new english for korean kids - book 1 for teach and learn in korea (talk) program

PREFACE

NEW ENGLISH FOR KOREAN KIDS is an English course for Korean elementary schoolstudents who study English as a second language in Korea. This course is a tailor-made Englishlearning program especially for Korean kids. This program consists of three separate bookswritten by native English speakers and Korean teachers who have taught English for a long timein Korean elementary schools. It goes without saying that they have participated in writing thesebooks as the most outstanding experts in the field of teaching English for Korean kids.

As a matter of fact, NEW ENGLISH FOR KOREAN KIDS has been developed as a kind ofworkbook for TaLK (Teach and Learn in Korea) Scholars who teach English for Koreanelementary school students living in rural areas in Korea. Therefore, these books containsmany simple and short base sentences and many more variation sentences derived from them.These sentences in particular cover a variety of essential expressions and basic vocabularynecessary for our Korean children who learn English as a foreign language in Korea.

NEW ENGLISH FOR KOREAN KIDS is composed of three important sections; one generalinstruction, twenty topics, and one phonics. General instruction explains how to apply thiscourse in actual teaching settings. Each topic consists of three parts; overview, teacher's guide,and worksheets for students. The contents of each topic are organized into three levels; level 1through level 3. Phonics deals with recognizing and making sounds.

TaLK Scholars are advised to make the good use of NEW ENGLISH FOR KOREAN KIDSconsidering their students' levels. With TaLK Scholars' creative and effective teaching methods,this course will help our Korean elementary school students develop their senses for reading,listening, and speaking as well as improve their English communication skills. This course canalso be helpful for teachers who teach English in any other after-school English educationprograms in Korea.

I can never thank you enough to all the authors, editors, and TaLK Scholars who havedevoted their time and energy to creating NEW ENGLISH FOR KOREAN KIDS.

February, 2010TaLK Support Team DirectorByeong-Tae Park

General Instruction

1 Page

To the instructors

This workbook is a teaching aid for TaLK program. It includes the learning contents which need to be taught in the after-school classes for elementary school students in the rural areas of Korea.

The TaLK program has been running for one and a half year with no teaching aids. Although TaLK scholars have been teaching elementary school students with commercial teaching aids or worksheets they produced, they could not provide authentic learning environment and could not serve as the best teaching aids for students with different learning abilities. This workbook is the product of diverse trials to resolve these problems and to satisfy educational requirements.

This workbook is intended to promote efficient teaching considering the limited availability of English education of the rural areas and to promote students' interests in the extra curricular after-school classes. To induce and keep the students' interest level high, authentic materials from students' lives have been extracted and presented to enhance internalization of the language through activities that require cognitive thinking. To promote efficiency, key expressions that have basic grammar patterns for elementary school students are presented repeatedly in the workbook. For efficient teaching and interesting lessons, this workbook was produced under the following directions:

First, authenticity is emphasized. The learning contents consist of communicative materials and the practical words and expressions which will come up frequently in students' daily lives.

Second, level-focused teaching and learning are pursued. This workbook is organized with three levels for each topic and is made to be applied to students in 1st to 6th grade students. Even though level 1 is intended for the 1st and 2nd graders, level 2 for the 3rd and 4th graders, and level 3 for the 5th and 6th graders, the worksheets of different levels can be taught in any grade classes according to students' English skills. Level-focused teaching guides are presented in every Teacher's Guide.

Third, the approach based on thought groups is applied. The communicative expressions are approached by thought groups, not by words. The words and vocabulary are intended to be acquired in the context by learning key expressions based on the thought groups, and then the students' power of retention and application for the expressions is pursued to be elevated by generating them in thought groups.

Fourth, topic based approach is pursued. Considering that the learners are young and live in the rural areas, this workbook consists of topics that are categorized by extracted concrete communicative

New English For Korean Kids

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functions. The following shows the general course of this workbook.

Emphasis on authenticity - emphasis on students' real lives - emphasis on authentic input - real material centered

Level-focused - level-focused teaching activities - 3 stages by level

Pattern sentence centered - emphasis on significant patterns - sublating word centered - thought group centered

Topic based - teaching aid for after-school classes - topics from categorizing functions - serial & parallel structure

This workbook is composed of 22 books: 1 general instruction, 20 topics, and 1 phonics book. The general instruction presents how to apply the books to actual teaching. The phonics book has a serial of stages from word awareness to reading words and phrases, and deals with recognizing and making sounds. The 20 books of different topics are composed of the overview, teacher's guide, and worksheets for students. The overview gives a brief description and points out the significance of each topic. The teacher's guide describes the objectives and presents how to utilize the worksheets. The worksheets for students are composed to utilize one of the four basic language skills to master the basic sentence patterns in an authentic context. The following table shows the organization and content structure of this workbook.

TOPIC

LEVEL1

Teacher's Guide

Presenting by levels Explaining by activities Content organization -Objectives: of teachers

and students -Key expressions -How to teach: level

focused guidance, examples, references (materials, books, web-sites, etc.)

Worksheets

Constructing by levels Mostly 1 activity per page 20 minute worksheets -Content organization(11 activities) Speaking(1) + Listening(1) + Reading(1) + Writing(1) +

Game(2) + Story(1) + Art project(1) + Culture(1) + Differentiated activity(2)

-Contents of differentiated activities: rhythmic movement or play for level 1, work & play activity or subject-immersion for level 2, and project type tasks or other supplementary activities for level 3

LEVEL2

LEVEL3

20 topics were extracted through categorization of concrete communicative functions converted from

General Instruction

3 Page

Korean expressions used by rural area elementary school students in high frequency. Here, the frequencies of Korean expressions are utilized as the criteria for designating levels of this workbook according to their degree of complexity in English expressions. The following table displays the steps taken to design communicative functions and the topics for the workbook.

