and review the story.

Speak in a real situation (While walking around the classroom, the teacher

picks up a student's cap and puts it on his/her head.) EX) Teacher: OO, can I try on your cap?

Student 1: Yes.Teacher: Thank you. (wearing the cap) It's too small. (Giving the cap back to the student) Put on your cap.

✎ Closing

Check-up Wrap up Lesson 8 You did a good job. When you're in the fourth grade, you will learn listening, speaking, and reading with more interesting topics.

Good-bye Take care! Good-bye, everyone!

EXTRA

Rock-Scissors-Paper ◷ 10'

【Materials】Picture cards (p.105)【Grouping】Pair work【Expressions】Put on your gloves, etc.

▸Have students choose 3 clothing cards and have them walk around the classroom.

▸When a teacher says 'Stop', students get into pairs and do Rock-paper-scissors.

▸The winner says, 'Put on your ____' and gives the card to the other student.

▸The other student says, 'Okay' and takes the card.

▸Students who give all of their cards away go back to their seats.

❙• 110 •❙

Lesson 8 It's Snowing

Look and Listen (1)(Julie is dressed in a coat, leaving the house, when her mom says:)Julie's mom: It's cold. Put on your gloves.Julie: Yes, mom.(Trying the gloves on) Too small!(Puts them aside. Then Zeeto puts the gloves on his feet.) Look and Listen (2)(Children are watching the snow fall outside though a window outside.)Kid: It's snowing.Julie: I like snow.Minsu: Me, too. Let's go outside.Julie: OK. Let's make a snowman.(She makes a snowman.)(Zeeto comes covered with snow like a snowman.)Zeeto: Hi, everyone.Minsu: You're a snowman?(Children fall flat on their backs.)Zeeto: No, no, no, I'm Zeeto.

Let's Chant : It's Snowing

Snowing, snowing, it's snowing.Snowing, snowing, it's snowing.I like snow.

Raining, raining, it's raining.Raining, raining, it's raining.I like rain.

Oh! It's snowing. No! It's raining.Oh! It's snowing. No! It's raining!I like snow.I like rain. (Repeat)

Let's Sing : It's so Cold

Put on your sweater.It so cold.It so cold.It so cold.Put on your sweater. It so cold.Yes, Mom. Yes, Mom. OK!

Put on your gloves.It so cold.It so cold.It so cold.Put on your gloves. It so cold.Yes, Mom. Yes, Mom. OK!

Role-play: The Ant and The Grasshopper(In the cold day of winter, Ants who worked very hard during the summer get together and have a good time.)Ant 1: Wow! It's snowing.Ant 2: I like snow.Ant 3: Let's make a snowman.(At this moment, Grasshopper is shivering cold next to the ant house.)Grasshopper : It's cold. I don't like snow. I'm hungry.Ant 1, 2, 3: (They are giving their gloves to the poor grasshopper.) Put on my gloves.Grasshopper: (Trying to put the gloves on) Thank you. Oh! Too small.Ants: Sorry. Let's go.(Ants take the grasshopper into their house.)Grasshopper: Thank you.

❙• 111 •❙

Lesson 8. It's Snowing (2/4)

Picture cards

❙• 112 •❙

Lesson 8. It's Snowing (3/4)

Dice Game

PART

Appendix

1. Communicative Functions and Sample Sentences

2. Vocabulary

3. Useful Websites

4. Related Story Books

5. Hangul, the Korean Alphabet

6. Korean Folk Tales

7. Frequently Asked Questions

❙• 115 •❙

Communicative Functions and Sample Sentences

Friendship ActivitiesGreetings

Meeting and saying good-bye

Hello!(Hi)

Good morning/afternoon/evening.

Good-bye. (Bye-bye.)

So long.

See you later.

Take care.

Have a nice day.

Saying hello

How are you?

How's it going?

How's your family?

How are things?

Replying to hello

Fine, thanks.

I'm okay, thanks.

Not (too/so) bad, thanks.

Not (too/so) good.

Introduction

Self-introduction

I'm Jiyoung.

My name's Jiyoung.

Introducing other person

This is my friend, Minho.

Replying to someone's introduction

Nice to meet you.

Appreciation

Expressing one's appreciation

Thank you (very much).

Thanks a lot.

Replying to one's appreciation

Sure.

You're welcome.

(It's) My pleasure.

Drawing attention

Look

Listen

Excuse me.

Pardon me.

Hello, can you help me?

Compliment, Congratulation, Interjection

Compliment

(Very) Good (for you)!

Well done!

Congratulation

Happy birthday (to you)!

Congratulations!

Replying to compliment and congratulation

How nice (of you)!

You're so kind.

Interjection

What a nice bag!

How pretty she is!

❙• 116 •❙

Exchanging factual information Expressing one's attitude

Encouragement

Good luck!

Don't worry.

Appointment

Making an appointment

How about tomorrow?

Replying to someone's suggestion

Sure.

No problem.

Sorry, I can't.

Wishing good luck

Good luck!

Offering food and Replying

Offering food

Go ahead. Help yourself.

Do you want some more cake?

What will you have?

Accepting and declining

Yes, thank you.

Yes, please.

Factual information

How many apples (are there)?

Do you have a pen?

What time is it?

Does he work in a store?

Whose pencil is this?

Checking a fact

Checking and answering

Is this your book?

Aren't you Mr. Lee?

Yeah, that's mine.

No, it's on the third floor.

Describing a fact

She has big brown eyes.

My mother is a teacher.

Habits

I get up at seven every day.

Experience

Asking about someone's experience and

answering

What did you do yesterday?

I met Sumi yesterday.

Plan

I'll play baseball tomorrow.

Comparing

I'm taller than you.

Agreement and disagreement

Agreement

Me, too.

Same here.

That's right.

That's a good idea.

Disagreement

I don't think so.

❙• 117 •❙

Expressing one's feelings

Suggestion and invitation

Suggestion and invitation

Can you join us?

Would you like to come?

Will you help me with my homework?

Accepting someone's suggestion or invitation

OK.

Yes, I can.

Yes, I'd love to.

(That) Sounds good.

Declining someone's suggestion or invitation

(I'm) Sorry, I can't.

Suggestion

Suggesting

Let's go swimming.

Accepting

Great.

Sounds good.

Sure, you can.

Of course (you may).

Declining

Sorry, I can't.

I'm sorry, but I have other plans.

Can or Can't

Asking if someone can do something and

answering

Can you swim?

Sure, I can.

He can swim.

Expressing when someone can't do something

Sorry, I can't

Confirmation

Asking about someone's confirmation

Are you sure?

Expressing uncertainty

I'm not sure (about that).

Permission

Asking for someone's permission

May I go now?

Can I have some more?

Giving order and prohibition

Order

Open your book

Prohibition

No, don't do that.

Opinion

Asking for someone's opinion

What do you want (to do)?

Saying one's own opinion

I have no idea

Likes and dislikes

Asking about someone's likes and dislikes

Do (Don't) you like pears?

Saying one's likes and dislikes

I (don't) like apples.

I like to play baseball.

Feelings

Happiness and sadness

I'm happy.

❙• 118 •❙

Moral attitude

Persuasion and advice

Problem solving

I'm sad.

Anger

He is angry.

Surprise

What a surprise!

What someone wants

Asking about what someone wants

What do you want?

Saying what one wants

I want a new cap.

Sympathy

Expressing one's sympathy

That's too bad.

Apology and excuse

Apology

Sorry (about that).

Excuse me.

Replying to someone's apology/excuse

That's OK.

That's all right.

Don't worry (about it).

Asking for help

Asking for help

Help me, please.

Answering

Sure, I can.

I'm sorry, I can't.

Warning

Be careful!

Watch out!

Asking for and giving directions

Is this Main Street?

Where's the bus stop?

Turn right.

It's over there.

Shopping

How much is it?

May I help you?

I'll take it.

Asking again

Excuse me?

What (did you say)?

Pardon (me)?

I'm sorry

Calling and answering the phone

Hello?

Is Minho there?

This is Mina speaking.

❙• 119 •❙

. Vocabulary

A

a/anableaboutabsentacrossactaddressafterafternoonagainagoairairplane/planeairportallalonealwaysa.m./A.M.andanimalanotheranswerantanyapplearmaroundarriveasaskatauntaway

Bbaby

backbackwardbadbagballballoonbankbasketbatbebeanbearbeautifulbecausebecomebedbeebeefbeforebeginbehindbellbeltbetweenbicycle/bikebigbirdblackblanketblueboatbodybookbootborrowbothbottlebowl

boxboybreadbreakbreakfastbringbrotherbrownbrushbutbuybybye

Ccallcancandycapcarcarrycatcatchchairchalkchangecheapcheckchesschestchickenchildchinchurchcityclasscleanclock

closeclothescloudcoldcolor/colourcombcomecookcookie/cookeycoolcornercountcountrycousincovercowcrycutcute

Ddad/daddydancedarkdaughterdaydeepdentistdeskdiedinnerdirtydishdodoctor/Drdogdolldolphin

❙• 120 •❙

doordowndrawdrinkdrivedryduck

Eeachearearlyeasteasyeateggeitherelephantendenjoyeveningeveryexcuseexpensiveeye

Ffacefallfamilyfarfarmfastfatfatherfieldfindfinefingerfinish

fishflagfloorflowerflyfollowfoodfootforfoxfreefriendfrogfromfrontfruitfullfun

Ggardengetgirlgivegladglassgogoatgoldgoodgrandma/grandmothergrandpa/grandfathergray/greygreatgreengrow

Hhairhalfhandhappyhardhathatehaveheheadheavyhelicopterhellohelpherehihighhobbyholdhomehopehorsehospitalhothourhousehowhungry

IIideaifillininsideintoit

Jjacketjamjeanjumpjust

Kkeepkillkindkingkitchenkneeknifeknow

Lladylamplandlatelaughlearnleftleglessonletletterlifelightlikelionlistenlittlelivelonglookloud

❙• 121 •❙

lovelowlunch

Mmadmailmakemanmanymapmarketmaymaybemeatmeetmilkminutemirrormiss/Missmom/mommymoneymonkeymonthmorningmothermousemouthmovemovieMr.Mrs.Ms.muchmusicmust

Nnamenear

neckneednephewnevernewniceniecenightno/nopenoonnorthnosenotnownumbernurse

Oofoffofficeoftenohokay/OKoldononceopenorotheroutoutsideover

Ppagepaintpantspaperparent

parkpasspaypearpencilpeoplepepperpersonpickpigplaypleasepocketpointpolicepoorporkpostpotatoprettyproblempullpuppypurplepushput

Qqueenquestionquickquite

Rrabbitrainreadreadyrectanglered

refrigerator/fridgerestricerichriderightringriverroadroomroundrun

Ssadsafesamesandwichsayschoolseaseasonseatseesellsendsetshallsheshipshoeshopshortshouldershoutshowsicksidesingsister

❙• 122 •❙

sitskirtskysleepslowsmallsmilesnakesnowsosoapsoccersocksomesonsongsorrysoursouthspeakspoonspringsquarestairsstandstarstartstationstaystopstorestorystreetstrongstudentstudysubwaysugarsummersun

suppersuresweetswimswitch

Ttabletaketalktallteateachtelephone/phonetelevision/TVtelltennisthanthankthatthethentheretheythickthinthinkthirstythisthroughthumbtietigertimetiredtotodaytoetogethertoilet

tomorrowtonighttootoothtoweltowntoytraintreetriangletruetryturn

Uuglyuncleunderunderstanduntilupuse

Vvegetableveryvisit

Wwaitwalkwantwarmwashwatchwaterwayweweakwear

weekwelcomewellwestwhatwhenwherewhichwhitewhowhywidewillwindwindowwinterwithwomanwordworkworldworrywowwritewrong

Yyardyes/yeah/yupyearyellowyesterdayyouyoung

Zzebrazerozoo

❙• 123 •❙

Website Address Contents Rating

www.barryfunenglish.com

Vocabulary viewer, flash card maker, games and worksheets※ the same with Korean English textbook of fifth

& sixth grade

★★★★★

www.britishcouncil.org/kids.htm Games, songs, stories and lots of activities ★★★★★

www.englishraven.com/main.html

Free educational resources & materials for teachers of EFL/ESL to young learners and teenagers ★★★★★

www.english-4kids.com Word puzzle, power-point and flashcards download ★★★★www.mes-english.com Free flashcards for download, games and worksheets ★★★★

www.toolsforeducators.com Dice, board game, word search, crossword puzzle, and domino maker ★★★★

www.senteacher.org Classroom labels, word cards, photo cards, hand-writing maker and connective tiles maker, ★★★★

sitesforteachers.com Lists of famous web-sites for teachers ★★★★weekstudy.coolschool.co.kr/study/pops/pops_list2.htm Pop songs are available ★★★★

www.esl-kids.com Printable flashcards, worksheet generator, games,children's songs and nursery rhymes ★★★

www.eslflashcards.com Free ESL flashcards ★★★

www.atozteacherstuff.com Word shape worksheet generator, word search makerhandwriting worksheet generator and printable books ★★★

www.abcteach.com Teacher helpers-calendars, forms etc.Reading comprehensions ★★★

www.kizclub.com Crafts ★★★www.teacherplus.co.kr Printable worksheets (members only) and flashcards ★★★

www.dltk-kids.com Printable children's crafts, coloring pages and more including projects for educational themes ★★★

reading-z.com E-books for reading (level A~Z) and related worksheet. ★★★

. Useful Websites

❙• 124 •❙

Website Address Contents Rating

www.schoolhousetech.com Crossword, wordsearch, matching and missing words maker ★★★

bogglesworldesl.com Worksheets, complete lesson plans and lots of other materials ★★★

www.eslprintables.com

Sharing web site for English teaching materials.Very useful for a variety of topics!※ You must upload worksheets you created in

order to download worksheets from the website.

★★★

www.ac-nancy-metz.fr/enseign/anglais/Henry/voc.htm

Activities and resources for almost any topic in ESL ※ It is listed by topic.

★★★

www.genkienglish.net/games.htm

Many game ideas that are simple and useful for different age groups ★★★

www.starfall.com Good for teaching ABCs and simple reading to younger learners ★★★

www.de.mingoville.com/content/view/13/29/lang,ko/

Interactive site for learning vocabulary & using it with games & activities※ Good for students to use on their own, at

home, or in the computer lab.