1 To extract Korean expressions (sentences) used highly frequently in students' lives by observation

2 To convert them into English key expressions and to extract important communicative functions

3 To make important communicative functions concrete and elaborate (ex.talking about times, asking for times, or answering times)

4 To categorize them into 20 topics, and to name them appropriately according to their contents

This workbook is organized into 3 levels. The criteria to determine the levels of key expressions are the range of life, kinds of verbs and sentences, the tense, the sentence pattern, the number of thought group, and the frequency of usage. However, these criteria are applied as universal principles, not as strict rules to organize this workbook. The below displays the criteria.

Criterion 1 : Range of life LEVEL 1 - Personal family life LEVEL 2 - School neighborhood life LEVEL 3 - Social national life

Criterion 2 : Kinds of verbs LEVEL 1 - Common verbs and 'be' verbs LEVEL 2 - Including auxiliary verbs LEVEL 3 - Including auxiliary verbs

Criterion 3 : Kinds of sentences LEVEL 1 - Declarative sentence, YES/NO questions LEVEL 2 - Including WH-questions LEVEL 3 - Including WH-Q with WH-phrases

Criterion 4 : The tense LEVEL 1 - Simple present, present progressive form LEVEL 2 - Simple present, present progressive form LEVEL 3 - Including the past and future tenses

Criterion 5 : Sentence pattern and TG LEVEL 1 - 3>1>2 sentence pattern/below 1 TG LEVEL 2 - 3>1>2 sentence pattern/below 2 TG LEVEL 3 - 4, 5 pattern is possible/below 3~4 TG

Criterion 6 : Frequency of usageIn TOPIC and FUNCTIONs, expressions spoken in high frequency are used as (key) expressions for lower levels

The worksheets in each level are usually composed of speaking, listening, reading, writing, games, story, culture, art project, and other differentiated activities. Each worksheet also has an organization criterion. The next table describes the organization criteria of each activity.


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SPEAKING

: Phrases, 1 TG: Sentences, 2 TGs: Sentences, above 2 TGs

LISTENING

: Phrases, 1 TG: Sentences, 2 TGs: Sentences, above 2 TGs

READING

: Words, pictures: Phrases, 1 TG: Sentences, above 2 TGs

WRITING

: Alphabet, 1~2 syllabic words: Words: Above phrases

GAME

1. Considering students' developmental stages

2. Activities with spoken andwritten skills

3. Appropriate for functions

STORY1. Pattern type story2. Below 4 TGs in a sentence: 6 sentences , word substitution: 10 sentences ,1 TG substitution: 15 sentences, 1 TG substitution

Differentiated Activity1. Supplementary activities 2. Various activities : Rhythmic movement or play : Work & play activity or

subject-immersion : Project type tasks

ART PROJECT

1. Considering students' developmental stages

2. Activities with spoken andwritten skills

3. Appropriate for functions

CULTURE

1. Events relevant to the month2. Authentic contents3. Comparing and understanding

cultures

20 Topics of this workbook are arranged by the time-series of months. 2 topics are distributed from March to December according to the relevance of learning contents and cultures to the respective months. The sequence of language learning is also reflected in arranging topics. Topics with expressions that are available more frequently are posted to the earlier months. The following presents the topic arrangement by the time-series of months.

3 March Phone Etiquette

4 April Likes & dislikes Motions

5 May Sports Family

6 June Time Shopping

7 July Jobs Location

8 August Shapes The world

9 September Weather School days

10 October Food Directions

11 November Life stories People & life

12 December Calendar Reason

Each topic has 6 important and general communicative functions. Each important and general communicative function is differentiated into several concrete communicative functions respectively. The concrete communicative functions are the basis of determining objectives of each activity. Those

General Instruction

5 Page

MARCH

Phonez Understanding numbers of 0 through 30z Counting things with numbers 1~30 z Asking for & telling a phone numberz Making a phone callz Asking a friend to do some work

together over the phonez Sending and receiving an SMS

Etiquettez Greeting peoplez Introducing yourself & friends to other peoplez Exchanging personal informationz Understanding table mannersz Finding differences of etiquette between

nationsz Understanding other countries' etiquette

APRIL

Likes & dislikesz Naming what you likez Naming what you dislikez Asking & answering likes & dislikes using

yes/no questionsz Asking & answering likes & dislikes using

wh-questionsz Naming your hobbyz Asking for & telling hobbies

Motionsz Naming words of motionsz Following imperatives to make a motionz Giving imperatives to make a motionz Telling your current activitiesz Asking & answering current activitiesz Asking & answering the abilities of

movement

MAY

Sportsz Naming sportsz Saying prohibitionz Asking help for injuriesz Inviting friends to play a sportz Asking & answering sports someone likesz Asking for & telling personal talents about sports

Familyz Naming family relationshipsz Introducing your family to other peoplez Telling the ages of family membersz Asking for the ages of family membersz Describing the information of family membersz Asking for & telling the information of family

members

JUNE

Timez Understanding numbers about timez Asking for & telling timez Apologizing for leaving at the momentz Making an appointment z Asking & answering when someone does

activitiesz Asking & answering when something

was done

Shoppingz Offering to go shoppingz Understanding different currenciesz Asking for & offering helpz Asking for & telling the price of itemz Talking about items to Purchasez Giving & receiving gift bought

concrete communicative functions are not presented here because they are presented in the contents of each topic. The following table shows the important and general communicative functions of each topic.