★★★

pbskids.org Website for students to use to practice English with games, stories, and videos ★★★

www.karafun.com Pop songs are available ★★★

www.esl-galaxy.com Printable worksheets and word search ★★★www.diaryproject.com Numerous diaries whose topics are various. ★★

schoolexpress.com Free worksheet for Phonics, reading, language arts, and handwriting ★★

kids-space.org UCC made by children from the world ★★

jr.naver.com/english Many English songs and games good for young students ★★

www.stickersandcharts.com Printable stickers ★★www.esltower.com Grammar and vocabulary worksheets ★★

❙• 125 •❙

3rd Grade

Lesson Story book Published by

1. Hello, I'm Minsu.People say 'Hello' Will Barber

Goodnight, moon Margaret Wise Brown

2. What's This?

Brown bear, brown bear, what do you see? Bill Martin, Jr

It looked like spilt milk Charles G. Shaw

3. Happy Birthday!Happy birthday, Sam Pat Hutchines

Happy birthday, Moon Frank Asch

4. Wash Your Hands.From head to toe Eric Carle

Clap your hands Lorinda Bryan Cauley

5. I Like Apples.The very hungry caterpillar Eric Carle

What do you eat? Rick Wetzel

6. How Many Cows?How many? Rozanne Lanczak Williams

Ten black dots Donald Crews

7. I Can Swim.Can you read a map? Rozanne Lanczak Williams

I'm special Kimberly Jordano

8. It's Snowing.

Barney bear gets dressed Rozanne Lanczak Williams

The jacket I wear in the snow Shirley Neitzel

What's the weather like today? Rozanne Lanczak Williams

. Related Story Books

❙• 126 •❙

4th Grade

Lesson Storybook Published by

1. Nice To Meet you.

How's the weather? Rozanne Lanczak Williams

What's the weather like today? Rozanne Lanczak Williams

What will the weather be like today? Paul Rogers

2. Don't Do That.

Go away, dog Joan L. Nodset

Get off your train John Burningham

3. How Old Are you?

I'm older than you are Young Mi Kim

Ten, nine, eight Molly Bang

4. What Time Is It?

What time is it? Rozanne Lanczak Williams

Time to... Bruce Mcmillan

5. Who is She?

I love my family Kathleen Beal

Do you want to be my friend? Eric Carle

6. Is this your cap?

A color of his own Leo Lionni

Little blue, Little yellow Leo Lionni

7. Sorry, I can't.

Henny Penny H.Werner Zimmermann

Rooster's off to see the world Eric Carle

8. How much is it?

Good choices for cat and dog Rozanne Lanczak Williams

On market street Arnold Lobel

❙• 127 •❙

5th Grade


1. How Are You?

Bambi Disney (Story teller series)

The snowman Raymond Brigg

Little red riding hood Classic Tales (Oxford)

2. What Day Is It Today?Today is Monday Eric Carle

Cookie's week Cindy Ward

3. It's Under the Table

Cat on the mat Brian Wildsmith

Pigs Learn to read (Creative Teaching Press)

Rosie's walk Pat Hutchins

4. What a Nice Day!Caps for sale Esphyr Slobodkina

Amelia Bedelia Peggy Paarish

5. Where Is Namdaemun(Sungnyemun)?

On the go Learn to read (Creative Teaching Press)

City Sounds Jean Marzollo & Sophia Latto

6. I Get Up at Seven Every Day.

Time/Seasons and Weather Ladybird

Time Ladybird

Clocks and more clocks Pat Hutchins

7. She's Tall.

Goldilocks and the three bears Classic Tales (Oxford)

What am I? N. N. Charles, Leo & Diane Dillon

The ugly duckling Classic Tales (Oxford)

8. Let's Go Swimming.Let's pretend Harper Collins Publishers

The shoemaker and the elves Classic Tales (Oxford)

9. Whose Boat Is This?My river Shari Halpern

It's mine! Leo Lionni

10. Do You Want Some More?

In the night kitchen Maurice Sendak

The very hungry caterpillar Eric Carle

Strawberries are red Candlewick Press

11. What Are You Doing?The snowman Raymond Briggs

Brown bear, brown bear, what do you see? Eric Carle

❙• 128 •❙

5th Grade


12. This Is a Bedroom.In a people house Theo. LeSieg

Look-alike Jr. Joan Steiner (A Look-Alike Picture Puzzle Book)

13. What Did You Do Yesterday?

My friends Taro Gomi

Scary cat runs away Learn to read (Creative Teaching Express)

14. Is Peter There? Fireman Bill and the dragon Paul Mcguire (Oxford Storyland Readers)

15. Can You Join Us?

I'm special Learn to read (Creative Teaching Express)

Clap your hands Lorinda Bryan Cauley

Our pumpkin Learn to read (Creative Teaching Express)

16. Did You Have a Nice Vacation? Barney bear, world traveler Learn to read

(Creative Teaching Express)

6th Grade


1.Where Are You From? Snow white and the seven dwarves Classic Tales (Oxford)

2. Is This York Street? Home alone 2 - Lost in New York adapted by Jordan Horowits

3. I Like Spring.

Round and round the seasons go Learn to read (Creative Teaching Express)

A tree is nice Janice Mary Udry

The four seasons Rozanne Lanczak Williams

4. When is Your Birthday?

Flower Garden Eve Bunting & Kathryn Hewitt

When this box is full Patricia Lillie & Donald Crews

What's going on? Learn to read (Creative Teaching Express)

5. May I Help You? The elephant rock Paul McGuire

6. Can I have Some water?

Peanut butter and jam Angela shelf Medearis

What do we need? Learn to read (Creative Teaching Express)

❙• 129 •❙

6th Grade


7. My Father Is a Pilot.

I love my family Kathleen Beal

The biggest dad Rosemary Border (Oxford Storyland Readers)

8. What Will You Do This Summer?

On our vacation Anne Rockwell

Dinosaurs travel Laurie Krasny Brown & Marc Brown

9. How Was Your Vacation? The picnic Alma Flor Ada

and F. Isabel Campoy

The treasure hunt - The pet sitters Barbara Hoskins

10. I'm Stronger than You.I'm as quick as a cricket Audrey Wood & Don Wood

The hare and the tortoise Aesop's fable (Brimax Classics)

11. What Do You Want to Do?

The Three Billy Goats Gruff Favorite Bedtime Tales

I want to see... Jim Henson's Muppet babies

12. Will You Help Me, Please?

Little Red Hen Ladybird

Henny Penny H.Werner Zimmermann

13. That's too Bad.The good bad cat John Sandford

D. W. thinks big Marc Brown

14. Would You Like to Come to My House?

Homestay friends-kid power Barbara Hoskins (Oxford)

The town mouse and the country mouse Classic Tales (Oxford)

Hanukkah lights, Hanukkah lights Leslie Kimmelman & John Himmelman (A Trophy Picture Book)

15. It's Time to Go Home.

Time to... Bruce Mcmillan (Scholastic)

What time is it? Judith Grey (A Giant First-Start Reader)

The ten-second race Diana Tomko

16. So Long, Everyone!Look-alike Jr. Joan Steiner

(A Look-like Picture Puzzle Book)

Friends Helme Heine

❙• 130 •❙

. Hangul, the Korean Alphabet

1 Official name

The modern name Hangul (한글) was coined by Ju Sigyeong in 1912. Han (한) meant "great"

in archaic Korean, while geul (글) is the native Korean word for "script".

2 History

Invented and promulgated by Sejong the Great, the fourth King of the Josun Dynasty in 1446,

Hangul, or the Korean alphabet, originally had 28 letters. Four letters of the original 28

disappeared from use in the long history of more than 500 years, and at present, only 24 letters

are in use.

King Sejong explained the need for the new script by saying that the Korean language was

different from Chinese; Chinese characters (known as Hanja) was too difficult for the common

people to write. Likewise, only privileged aristocrats (Yangban), usually male, could read and

write fluently. The majority of Koreans were actually illiterate before the invention of Hangul.

Hangul was designed so that even a commoner could learn to read and write; a document

called Haerye says, "A wise man can acquaint himself with them before the morning is over; a

fool can learn them in the space of ten days."

3 Characteristics

The Korean letters are phonetic symbols, not hieroglyphs, and the language has an abundant

vocabulary of sensitive and emotional expressions. Thus, the abundance of onomatopoeic,

simulation, adjective and exclamatory words are distinguishing characteristics of the Korean

language.

4 Letters

There are 24 letters in the Korean alphabet, ten vowels as medials and fourteen consonants

used both as initial and final letters. Besides these, there are also double consonants, formed by

and based on the original single consonants. The Korean alphabet can be written not only side

ways but also vertically.

The design of the vowels can be explained according to the principles of yin and yang and

vowel harmony. The consonant letters were designed according to articulatory phonetics.

❙• 131 •❙

5 Phonetic value

The individual letter has a phonetic value and an independent form. When two or more letters

are written together, they form syllables, just as in Latin.

It is very helpful for foreign readers to note the spelling rules and the manner in which the

symbols are combined to make syllables and words.

The table below illustrates the vowels and consonants.

Vowels

(모음)

ㅏ ㅑ ㅓ ㅕ ㅗ ㅛ ㅜ ㅠ ㅡ ㅣ(a) (ya) (eo) (yeo) (o) (yo) (u) (yu) (eu) (i)

Consonants

(자음)

ㄱ ㄴ ㄷ ㄹ ㅁ ㅂ ㅅ ㅇ ㅈ ㅊ(g,k) (n) (d,t) (r,l) (m) (b,p) (s) (ng) (j) (ch)

ㅋ ㅌ ㅍ ㅎ(k) (t) (p) (h)

6 Expressions

Thank you. 감사합니다. (Gam-sa-ham-ni-da.)

I'm sorry. 미안합니다. (Mi-an-ham-ni-da.)

Excuse me. 실례합니다. (Sil-rye-ham-ni-da.)

Good morning? 안녕하십니까? (An-nyong-ha-sim-ni-ga?)

Please speak more slowly. 좀 더 천천히 말씀해 주십시오 .

(Jom-deo-cheon-cheon-hi-mal-seum-hae-ju-sip-si-o)

How's the weather today? 오늘 날씨가 어때요? (o-neul-nal-si-ga-eo-dae-yo?)

Let's review the last lesson. 지난 수업을 복습해 봅시다.

(Ji-nan-su-eop-eul-bok-seup-hae-bop-si-da)

Open your books to page 10. 책 10쪽을 펴세요. (chaek-sip-chok-eul-pyeo-se-yo)

Let's watch the video. 비디오를 봅시다. (bi-di-o-reul-bop-si-da)

Look at the blackboard. 칠판을 보세요. (chil-pan-eul-bo-se-yo)

Come up here./Come to the front. 앞으로 나오세요. (ap-eu-ro-na-o-se-yo)

Let's play a game. 게임을 해 봅시다. (ge-im-eul-hae-bop-si-da)

Is everything clear? 이해했나요? (i-hae-haet-na-yo?)

Try again. 다시 해 보세요. (da-si-hae-bo-se-yo)

❙• 132 •❙

. Korean Folk Tales

The Myth of 'Dan-Gun', the First King of Korea

Once upon a time, there lived Hwan-in, the lord of Heaven. He had many sons and one of

them was Hwan-woong. Hwan-woong wanted to come down to Earth so he could have the

whole world under his control.

"If I ruled the Earth, I would make a great country."

So he asked his father, Hwan-in,

"Let me go down to the Earth and take care of the human world."

"Well, that's a great idea. I'll let you go. Go to Taeback Mountain and take these gods with

you."

Hwan-in gave him the God of Rain, the God of Clouds, the God of Wind and 3,000 people

from heaven.

When he reached Tae-back Mountain, he found a city and named it Sinsi which means 'City of

God'. He became the king of one country and took care of it.

Hwan-woong let the three gods control the wind, rain, and the light on Earth.

He instilled moral codes, laws and taught the people various arts and agriculture.

In other words, he taught people the difference between right and wrong and how to farm and

fish for their food.

One day, two animals, a bear and a tiger, visited Hwan-woong and begged him to help them

become humans.

"Your Majesty! We want to be humans. Let us know how to be humans," said the bear.

"Please advise us. How can we become humans?" said the tiger.

"Well, it is very difficult," Hwan-woong replied.

"Don't worry, your Majesty! We would do anything if we could become humans."

"Okay, I'll give you a chance," Hwan-woong said.

"You must stay in a cave for one hundred days to become humans. You have to stay out of

the sunlight. Can you do that?"

"Of course," the tiger and the bear said with a smile.

"It is an easy thing to do," they said earnestly.

"And one more thing! You must eat twenty heads of garlic and a bundle of mugwort everyday

for 100 days. Only the garlic and the mugwort!" said Hwan-woong.

The tiger and the bear made up their mind and entered the cave.

❙• 133 •❙

Not long after, the tiger became completely exhausted and decided to leave the cave.

"I can't eat them anymore. This is ridiculous," said the tiger.

"We have to endure this to become humans. Just hold on a bit longer," said the bear.

But despite the bear's advice, the tiger gave up and ran away.

So the bear was left alone in the cave. Though it was dark and uncomfortable, the bear

remained patient. Twenty one days had passed since the bear entered the cave. Moved by the

bear's sincerity and its firm determination, Hwan-woong visited the bear and turned him into a

beautiful woman. Hwan-woong named her 'Woong-nyuh'.

At first Woong-nyuh was very grateful and overjoyed about becoming a human but soon, she

got disappointed that she didn't have a child.

So she prayed under a tree that she could someday soon have a baby.

Hwan-woong was touched by her prayer and married her.

Woong-nyuh gave birth to a son, who was named Dan-gun.

He surpassed all the other children in every way.

And he took after his father, Hwan-woong.

One day, he went to his father.

"I'd like to make a wonderful country for all people to live in," Dan-gun said.

"That's a great idea. Set up a new country and rule it wisely. Go and find a much bigger piece

of land," said Hwan-woong.

He left his father's land with many people and animals to take to the new land.

Dan-gun established the country in Asadal, which is in the northern area of Pyeong-Yang in

North Korea, in 2333 B.C.

He became the first human king of Korea. His land was named 'Go-Jo-Sun' which is the first

kingdom of Korea.

More about Dan-gun and Go-Jo-Sun

Dan-gun is known as Dan-gun-wang-gum as well. Dan-gun means a "priest" and Wang-gum

means a "king". The government of 'Go-Jo-Sun' was very different from today's because

Dan-gun, the king of 'Go-Jo-Sun', was also a priest. We call this kind of government a

theocracy.

Dan-gun is still respected as the first King of Korea, the founder of Korea. Korea celebrates it's

National Foundation Day on Oct 3rd, when Dan-gun established the first kingdom of Korea,

'Go-Jo-Sun'. There is still a temple which commemorates Hwan-in, Hwan-woong, and Dan-gun's

souls.

❙• 134 •❙

The Golden Axe and the Silver Axe

Once upon a time there lived a good woodcutter. He was very poor, so he used to go to the

forest to cut down trees in order to make a living.