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JULY

Jobsz Naming jobsz Naming personal talentsz Telling jobs of your family members z Asking for & telling people's jobsz Asking for & telling personal talents

related to jobsz Talking about the jobs you want to be

in the future

Locationz Understanding the prepositions of locationz Locating objects as instructed z Describing the location of objectsz Describing the location of buildingsz Asking for & telling the location of objectsz Asking for & telling the location of

buildings

AUGUST

Shapesz Naming shapes & colorsz Drawing & coloring shapes & thingsz Describing shapes & colors of objectsz Understanding plurals with shapesz Comparing thingsz Asking & answering comparison

The worldz Naming countries, oceans & continentsz Asking for & telling nationalitiesz Asking for & telling the country you want to visitz Asking for & telling a nation's characteristicz Telling the country you want to visit with reasonsz Sending & receiving an e-mail of introducing

countries

SEPTEMBER

Weatherz Naming weathers & feelingsz Expressing your feeling z Expressing the weather using an exclamationz Asking for & telling weathersz Asking for & telling feelingsz Asking for & telling favorite seasons

School daysz Naming objects in the classroom & schoolz Asking for & telling the possession of objectsz Asking & answering about objectsz Naming subjects z Asking for & telling favorite subjectsz Talking about your class timetable

OCTOBER

Foodz Naming meals & foodz Asking & answering about food using

yes/no questionsz Asking & answering about food for meals

using wh-questionz Discussing the menuz Making food as instructedz Inviting & sharing food

Directionsz Understanding prepositions of placez Naming buildingsz Giving directionsz Asking for directionsz Asking how to get to destinationsz Naming modes of transportation

NOVEMBER

Life storiesz Telling your daily schedule in series of timez Asking for & telling what time someone

does the work at z Telling a personal past experiencez Asking for & telling what someone

experiencedz Telling your plan to do some workz Asking for & telling when someone will

act the plan

People & lifez Naming animals & plantsz Naming parts of people's bodyz Describing the characteristics of animals

& plantsz Describing people's appearancesz Comparing the characteristics of animals & plantsz Asking for & telling people's appearances

General Instruction

7 Page

ObjectivesTeacher z To have students utilize the auxiliary verb 'will' meaning the future action

Students z To present the plans for the coming summer vacation to his/her friends

Functions z Asking and answering about plans for the summer vacation

Key Expressionsz What will you do during ~ ?z I will go to my uncle's. z I am going to learn how to play the

piano.

DECEMBER

Calendarz Naming 7 days of the week & 12

monthsz Understanding ordinal numbers 1st~31st z Understanding datingz Asking for & telling the day of the weekz Asking for & telling the datez Talking about special days & giving

celebrations

Reasonz Telling things you like or not with reasonsz Telling activities you want to do or not

with reasonsz Asking for & telling reasonsz Requesting permission z Permitting or refusing requests with reasonsz Talking about the past events with reasons

Even though this workbook is sequenced by the month and the level, the syllabus can be reorganized by teacher's teaching intention during the planning stage, which means that the lessons may be reorganized considering the English learning environment and English skills of the students. Reorganization is carried out through changing of teaching time, adding new contents or altering the contents of worksheets. It is also possible to teach 1 to 3 worksheets in one class depending on the teacher's plan or students' learning pace even though each worksheet is designed for a 20 minute class.

In teacher's guides, each activity has a chart with the name of the activity, objectives, communicative functions, and key expressions. Each activity also has a guide on how to teach, level focused teaching, and references below the chart. First, the title and the type of the activity is presented in a box like Task : Telling my schedule for summer vacation .

Objectives are divided into teacher's objectives and students' objectives of the lesson. Teacher's objectives are stated in terms of the pattern grammar and language skills that teachers should teach and students' objectives in terms of the results of linguistic behavior that learners should achieve. This means that teachers should teach students to utilize those pattern grammar

proficiently and to have sound communicative skills. Communicative functions and key expressions are the linguistic elements for students to learn during the class. All the activities they preform should result in having students achieve the objectives.

How to teach presents how to teach each activity step by step, Level focused suggests how to teach students with different levels of English, and References provides supplementary texts, teaching materials, books, and web-sites that are needed during the lesson.


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Quizzes can be found at the bottom of the worksheets. The quizzes are intended to work as a kind of formative evaluation to check whether students recognize the key expressions or not. That is, they are presented to have students review what they learned and use key expressions one more time after the class. Therefore, it is desirable for teachers to encourage students to do the quizzes and giving guidance on how to answer the quizzes.

The classes are not restricted indoors. If it is considered to be more effective, the teachers are welcomed to plan and have a lesson outside of a classroom where students can move, think, and communicate actively.

Book 1

General Instruction 3- Phone 3- Etiquette 4- Likes & Dislikes 4- Motions 5- Sports 5- Family 6- Time

Book 2

General Instruction6- Shopping7- Jobs 7- Location 8- Shapes 8- The World 9- Weather 9- School Days 10- Food

Book 3

General Instruction10- Direction 11- Life Story 11- People & Life 12- Calendar 12- Reason Phonics

CONTENTSNEW ENGLISH FOR KOREAN KIDS

General Instruction

3- Phone1) Level 1 32) Level 2 193) Level 336

3- Etiquette1) Level 1 32) Level 2193) Level 335

4- Likes & Dislikes1) Level 1 32) Level 2183) Level 333

4- Motions1) Level 1 32) Level 218 3) Level 334

5- Sports1) Level 1 32) Level 2193) Level 335

5- Family1) Level 1 32) Level 2193) Level 335

6- Time1) Level 1 32) Level 2183) Level 334

Book 1

PHONE In this chapter, students will learn basic vocabulary used in telephone conversations. For students to be able to use these expression fluently, the key expressions, such as "Hello, this is Mina.", "Can I speak to Minsu?", and "How's it going?", should be presented in a meaningful way. The students should be given opportunities to use these expressions in real life situations. In Level 1, students will start by learning the numbers 1-10 as well as how to say which number they like. They will later learn how to use the basic numbers to say phone numbers through chants, songs, and games. In Level 2, students will learn the numbers 11-30. Afterwards they will incorporate these numbers by asking for and giving a phone number to a friend. Through practice, the students will be able to fluently answer the phone, ask for a phone number, and have a short discussion on the phone. To aid this process, the students will compare the basic English phone expressions to the basic Korean expressions. In Level 3, students will start by learning simple terms used when answering the phone. They will have fun learning emoticons and symbols that can be used in text messages. To practice, students will have to make phone calls to friends asking them to do something together. They will also have to translate messages written with symbols and emoticons into English. The teacher should give authenticity by using language materials related with students' lives and he/she should give level-focused teaching by using level appropriate languages and methodologies. The best way for the students to learn how to give someone a phone number or to have a phone conversation is to practice. Therefore, in this unit, the students will do many pair and group activities to practice the expressions.

ContentsActivities Functions Key Expressions

LEVEL1

Speaking z Counting and saying which numbers you like between 0-10 z I like (the number) 3./ 0. 1, 2, ......, 9, 10 Listening z Listening to and writing the numbers (0~10) what I hear into Arabic numerals z 0. 1, 2, ......, 9, 10

Reading z Reading the numbers 0~9 (on a phone) z (It's) 9./ (The number is) 9.Writing z Writing the Alphabet A-M in English z A, B, C, D....................MGame 1 z Speaking both Arabic numerals and English numbers z Zero, one, two, three, four, ......., nineGame 2 z Speaking and writing my friends' phone numbers z My(Your) phone number is 555-4002.Story z Recognizing the missing numbers z (The number is) 5.Song z Expressing the numbers in the song into rhythmic movements z Zero, one, two, three, four, ......., ten

Chant z Chanting and naming the phone numbers z (My phone number is) 010-234-9857. I like my phone number. I like that phone number.Art Project z Writing the numbers in Englishz Telling my phone number to my friends z My phone number is O one O - one O O four.

Culture z Comparing numerals of different countries z 0, 1, 2, ......, 9, 10

LEVEL2

Speaking z Counting the numbers 11~30 z Eleven, twelve, thirteen, .........., twenty-nine, thirtyListening z Writing the numbers(11~30) I listen to into Arabic numerals z 11, 12, 13, ........, 29, 30Reading z Reading the cardinals 1~30 z (It's) 23. / (The number is) 23.Writing z Writing the numbers 11~20 in English z Eleven, twelve, thirteen, .........., nineteen, twentyGame 1 z Counting things with numbers 11~30 z Eleven, twelve, thirteen, .........., twenty-nine, thirtyGame 2 z Asking and answering friends' phone numbersz Writing the phone numbers I hear z What's your phone number? My phone number is 555-4002.Story z Understanding the simple telephone conversation z Hello, This is Ji-ho./ Can I speak to Mi-na?/ Is this 010-234-9085?/ I'll check again.

Writing 2 z Writing the numbers 21~30 in English z Twenty-one, twenty-two, ........., twenty-nine, thirtyRole play z Saying new phrases for the telephone conversation z Hello, Can I speak to Min-su?/ This is Mi-na./ Is this 234-9085?/ How are you?/ Not bad.Art Project z Describing the cartoon about the telephone conversation z Hello, this is Su-min./ Can I speak to Na-mi?/ Is this 010-234-9085?/ Yes, speaking./ How's it going?/ Not bad.

Culture z Comparing basic expressions for telephone conversation used between English and Korean z Hello./ This is Mina./ Can I speak to Minsu?/ Yes, speaking.

LEVEL3

Speaking z Asking of doing something together z Hello, This is Anna./ Let's go to the movies.Listening z Recognizing what my friend wants to do together z How's it going?/ Let's go to the restaurant.

Reading z Reading phrases and rearranging them into a story z Hi, is Bill there?/ Are you looking for Bill senior or Billjunior? I'll tell him you called./ I'm so glad to reach you.Writing z Completing the conversation z What is Min-su's telephone number?/ His number is 762-0986./ May I ask who's calling?/ Can I leave a message?Game 1 z Understanding the appropriate expressions about the telephone conversation

z This is Mina./ Yes, speaking./ Hold on./ How's it going?/ Let's go swimming.

Game 2z Designing and writing the emoticons and the symbols available

during the simple telephone conversationz Reading the emoticons and the symbols

z (love), UR(your), C(see), I am -,.-(I am blue), .......

Story z Decoding the emoticons and the symbols by comparing with two storiesz #(number), @(at), &(and), (love), UR(your), C(see), I am

-,.-(I am blue), .......

Task 1 z Practicing a telephone conversation z Making a phone call and asking to do some work togetherz Hello, this is Gwon-woo./ Can I speak to Ji-young?/ Is this

010-234-9085?/ Yes, speaking. Let's play baseball./ I will call you later.

Task 2 z Sending and receiving an SMS using the emoticons and the symbols z I'll C U later. I U etc.

Art Project z Understanding cell phone etiquettes z The first rule is turning my phone off in the movies, not talking too loudly./ It's rude to my friends. etc.Culture z Understanding common text slangs and shorthands z b4, 18r, Gr8, H8, 2day, 2nite, NE1, QT, LOL, BRB, ASAP etc.

PHONELEVEL1

3 LEVEL 1

Listen ing : Let's listen

Objectives Teacherz To have the students listen to numbers

0-10 and be able to write them down as Arabic numerals

Studentsz To be able to listen to numbers

(0-10) and write down the corresponding Arabic numerals

Functions z Listening to and writing the numbers (0-10) I hear into Arabic numerals

Key Expressions z 0, 1, 2, ......, 9, 10

Reading : Let's read

Objectives

Teacherz To have the students read the numbers

on a phone number pad

Studentsz To be able to read the numbers on a

phone number pad and match the numbers to the number words

Functions z Reading the numbers 0~9 (on a phone)

Key Expressions z (It's) 9.z (The number is) 9.

Speaking : Let's speak

ObjectivesTeacher

z To have students state which numbers they like between 0-10

Students z To be able to say the numbers 0-10 and to say which numbers they like

Functions z Counting and saying which numbers you like between 0-10

Key Expressions z I like (the number) 3.z 0, 1, 2, ......, 9, 10

How to teachz Have the students sit or stand around.z Teach the students how to say the numbers 0-10.z Show the students objects and have them count them out

aloud.z Teach the students the phrase 'I like' and have them think of

which numbers they like.z Have the students write down the number they like. They

need to tell the number to their friends in the group. "I like 9."