One day while he was chopping a tree near a pond, his old axe fell into the pond by mistake.

He said to himself, "Oh, no! If I don't have that axe, I can't cut down trees. Then I will not be

able to earn any money. How can I take care of my parents?" He was so sad and upset that he

cried. The pond god listened to the woodcutter's crying and arose from the pond. "Why are you

sad?" the god asked the woodcutter. "I am a woodcutter. While I was chopping the tree, my axe

fell into the pond. If I don't have the axe, I won’t be able to earn any money," the woodcutter

answered.

The pond god disappeared. A little later the god soon appeared with a silver axe. "Is this silver

axe yours?" the god asked. "No, it isn't," the woodcutter answered. The god disappeared again.

This time he came back with a golden axe and asked, "Is this golden axe yours?" The

woodcutter answered, "No it isn't." Finally, the pond god showed him an old rusty iron axe. "Is

this yours?" The woodcutter answered, "Yes, yes, yes! That's an iron axe. That's mine." He was

so happy to find his old iron axe.

The pond god was so happy with his honesty that he said "You are very honest. I will give

you all three axes as a reward." The god gave him all three axes. The woodcutter and his

parents lived happily ever after.

❙• 135 •❙

The Tale of Shim Cheong

Once upon a time, there lived an old blind man, Mr. Shim. He had a daughter named Shim

Cheong. Her mother died three days after she was born, so Mr. Shim lived alone with his

daughter. Even though Shim Cheong was very young, she worked so hard to serve her blind

father. She was well-known as a devoted daughter in the village.

One day, Mr. Shim was crossing the stream. When he was trying to cross a narrow wooden

bridge over the stream, he lost his footing and fell into the water. A Buddhist monk was

passing by at that moment and he pulled Mr. Shim out of the water. The monk looked at him

for a second and told him softly, "I pity the blind. If you donate 300 bags of rice to Buddha,

you will be able to see."

After the monk left, Mr. Shim began to worry. When Cheong got home late that night, she saw

her father's worried face. Cheong asked what happened to her father. Mr. Shim told her the

whole story.

One day, a group of sailors came into the village. They were sailing to China with their cargo,

and wanted to buy a maiden so that they could sacrifice her to the angry sea dragon. Shim

Cheong heard that these men would pay any price for a maiden. She immediately went to the

sailors and told them that she would sell herself to them. People in the village were so sad, but

they were so impressed by her devotion.

A strong wind began to blow and high waves rocked the ship. The ship was lost in a terrible

storm in the middle of the sea. Cheong threw herself into the angry waves. The sailor prayed

for her. Suddenly, the sea became quiet.

After several days, When Shim Cheong opened her eyes, she found herself lying in a beautiful

room she'd never seen before. The sea dragon king was so impressed by her love and devotion

to her father that he saved Cheong and wanted to do something wonderful for her. He put her

in a big lotus flower and sent her back into the world.

Some fishermen saw the big lotus flower floating in the sea and they took it to the king. When

the fishermen delivered the lotus flower to the king he was stunned by its beauty. Then the

❙• 136 •❙

lotus flower opened and Cheong appeared. Everyone was surprised. The king heard the story of

what Cheong had done and he was determined to make her his wife.

Cheong became the queen, but she couldn't stop worrying about her blind father. The king pitied

his wife and wanted to help Shim Cheong find her father. So he invited all the blind in the

country to his palace and held a month long feast.

On the last day of the feast, an old dirty man entered the palace and Shim Cheong called to

him, "Father!" Mr. Shim was so shocked that he opened his eyes. Finally Mr. Shim could see

his daughter. Shim Cheong and her father hugged each other and cried tears of joy for a long

time, and they lived happily ever after.

❙• 137 •❙

The Mysterious Spring

An old couple lived in a small village. Although they were poor, they always shared everything

with their neighbors. Their only wish was to have a child. There was another old man living in

the same town. He was rich and had children, but nobody liked him because he was so greedy

One day, when the poor old man was cutting firewood in the forest, he heard a beautiful twitter

from above. He followed the blue bird to a small, bubbly spring under a tree. He gulped a

handful of water because he was so thirsty. And he fell asleep under the tree.

When he woke up, it was already dark. The old man hurried home. The old man’s wife was

worried about him. Just then the old man arrived. “What happened to you? No wrinkles on your

face! You’ve become young.” The wife shouted with surprise. The next day, the old man took

his wife to the mysterious spring in the forest. The miracle happened to her, too.

The greedy old man heard of this and could not wait to drink the mysterious water himself. As

soon as he saw it, he started to drink as much water as he could. By the next day, the greedy

man hadn't come back home. The young couple were worried about him, so they we went to

the forest to find him. They saw a baby wearing the greedy man's big clothes.

The young couple brought the baby home and took good care of him. The baby grew up to be

a good man. The young couple lived happily with their lovely son until they grew old again.

❙• 138 •❙

The Sun and the Moon

Once upon a time there lived a mother with her son and daughter in a small house. Sadly, they

were so poor that the mother had to go downtown to sell rice cake at the market.

One day, mother was walking back home from the village. She didn't sell any rice cake on that

day. So her basket was full.

She heard a roaring sound. She was frightened. It was a huge tiger standing in front of her.

And the tiger said, "Oh! You have a lot of rice cake. If you give me one, I'll let you go."

Mother was so scared that she gave some rice cake to the tiger and hurried home.

But the tiger soon reappeared and said, "I'm still hungry. If you give me one more, I'll let you

go." Mother gave some more rice cake to the tiger and ran away.

The mean tiger was still hungry so he waited for mother again. But this time he ate all of the

rice cake and mother, too.

At home, the big brother and the little sister were waiting for their mother. It became darker

and darker. They worried about their mom.

"Why is she so late? I'm hungry." The little sister started to cry.

"Don't worry. She'll come soon," the big brother said.

Suddenly, somebody knocked on the door and said, "Oh my babies, open the door. It's me, your

mom."

The little sister ran to the door and said, "Mom, is that you? Why are you so late?"

But big brother stopped her and said, "Wait, something is strange. That's not Mom's voice."

"I caught a cold and I have a sore throat," the tiger said.

Big brother still didn't believe it, so he asked, "Then show me your hand."

A big paw burst through the door.

"Oh, no. It's not Mom's hand," the big brother said.

"I worked so hard today that my hands are rough," the tiger said.

This time they believed it and opened the door for their mom.

"You must be very hungry. I'll cook for you," the tiger said, pretending to be mother.

He was wearing mom's clothes. Just then big brother found the tiger's tail under his skirt.

He noticed it was a tiger. Big brother quietly ran outside with his sister and they started to

climb the persimmon tree in the backyard.

"Where is my dinner?" The tiger looked around. But there was nobody in the room. He finally

saw them in the tree.

"Hey, come down." said the tiger. But they didn't move.

❙• 139 •❙

"Well, how did you get there?" the tiger asked.

Big brother had a good idea and answered, "I poured sesame oil over the trunk of the tree."

But it was not true. The tree was so slippery that the tiger couldn't climb it up.

"Ha ha ha... such a fool! Why don't you use an ax?" little sister said.

"Why did you tell him that?" big brother yelled at her but it was too late.

The tiger started to climb up the tree with an ax and almost reached them.

"Oh, God! please help us," the scared children said.

God gave them a rope and they were able to escape.

"Oh, God! give me a rope, too," the tiger asked like big brother and little sister.