Level focusedz One student closes his or her eyes. A partner then writes a

number on the back of that student's hand. The student must guess the number by saying "I like 3."

z [Advanced] All students stand up. The students must think of a number they like. When the teacher starts the timer, the students must tell each other which number they like and get into groups with the students who like the same number. When each student is in a group, stop the timer. Try again to improve the time.

Referencesz Materials : objects that students can count aloud, a stopwatch z You can change the word 'like' to an icon() if the students

find it difficult to understand.

How to teachz Prepare flash cards of the numbers 1-10 and place them on

the board.z Point to and say the numbers, and have the students repeat

after the teacher. z Call out the numbers in a random order. They must write the

Arabic numerals next to the number words.

Level focusedz Make the activity a lottery game. Students must write down

a sequence of five numbers. Put the number cards faced down on the desk. Randomly turn over five different number cards. The student with the closest guess to the teacher's pick wins the game.

z [Supplementary] Provide students with number cards. They can hold up the number card that matches what the teacher calls out.

Referencesz Materials : number cardsz The teacher can prepare bigger number cards that the students

can use easily. z The teacher can assign the numbers to each students. When

the students stand in a row in order, it helps the students recognize the numbers and sounds easily.

Phone

LEVEL 1 4

W r it in g : Let's write

ObjectivesTeacher

z To have students to write out the alphabets A-M

Students z To be able to write A-M

Functions z Writing the alphabets A-M in English

Key Expressions z A, B, C, D....................M

Game 1 : Phone Sudoku

Objectives

Teacherz To have students say the numbers out

loud and recognize missing numbers

Studentsz To be able to pronounce numbers

correctly and realize which numbers are missing

Functions z Speaking both Arabic numerals and English numbers

Key Expressions z Zero, one, two three, four, ......., nine

How to teachz Draw a picture of a phone number pad on the board.z Point to and say the numbers on the buttons, and have the

students repeat after the teacher.z Ask for volunteers to come to the board. z When the teacher calls a number, the students must race to

point to the correct number on the number pad.z Have students match the number words to the numbers on the

telephone dial. z Teach students the phrases, "It's 9." and "The number is 9."z In groups, have one student point to a number on the

worksheet. The other students must respond with "It's 9." or "The number is 9."

Level focusedz [Advanced] Draw a dial pad of a phone on the board. Point to

a number and have the students read the number aloud. Next, point to two numbers consecutively and have the students say both numbers in order. Continue to add on one number until the students can no longer keep up.

z Use an old phone as an example. Pass it around and let children practice pushing the number keys, saying the numbers aloud as they do.

Referencesz Materials : an old phone

How to teachz Write A-M on the board.z Have each student write along in the air.z Have the students draw and write the alphabet letters.z Walk around the classroom to make sure the children are

writing correctly.

Level focusedz Have two students come to the front. Call out the alphabets

and have them write them. The first one to finish with the correct writing gets a point for his or her team.

z [Supplementary] Give students a worksheet with different alphabets in a light font. Have the students trace the letters before writing them by themselves.

Referencesz Alphabet songs (phonics) :

http://www.suksuk.co.kr/kidland/study/study_view.php?number=416&code=18

Teacher's Guide

5 LEVEL 1

Game 2 : Phone number hunt

ObjectivesTeacher

z To have students share their phone numbers and be able to write their friends' numbers

Studentsz To be able to say and write telephone

numbers

Functions z Speaking and writing my friends' phone numbers

Key Expressions z My/Your phone number is 555-4002.

Story : The missing number

ObjectivesTeacher

z To have students listen and understand the number story and discover the missing number

Studentsz To be able to listen to the story and

write in the missing number

Functions z Recognizing the missing numbers

Key Expressions z (The number is) 5.

Song : Ten little Indian boys

ObjectivesTeacher

z To have students practice saying numbers with other words

Studentsz To be able to sing numbers and words

together without making mistakes

Functions z Expressing the numbers in the song into rhythmic movements

Key Expressions z zero, one, two, three, four, ......, ten

z Materials : big Sudoku puzzle flash cards, scissorsz You can cut off the number and word cards and attach it to

the blanks.

How to teachz Have students repeat the phrase "My phone number is

555-4002." z Have students write their own number in the box in the

middle.z When you tell them to start, have the children find five

friends and give them their phone number using the phrase practiced earlier.

z The first student to finish the worksheet correctly and sit down is the winner.

Level focusedz Write example phone numbers on the board and have the

students practice by repeating after you or reading by themselves.

How to teachz Put up number cards on the board with both the Arabic

numerals and English spelling on them.z Have the students gather around so that they are close to the

teacher.z Tell the story, making sure the children are listening carefully.z Ask the students to repeat words that they heard and phrases

that they did not understand.z Teach new phrases and then the story again.z After the second time, see if the children can guess what the

answers are.

Level focusedz [Advanced] Have students get in pairs and change the

numbers in the story. For example, eight could be friends with seven and nine. The other student must guess which number the first student is talking about.

z Create a rhythm clapping your hands and tapping your knees and say the story as a chant. Have the students chant along.

Referencesz Materials : big number cards on the boardz You can change the story according to the students' levels. If

they know the answer, have them say it and press the number on the number pad at the same time.

How to teachz Play the song once and have the students listen.z Have the students repeat after you line by line.z Create a slow rhythm and have the students chant the lyrics.z Have all the students sing along with the music.

Phone

LEVEL 1 6

Chant : I like the phone number

Objectives

Teacherz To have students become comfortable

saying cell phone numbers

Studentsz To be able to learn how to say cell

phone numbers in a rhythm

Functions z Chanting and naming the phone numbers

Key Expressionsz (My phone number is) 010-234-9857.z I like my phone number.z I like that phone number.

Art project : Get your friend's number

Objectives

Teacherz To have students practice telling

numbers to friends and writing them down

Studentsz To be able to design a phone and get

friends' phone numbers

Functions z Writing the numbers in Englishz Telling my phone number to my friends

Key Expressions z My phone number is O one O - one O O four.