God gave him a rotten rope and the tiger fell down to the ground when he gripped it tightly.

God was so impressed with them that he asked big brother and little sister to be the Sun and

the Moon. Little sister was so timid and didn't like being alone at night. So big brother became

the moon, and little sister became the sun.

❙• 140 •❙

The Old Bumpy Man

Long ago, an old man lived in a small town. He had a big ugly bump on his face. Everybody

called him "The Old Bumpy Man". All the children in the town made fun of him. He hated the

bump on his face. He really wanted to get rid of it. It was his only wish.

One day he was coming back home from the mountain very late. It was very dark, so he lost

his way home. It was too dark to see anything. Luckily, he saw a light coming from a small

house in the distance.

"Hello, is anybody here?"

Nobody answered. There was no one home.

"Ooh.. This house looks like a haunted house. It's scary."

He tried to sleep but he couldn't. He decided to sing a song because he was so scared. He had

a beautiful voice. His song spread across the mountain. Just then, The Old Bumpy Man heard

voices talking outside.

"Hey, I think it came from around here," someone said.

"Right, the beautiful song came from this house," said another voice.

Three scary ogres went into the house and found the old man trembling with fear.

"Ooh.. I'm sorry. Please don't hurt me! I just wanted to sing because..." stammered the old man.

"Don't worry, old man. We don't want to hurt you."

"We heard your beautiful song and we really like your voice. Can you sing the song one more

time?"

The Old Bumpy Man was scared, but he sang the song and the ogres danced around merrily.

"Wow, you're a really good singer. Where is that beautiful voice coming from?"

The Old Bumpy Man had a good idea.

"My voice comes from this bump on my face, of course."

"Really? Let's trade your bump for our gold," the ogres told him happily.

"Are you joking? You can get rid of my bump?"

"That's easy. It's magic. You just close your eyes for a second."

"Boom-Boom-Bang"

The Old Bumpy Man's bump was gone, and he got a bunch of gold! It was his lucky day. He

walked away, singing his song happily.

❙• 141 •❙

The story of The Old Bumpy Man and the ogres spread around his small town. There lived

another bumpy old man in the next town. He heard the story, too.

"Ogres will trade bumps for gold? Now, it's my turn to get rid of my bump!"

He went to the mountain to find the haunted house. He started singing a song loudly, but he

was not a good singer. He had a terrible voice. Suddenly, he heard the ogres coming.

"A-Ha! They are coming. I will be rich pretty soon."

"Hey, old man. Does your voice come from your bump too?" The ogres asked him angrily.

"Of course. Just like the other bumpy old man. Do you want to trade it for something?" The

greedy old man asked.

"What? These bumps don't help me sing songs at all!" shouted one of the ogres,

"YOU ARE A LIAR! We came here to give you back your bump! We don't want it."

"Boom-Boom-Bang"

A new bump became magically stuck to the other side of his face.

"Oh, no. It is not fair. This is not even my bump. Please take it back."

"Get out of HERE, right now!" the ogres shouted.

Ever since then, everyone called him 'The Bumpy Bumpy Old Man', because he was a greedy

liar. He was the only man who had two ugly bumps on his face.

❙• 142 •❙

A Tale Of Brotherly Love

A long time ago, there lived a father and two brothers in a small village. The two brothers

loved each other so much that they shared almost everything. One day, their father sadly passed

away. With his last breath, he proclaimed his dying wish to his sons: "You should love each

other forever." So the elder brother divided the rice pads and other fortunes that his father left

into two and handed one half to his younger brother.

As time passed by, both of them grew up and got married.

When the younger brother got married, his older brother said "I'm really proud of you. If you

need any help, you should let me know." It meant that their bond was still strong even though

they no longer lived together. The two men worked on the farm really hard for their families.

There was never enough food, however, because they had to support their own families with the

divided rice pads and the shared fortune.

It was Fall and the harvest started. "Brother, thanks to your help, we will have more rice than

last year. I'm happy," said the younger brother.

"I don't think so. You work harder than me. I am the one who should say thank you," said the

elder brother.

Each of them piled bundles of rice on their own rice pads to make a heap. When it was dark

both of them went back to their own home. The elder brother couldn't sleep late at night. He

tossed and turned, thinking that his younger brother should have more rice than him. So the

elder brother went to the heap of rice which stood over the middle of his rice pad. He took a

few bundles of the rice and carried it to his brother's. He left the rice there, carefully without a

sound. His heart became filled with joy. What he wasn't aware of, is that his dear brother was

doing the same thing that very night, when he did not see.

The next day, he noticed something very strange. It was hard to believe that there wasn't any

difference in his rice heap. So he whispered, "I will go to brother's rice heap again, and bring

him more tonight. He has a wife and a baby. He needs more rice than I do."

❙• 143 •❙

After everyone in his family fell asleep, he sneaked out of his house and headed for his

younger brother's rice pad. It was the blackest of nights. On the way there, he saw someone

walking in the dark. When the person got closer, the full moon which had been hidden by thick

clouds revealed itself and shone brightly. When their profiles became illuminated by the

moonlight, they suddenly recognized each other. The one standing in the dark dropped bundles

of rice, and so did the elder brother.

"It was you, Brother! What are you doing here?"

"It was you who put the rice onto my heap last night!"

They began weeping and hugged each other. The moon, watching over what they had been

doing, smiled upon them and touched them with its gentle light, like a soft and fragrant breeze.

From that day on, of course, the brothers worked even harder helping and loving each other and

they lived happily ever after.

❙• 144 •❙

The Boy Who Became a Cow

Long ago, there was a boy who was as lazy as a sloth. He wouldn't even lift a finger. He took

a nap whenever he wanted and he day-dreamed while lying on his back all day long. He

sometimes skipped meals because he didn't want to get up.

So his mother nagged him a lot by shouting, "Wake up! How could you live without eating any

food? You should feed yourself." But he didn't budge an inch.

His mom got so worried about him and said, "If you act like a lazy cow you'll become a cow."

"A cow? Would I rather be a cow?" asked he. In fact he was curious about becoming a cow

because he thought that if he became one he would not have to work, eat or listen to his mom.

His mom became speechless with his reply for a moment then yelled, "Do you know what you

are saying? If I were you I would go to the mountain to gather some firewood." The boy was

annoyed so he decided to leave his home.

After walking a long distance, he found an old man making cow masks. He asked him if he

could try one on. The old man said "You should beware. If you put on this mask, you will

certainly become a cow!"

What the old man said made him happy, so he put on the mask. After bringing the mask to his

face, it became stuck there. Suddenly, his arms turned into cow's legs. Surprisingly his own legs

turned into hind legs. He trembled with joy.

The old man took the boy, who was now a cow, to the cattle market and sold him to a farmer.

The farmer slapped his back and said "You look strong. You will work hard for me, won't

you?" The old man said to the farmer, "Do not feed the cow with radish. If it eats radish, it

will die."

On arriving to the farmer's farm, the cow, who was the lazy boy, had to work from early

morning all day until evening. The farmer lashed angrily at his back with a whip, saying,

"Faster, faster, such a lazy cow."

The boy who was now a cow wanted to tell the farmer that he was just a boy and that he

wanted to go back home. But all he could say was "Moo moo".

❙• 145 •❙

He cried over and over again. He missed his mom and regretted his laziness and not listening to

her. He became exhausted and thin. The farmer made the boy work so hard, he felt that he

wanted to die. Then one day, he luckily found a radish in the field. So he pulled it out and ate

it up remembering the words that the old man spoke to the farmer.

Amazingly, he did not die, but instead became a boy again. Eating radish was the only way to

dispell the magic.

He was so happy that he rushed all the way home and became a diligent man who helped with

the house chores and worked on the farm for his mom. He was never lazy again.

❙• 146 •❙

A Tale Of Heungbu and Nolbu

A long time ago, there lived two brothers, Heungbu and Nolbu, in a small town. Nolbu, the

elder brother, was greedy and unkind. Heungbu, the younger brother, was kind and honest. After

their parents passed away, greedy Nolbu kicked Heungbu and his large family out of the house

without giving him any money. Heungbu's children couldn't help but suffer from hunger all the

time.

One day, Heungbu went to ask for some food from Nolbu's wife. "We have no food for you!

Get out of here!" she screamed. Nolbu's wife hit Heungbu's face with a rice scooper.

The long Winter passed and finally, Spring came. A hungry snake was about to eat a baby

swallow that had fallen from the tree. Luckily, Heungbu saw this and pushed the snake away

with a stick, but the baby swallow was hurt.

Heungbu took the baby bird and raised it until the next Fall. By that time the swallow was

ready to fly south for the Winter.

Soon, it was Spring again. Heungbu's family was excited to see the swallow return. The swallow

gave Heungbu's family a gourd seed. Heungbu planted the seed in his garden. The gourds grew

so quickly and got bigger and bigger every day. Heungbu was so pleased. His family took a

gourd and cut it in half. As the big gourd was cut in half, it suddenly made a loud noise.

"Bang! Pop!" Two beautiful angels appeared from inside the gourd and told Heungbu, "You and

your family are so kind and honest. We came here to give you treasure." And from then on

Heungbu's family was not poor any more.

Nolbu was surprised to hear that Heungbu became rich. Nolbu was so greedy and jealous of his

brother. He came up with an idea to get rich like Heungbu. He caught a swallow and broke its

leg deliberately. He took care of the swallow pretending to care about it.

Winter came and went. It was Spring again, and the swallow returned to Nolbu. The swallow

dropped a seed into Nolbu's hand.

Nolbu's gourds grew quickly, too. They got bigger and bigger every day. Nolbu couldn't wait to

cut one in half to see what it would bring. When the gourd was cut in half, it suddenly made a

❙• 147 •❙

loud noise. "Bang! Pop!" Lots of scary goblins and terrible monsters appeared and shouted

angrily, "We're here to take all your treasure from you. You are so mean and greedy." Nolbu's

family was shocked.

Kind and honest Heungbu felt sorry to hear the terrible news about his elder brother and wanted

to help him.

"Oh, my poor brother! Don't worry! I'll take care of you."

"I'm sorry, Heungbu! Forgive me, I should have treated you well. I'll be a good brother from

now on, I promise," he said, honestly.

"Of course, we are brothers," Heungbu agreed.

The two brothers hugged and laughed happily.

❙• 148 •❙

Kongji and Patji

Once, there lived a good couple. They had a beautiful daughter named Kongji. Kongji was such

a nice girl. One day her mother passed away after a long illness. Her father remarried because

he thought that Kongji was lonely. The stepmother had a daughter of her own, Patji who was

lazy and greedy. The stepmother was nice when Kongji's father was around. But behind his

back, she treated her badly. A few months later, her father became sick and died. The

stepmother gave good food and nice clothes to Patji, her step sister. The stepmother kept Kongji

hard at work.

"Kongji, fill this jar with water, until I come back."

No matter how hard Kongji tried, the jar was still empty, because there was a big hole at the

bottom of the jar. When Kongji began crying with sorrow, a big toad appeared and blocked the

hole so that she could fill the jar with water.

The stepmother was surprised,

"How could she have filled the jar?" she wondered.

The next day the stepmother called up Kongji again.

"Kongji, pull out all the weeds from the field."

Kongji worked very hard but she couldn't finish even half of it. When she was crying, a cow

appeared and pulled out all the weeds from the field.

"It is impossible to finish all that in one day," thought the stepmother. She got really angry

when she knew Kongji finished the job on time.

One day, a handsome prince was passing through their village. Everyone went out to see the

prince. The stepmother and Patji dressed up nicely and went out to see the prince.

"Kongji, if you want to see the prince, pound all this rice on the mat, then cut the millet. But

you will never finish it in time. Ha Ha Ha...."

Kongji couldn't pound all the rice by herself. When she was crying desperately, a large flock of

birds flew in and pecked the rice at a great speed and got the work done in a second.

"Now I can go see the prince but I have nothing to wear," she said to herself sadly.

Suddenly, some mice appeared and brought a pretty dress and shoes.

Kongji put on the dress and was running quickly not knowing that the prince was passing by.

She accidentally left a shoe behind.

The prince recognized Kongji's sweetness and kindness.

"Who is that girl? Find the owner of the shoe."

The prince's servants searched for the owner of the shoe all around the country. Many girls

❙• 149 •❙

argued for the ownership of the shoe. But the shoe didn't fit anyone's foot. Finally the prince

came to Kongji's house.

"It's surely Patji's shoe." the stepmother shouted. But Patji couldn't fit her foot in the shoe

because her foot was too big. The prince finally asked Kongji to put on the shoe. The shoe fit

her foot perfectly. The prince realized that Kongji was the one who lost her shoe. The prince

and Kongji got married and lived happily ever after.

❙• 150 •❙

. Frequently Asked Questions

Q1. In what ways should grammar be taught in the Korean Elementary English class?

Grammar is an important part of learning English. However, in the past, grammar has been

over-emphasized and communicative competence has been neglected. Now, the Korean

government is trying to pay more attention to communicative competence and less to grammar.

This however, does not mean that grammar should be ignored.

It is important for teachers to teach and explain simple grammatical concepts that students will

use in every English class. For example, "I am", "She/He is". It is also essential to teach

grammar when lack of grammatical knowledge causes communication problems. Teachers should

keep the students' cognitive levels in mind when teaching grammar. Grammar becomes more

important as the level of the student becomes higher.

Q2. Fluency vs. Accuracy. Which one is more important?

The communicative approach is the basis of the Korean English Curriculum. Therefore, the

ultimate goal is to raise the ability of the students to communicate in English. So, the focus is

to get students to speak in English in a way that is understood. While speaking accurately is

desirable, it is highly recommended that teachers do not constantly correct errors. If teachers

constantly correct students' mistakes, they risk losing the interest and confidence of their students.

Q3. Which method of error correction is preferred?

There are four basic types of error correction. They are explicit correction, recast, clarification

request, and elicitation.

■ Explicit correction is when the teacher explicitly corrects an error. For example:

S. I can run fastly.

T. You should say, I can run fast. You should not add ly at the end of fast.

■ Recast is when the teacher repeats the sentence in its correct form. For example:

S. Where you go yesterday?

T. Where did you go yesterday?

■ Clarification request is when the teacher asks a student for clarification. For example:

T. How long have you had your glasses?

S. Two.

T. What do you mean? Two what?

❙• 151 •❙

■ Elicitation is where a teacher encourages a student to say the correct sentence by asking

some questions. For example:

S. The rabbit ate.

T. The rabbit ate what?

S. The rabbit ate carrots.

Clarification and elicitation are the preferred methods of error correction. Through using either of

these two methods, the teacher is not telling the student that he or she is wrong or that he or

she has made a mistake. These methods also allow the students to think for themselves. Explicit

correction, on the other hand, can prohibit the use of conversation and can also embarrass the

students in front of their peers as they are being told that they have made a mistake. Using

recast as a method of correction is not highly effective as students do not necessarily distinguish

the difference between what they said and what the teacher said.