Culture : Comparing country numerals

Objectives

Teacherz To have students learn numerals from

different countries

Studentsz To be able to compare number systems

from different countries

Functions z Comparing numerals of different countriesKey Expressions z 0, 1, 2, ......., 9, 10

Level focusedz [Advanced] Assign a number to each student. When you sing

that number, they must stand up or if they are standing, sit down. For example, if a student is one, when 'one little indian' is sung, that student must stand up. When it is sung again, the student must sit down.

Referencesz Materials : Ten little Indian boys song, Indian puppetsz Internet website : Youtube.com, bogglesworldesl.com

How to teachz Teach the students the new key expressions.z Have them listen to the teacher and do the chant. As you say

the phone numbers, have the children point to the numbers on the dial pad in their worksheets.

z Have the students repeat each line of the chant.z Create a rhythm by tapping your legs and clapping your hands.z Do the chant along with the students, making sure that

everyone is participating.

Level focusedz Do the chant together. When the line 'the phone number is'

comes up, have one student make up a different phone number. Each student should have a turn changing the number while the chant is still continuing.

How to teachz In the top section, have the students be creative and draw a

cell phone.z Below the picture, have them create a number for the phone.z Next, have the students find ten other friends and ask their

phone numbers.z After the children write ten other students' names and

numbers, they can sit down.

Level focusedz [Advanced] Obtaining friends' phone numbers can be a

competition. The first student to get ten names and numbers wins.

z [Supplementary] An alternative option is to make a phone book with friends' numbers.

Referencesz Materials : paper, colored pencils

Teacher's Guide

7 LEVEL 1

How to teachz Go through the numbers three times for each set and have

students repeat and point to each number on the sheet.z Next, call out different numbers and have students point to the

correct number. (ex. Roman numeral 5, Arabic number 9, Chinese number 2, etc).

Level focusedz Turn it into a bingo.z Have students draw a 3 by 3 grid and fill in different numbers

from different sets. z Call out different numbers and students mark off the numbers

on their paper. Try and choose different patterns (T bingo, H bingo, X bingo, etc.)

Referencesz Materials : paper, colored pencils z You can cut the worksheets by country numerals and use it

for games.

Phone-Speaking

LEVEL 1 8 . =?

LET'S SPEAK

ZERO

I LIKE .

SIX

SEVENONE

TWO EIGHT

NINETHREE

FOUR TEN

FIVE

Phone-Listening

? 9 LEVEL 1

LET'S LISTEN A. WHAT NUMBER DO YOU LIKE? I LIKE ________.

ZERO

ONE

TWO

THREE

FOUR

FIVE

SIX

SEVEN

EIGHT

NINE

TEN

Phone-Reading

LEVEL 1 10 412369# .

LET'S READ A. PHONE DIALING

ONE TWO THREE FOUR

FIVE

SIX

SEVEN EIGHT

NINE ZERO IT'S .

THE NUMBER IS .

Phone-Writing

. 11 LEVEL 1

LET'S WRITE

A A A A A H H H H H

B B B B B I I I I I

C C C C C J J J J J

D D D D D K K K K K

E E E E E L L L L L

F F F F F M M M M

G G G G G

Phone-Game 1

LEVEL 1 12 .

PHONE SUDOKU PLAY 1 PLAY 2

8 HT

THR

4 OUR

ON

5 FI

9 NIN

SIX

7S V N

TWO

1 2 3 4 5 6 7 8 9 10

ONE TWO THREE FOUR FIVE SIX SEVEN EIGHT NINE TEN

ONE TWO THREE FOUR FIVE SIX SEVEN EIGHT NINE TEN

Phone-Game 2

Mission Possible! , . 13 LEVEL 1

PHONE NUMBER HUNT

NAME

NA-MI

PHONE NUMBER

555 - 4002

NAME

PHONE NUMBER

-

NAME

PHONE NUMBER

-

MY PHONE NUMBER IS .

NAME

PHONE NUMBER

-

NAME

PHONE NUMBER

-

NAME

PHONE NUMBER

-

Phone-Story

LEVEL 1 14 .

THE MISSING NUMBER 0 IS ZERO. 1 IS ONE. 2 IS TWO. 3 IS THREE. 4 IS FOUR.

5 IS FIVE. 6 IS SIX. 7 IS SEVEN. 8 IS EIGHT. 9 IS NINE. 10 IS TEN.

PRESS THE DIAL!

LIKES FOUR. FOUR IS MY FRIEND.

LIKES SIX.SIX IS MY FRIEND, TOO.I AM BETWEEN 4 AND 6. WHO AM I ?

LIKES SEVEN. SEVEN IS MY FRIEND.

LIKES NINE.NINE IS MY FRIEND, TOO. I AM BETWEEN 7 AND 9. WHO AM I ?

Phone-Song

. 15 LEVEL 1

TEN LITTLE INDIAN BOYS A. SING TOGETHER WITH MOTIONS.

ONE LITTLE, TWO LITTLE, THREE LITTLE INDIANS

FOUR LITTLE, FIVE LITTLE, SIX LITTLE INDIANS

SEVEN LITTLE, EIGHT LITTLE, NINE LITTLE INDIANS

TEN LITTLE INDIAN BOYS

TEN LITTLE, NINE LITTLE, EIGHT LITTLE INDIANS

SEVEN LITTLE, SIX LITTLE, FIVE LITTLE INDIANS

FOUR LITTLE, THREE LITTLE, TWO LITTLE INDIANS

ONE LITTLE INDIAN BOY AND ZERO

Phone-Chant

LEVEL 1 16 ?

ZERO

I LIKE THE PHONE NUMBER

NE TWO THREE

FOUR FIVE SIX

SEVEN IGHT INE

MY PHONE NUMBER IS 010-234-9857.I LIKE MY PHONE NUMBER.

I LIKE THAT PHONE NUMBER.YOUR PHONE NUMBER IS 011-2843-7569.

I LIKE YOUR PHONE NUMBER. I LIKE THAT PHONE NUMBER.

Phone-Art project

. 17 LEVEL 1

MY PHONE NUMBER IS O - .

NAME PHONE NUMBER NAME PHONE NUMBER

GET YOUR FRIEND'S NUMBERSA. DRAW YOUR CELLULAR PHONE.

FRIENDS' PHONE NUMBERS

Phone-Culture

LEVEL 1 18 3 . A B C T E N F G S I X H I J K S E V E N G T

COMPARING NUMERALS!

ARABIC KOREAN ENGLISH ROMAN CHINESE

1 ONE

2 TWO

3 THREE

4 FOUR

5 FIVE

6 SIX

7 SEVEN

8 EIGHT

9 NINE

10 TEN

PHONELEVEL2

19 LEVEL 2


ObjectivesTeacher z To have students learn numbers 11-30

Studentsz To be able to say numbers 11-30

aloud

Functions z Counting the numbers 11-30

Key Expressions z Eleven, twelve, thirteen, ......., twenty nine, thirty

How to teachz Have the students make number cards and place them on the

board.z Have the students repeat after the teacher while pointing to

each number.z Next, mix up the order of the numbers and have the students

say them aloud.z Take a card away while the students close their eyes. The

students have to try to figure out which number is missing.z Pass out the worksheets and have the students study the

numbers. z Have students make groups of 2~4.z One student chooses a number from 11-30.z Another student guesses and the first student says 'up' or

'down' to hint that the number is higher or lower.z The student who guesses the right number gets one point and

gets to choose the next number.

Level focusedz Assign each student a number. Start a stopwatch. When the

teacher says "Start.", have the students tell each other their numbers and try to line up in numerical order. When they are finished, stop the watch. Go down the line and have them say their number aloud. Try the game again so they have a chance to improve their time.

Referencesz Materials : number cards, a stopwatchz The students can color the numbers on the sheet.


Objectives

Teacherz To have students listen to numbers and

to be able to write them down as Arabic numerals

Studentsz To be able to listen to the numbers and

write the corresponding Arabic numerals

Functions z Writing the numbers(11-30) I listen to into Arabic numerals

Key Expressions z 11, 12, 13, ......., 29, 30

How to teachz Call out the numbers(11-30) in a random order. They must

write the Arabic numerals next to the number words.z Put number cards on the board.z Have students make groups of 4~6 and stand in a line.z Take the first students in each line out to the hall and tell

them a sequence of numbers. (ex. 13, 22, 30)z They must whisper the numbers to the next person in line,

and they, in turn, must whisper them to the next person.z The last person in the line runs to the front of the room and

grabs the three numbers from the board.z The first to grab the three correct numbers gets a point for

their team.z Rearrange the order of student standing in the lines.

Level focusedz [Advanced] Pass out paper and colored pencils. Say a

sentence, such as "I see 13 pencils." The students must draw 13 pencils on their paper. Talk about numbers in relation to any vocabulary the students may know.

z [Supplementary] Provide students with number cards. They hold up the number that matches what the teacher says.

Referencesz Materials : number cards, paper, colored pencilsz When the students finish the work, let them cut the word

cards from the sheet and have fun with a bingo or other kinds of activities.

Phone

LEVEL 2 20


Objectives

Teacher z To have students read the cardinal numbers on a calendar

Studentsz To be able to read the numbers 1-30

on a calendar

Functions z Reading the cardinal 1-30

Key Expressions z (It's) 23.z (The number is) 23.

W r it in g : L e t 's w r it e

Objectives

Teacherz To have students write the words

11-20 in English

Students z To be able to write 11-20 in English

Functions z Writing the numbers 11-20 in English

Key Expressions z Eleven, twelve, thirteen, ......., nineteen, twenty

How to teachz Have the students point to the numbers as you read them.z Show the students a large calendar. Point to the days at

random and have them say the cardinal numbers.z Divide the class into groups.z S1 from each group chooses a day. z The other students need to try to guess which cardinal

number S1 is thinking about by saying "It's 15." or "The number is 15." S1 needs to hint the group members by saying "up" or "down".

z The student who guesses correctly gets a point and gets to choose the next number.

z In the same groups, have the students play Baskin Robbins 31, except change the highest number to 30.

z Students can say one, two, or three consecutive numbers. ex) S1 says 1, 2. S2 says 3, 4, 5. S3 says 6. S4 says 7, 8, 9. z The person who says 30 is out.

Level focusedz [Advanced] When saying the days in the calendar activity, use

the English names.z Each group gets five dice. One person rolls all five and then

counts up the total (maximum 30).z Whoever rolls the highest number gets a point.

Referencesz Materials : a large calendar, 5 dicez Useful website : http://www.timeanddate.com/calendar

How to teachz Spell out each number from 11-20 on the board.z Have each student write along the teacher in the air.z Refer back to worksheets one and two which had number

words for review.z On the worksheet with the Arabic numerals, have the students

write the numbers in words.z Walk around the class to make sure the children are writing

correctly.z Have them write each word three times.z Split the class into groups.z Bring old newspapers and magazines to class.z Hand them out to the students, along with a piece of blank

paper, scissors, and glue.z The students need to look through the magazines and

newspapers for English letters, cut them out, and spell out the numbers, eleven to twenty with them.

z Have the students glue the words to the blank piece of paper, forming a collage.

z Give the most creative group a reward.

Level focusedz Have two students come to the front. Call out a number and

have them write the number in English. The first one to finish with the correct spelling gets a point for his or her team.

z [Supplementary] Give students a worksheet with numbers spelled in a light font. Have the students trace the words before writing them by themselves.