Q4. In what ways can a teacher motivate Korean Elementary students?

Generally, students are motivated to study a foreign language when they feel that they are

learning something useful and fun. It is important for an English teacher to promote English as

valuable and useful. Students should be made aware of the fact that English is a worldwide

language and that being able to speak English is regarded as highly important.

There are various songs, chants and activities in the book. If they are used in a fun, exciting

way, students will enjoy learning English and will therefore be naturally motivated.

Q5. What are appropriate ways to discipline students?

It is important for the teacher to set the objectives, goals and rules of the class as soon as

possible. Through doing this, students can immediately be aware of what is expected of them

and this will limit misbehaviors. If students fail to follow the classroom rules and show a lack

of effort, they should be disciplined. The Korean co-teacher will have training and experience in

how to deal with such situations so it is important for the NSET and the Korean co-teacher to

communicate well about any problems with students. The students' homeroom teachers are also

able to help with any discipline problems.

❙• 152 •❙

Q6. How should teachers approach teaching students of a variety of different levels in

one class?

There are usually many students in one class. This makes it difficult to give students individual

attention. Teachers are required to develop ways to deal with the fact that there are students at

different levels within one class. Group learning and/or peer learning is one way to overcome

the problem. The teacher should also organize the seating arrangement in the class in a way that

will work best for him/her.

Teachers are advised to use a variety of teaching methods and materials as different students

learn more effectively in different ways. The use of reading materials and worksheets can

provide a good platform for the NEST to help the more advanced learners and for the Korean

teacher to provide help for the students who need supplementary learning.

Q7. Is the use of phonics recommended in a Korean Elementary English class?

Phonics refers to the relation between a sound and an alphabetical letter. But Korean students

can not be exposed to enough language input to find out that relation inductively. Therefore

teaching phonics explicitly is important. The teacher should dedicate appropriate amount of class

time in teaching phonics.

Q8. How can the teacher teach culture in the English Class?

The Korean English Elementary curriculum does require the NEST to provide some level of

cultural content in the class. This should be taught in order to help the students communicate

appropriately in social situations. The basis for teaching culture is that the students will have a

deeper understanding of how to speak and behave in different social circumstances when using

English.

Q9. How much emphasis should be placed on pronunciation?

English is the common medium for communication between people from various countries. Since

it is a worldwide language, it is spoken in many different accents. In Korean English Elementary

schools, the focus is to ensure that students are speaking clearly and that their speech is

comprehensible. The accent which they speak in is not a factor of high importance. Teachers

should correct pronunciation only when it is not understandable.

❙• 153 •❙

Q10. What are NSETs required to do during their non-teaching hours at school?

Any time spent not teaching during working hours should generally be used to prepare for future

classes. This time is an opportunity for the NSET and the Korean teacher(s) to discuss lessons,

ideas etc. Also, during this time, teachers should make teaching materials (flashcards, games

materials etc.) and lesson plans. This time should be used wisely and teachers should ensure

that they are well prepared for the next day.

Q11. How can teachers motivate students to be active and answer questions in class?

Students generally tend to not answer questions for two reasons:

1. the students do not understand the question

2. the students are not interested in the class

It is important for teachers to try to be patient with students. The Korean teacher can help the

NSET to distinguish whether students are not responding due to a lack of understanding or a

lack of interest. Teachers should ask questions using simple language which will help the

students to be comfortable in responding. Teachers can ask simple Yes/No questions to make the

task easier for students. Also, small rewards such as stickers can also encourage and motivate

students to participate.

Q12. How much translation by the Korean teacher is appropriate in a co-teaching class?

The best co-teaching classes do not require any translation. The Korean teacher's role is not to

translate everything the NSET says. Translation may occur in a class to simply confirm the

students' listening comprehension. English should be the main language in the classroom and the

teachers should speak clearly and at an appropriate level for the class. Teachers can ask

advanced students to translate instructions in Korean and the Korean teacher can confirm whether

or not the students understand.

Q13. How can a teacher include all of the students in a class?

In any class, good students are usually active participants. However, not all students like to

participate. Teachers must develop effective methods to motivate students to be active

participants. One good method is for a teacher to learn students' names. Generally, students like

to hear their name and it can help the teacher have a better relationship with a student.

Dividing the class into groups can promote peer learning. The teacher can ask questions to

individual groups and ask for every member of the group to answer together. This helps shy

❙• 154 •❙

students and slower learners to participate without feeling embarrassed. Teachers should always

try to be patient with slow learners and praising them can help them to be more confident in

the future.

Rewards such as coupons, stickers and certificates are excellent ways to encourage learners. They

are useful tokens of praise.

Q14. What is the dress code for Elementary school teachers in Korea?

It is widely believed that teachers are role models for students. Also, Elementary Schools in

Korea are professional environments. Therefore, teachers are required to dress semi-formally.

While formal business attire is not required, teachers must be presentable and smart. Teachers

should not wear clothes that are too revealing or too casual such as low cut tops, skimpy skirts,

sweat suits etc.

Q15. What level of language should a teacher use in the classroom for communicating?

The teacher should be aware of the overall level of the class and try to speak in a level of

English most appropriate for that class. It is encouraged that teachers speak in exaggerated tones

of voice and that they speak using simple sentences. English Elementary teachers should try to

restrict their vocabulary and simplify their language so that the students can understand the

teacher as much as possible. The use of physical movements such as gestures and miming is

highly recommended as it can further enhance students' comprehension.

❙• 155 •❙

References

● Arthur, H. 2003. Testing for Language Teachers (2nd ed.) Cambridge: Cambridge

Language Teaching Library.

● Diane Larsen-Freeman. 2003. Techniques and Principles in Language Teaching.

Oxford: Oxford University Press.

● Harmer, J. 1998. How to teach English: Longman.

● J. Michael O'Malley and Lorraine Valdez Pierce. 1996. Authentic Assessment for

English Language Learners: Practical Approaches for Teachers. NY: Pearson

Education.

● Lynne Cook, Ph.D. 2004. Co-Teaching: Principles, Practices, and Pragmatics. New

Mexico Public Education Department Quarterly Special Education Meeting.

● 서울특별시교육연수원. 2005. Teacher training program for co-teaching with NSET

in Elementary schools.

● 김인옥. 2008. Co-teaching Workshop. 서울특별시서부교육청

● 나서영. 2007. 교실수업개선연구대회수업지도안. 서울특별시교육청

● 노경희. 2002. 초등영어습득론. 서울: 한국문화사.

● 서지은. 2006. 초등 3,4학년을 위한 스토리텔링 활용방안. 한남대학교 교육대학원.

● 우지연. 2007. Analysis of Native Speaker Teachers and Korean English Teachers'

Co-teaching Classes. 한국교원대대학원.

● 윤현진. 2007. The Effect of Team Teaching on Elementary English Education. 광주교

육대대학원.

● 이완기. 2000. 초등영어교육론(3rd ed.). 문진미디어: 서울용산구.

● Seo, Duk-Il. 2005. Gateway to Speaking Korean

● 이재근, 이은정. 2007. 동화를 활용한 의사소통기능 중심 학습자료 개발 연구.

초등영어교육(vol.13, No.1).

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