Referencesz Materials : paper, scissors, glue, magazines, newspapers

Teacher's Guide

21 LEVEL 2

Game 1 : Number scramble and counting game

Objectives

Teacherz To have students practice speaking and

writing numbers

Studentsz To be able to recognize scrambled

number words and count objects

Functions z Counting things with numbers 11-30

Key Expressions z Eleven, twelve, thirteen, ......., twenty nine, thirty

Game 2 : Pass the ball game

Objectives

Teacherz To have students ask for their friends'

numbers and say their own numbers

Studentsz To be able to tell other students their

phone numbers and to listen and write theirs

Functionsz Asking and answering friends' phone

numbersz Writing the phone numbers I hear

Key Expressions z What's your phone number?z My phone number is 555-4002.

How to teachz Give them time to work on the word scramble while drawing a

counting diagram on the board.z Write a number on the board next to one of the words, like

bear(13).z Ask the students, "How many bears do you see?"z The students respond in unison, "I see 13!"

Level focusedz Have students help you make the diagram. Ask them for

suggestions for foods or animals.z You can make the activity a guessing game by writing a

number but hiding it behind a piece of paper.z Give the students hints by saying 'up' or 'down'.z Bring in pictures of large groups of objects. Ask them, "How

many do you see?" and have the students search the picture and try to find the correct number.

Referencesz Materials : pictures for an object search, number cardsz You can create any diagram you wish using vocabulary the

students know. For example, the subject could be animals, food, actions, or school objects.

How to teachz Give a ball to one of the students.z Play some music or have the students do an English chant

that they have learned.z When you stop the music, all the students must ask the

student holding the ball, "What's your phone number?".z The student who has the ball replies, "My phone number is

555-4002."z Start the music again and play for several minutes.z The worksheet has ten blank spaces for friends' phone

numbers.z When the teacher says "Go!", have all the children race to

complete the sheet.z They need to ask "What's your phone number?", write their

friend's number down, and write the student's name next to the number.

z The first to complete the worksheet while only speaking English gets a prize.

Level focusedz [Advanced] Have the students ask several questions when

obtaining their friends' phone numbers. For example, they can ask "What's your name?" or "How are you?".

z Do a phone number chant. Create a rhythm and have the children ask "What's your phone number?". With the rhythm, one student needs to respond like, "My phone number is 555-4002." Go around and give all students a chance to respond.

Referencesz Materials : CD or internet site for classroom English songs

Phone

LEVEL 2 22

Story : Phone conversation

Objectives

Teacherz To have students listen to the

conversations and have them understand the dialogs

Studentsz To be able to listen to the story and

learn new phrases

Functions z Understanding the simple telephone conversation

Key Expressions

z Hello, this is Ji-ho.z Can I speak to Mi-na?z Is this 010-234-9085?z I'll check again.

Writing 2 : Let's write the numbers 21-30

Objectives

Teacherz To have students write the numbers

21-30 in English

Studentsz To be able to write numbers 21-30 in

English

Functions z Writing the numbers 21-30 in English

Key Expressions z Twenty one, twenty two, ......., twenty nine, thirty

How to teachz Have the students gather around so that they are close to the

teacher.z Pass out the worksheet and then tell the story, making sure

the children are listening carefully.z To make the dialog more interesting, the teacher can use hand

puppets for the different parts.z Ask the students to repeat words that they heard and phrases

that they did not understand.z Teach new phrases and then read the story again.z Have students write down as many words as they hear.z This excercise can be a competition to see who has the best

listening skill.

Level focusedz [Advanced] Have the students act out some parts of the

story. Teach them some of the lines and see how creatively they can make the parts.

z Have the students draw a picture of what is happening in the story.

Referencesz Materials : hand puppets, papers, colored pencils for drawing

How to teachz Write the numbers 21-30 in English on the board. Have the

students write along in the air.z Write some of the words with wrong spelling. Ask the

students to look for any errors and correct them.z Have the students write the number words next to the Arabic

numerals on the worksheet.z Play the whispering game. z Students stand in several lines and you whisper a number to

the first students of each line.z The students whisper the number to the next person, and that

person to the next until the last person hears the number and races to the front.

z The last student of the lines must write the number words correctly with its English spelling on the board.

z Assign different letters to each row.

Level focusedz Give the students a different letter of the alphabet. Call up

students with a certain letter to the front of the class, and then call out a number. The students must move around so that they are in the correct order to spell out the number. Award the quickest group to spell the word correctly.

Referencesz Materials : letter cards

Teacher's Guide

23 LEVEL 2

Role play : Phone dialog

Objectives

Teacherz To have students learn how to have a

conversation on the phone

Studentsz To be able to learn how to have a

conversation on the phone

Functions z Saying new phrases for the telephone conversation

Key Expressions

z Hello, Can I speak to Min-su?z This is Mi-na.z Is this 234-9085? z How are you? z Not bad.

Art project : Let's make a cartoon!

Objectives

Teacherz To have students practice writing

telephone conversations and reading them out loud

Students z To be able to create a comic strip using telephone expressions

Functions z Describing the cartoon about the telephone conversation

Key Expressions

z Hello, this is Su-min.z Can I speak to Na-mi?z Is this 010-234-9085?z Yes, speaking.z How's it going?z Not bad.

How to teachz Read the role play out aloud to the students, using puppets for

the three different parts.z Ask the students to repeat some words or phrases they heard.z Read the role play line by line, having the students repeat

after the teacher.z Divide the class into groups of three and then divide the parts

between those three students.z Have the groups practice the lines. Walk around the classroom

and check their progress and pronunciation.z After several minutes, take volunteers to present in front of

the class.

Level focusedz Change the people's names in the role play. For example,

Mi-na could become the singer Rain.z Have the students decide which activity they will be doing.

Instead of going to the movies, the children could be doing homework or going skating.

Referencesz Materials : puppets, telephones, props for the role play

How to teachz Review the key expressions from the role play by getting

some volunteers and performing the role play again.z Have the students make a comic strip using the same phone

expressions.z Have the students get into groups and then describe their

comics to their friends.

Level focusedz Encourage creativity. The characters could be superheroes

talking on the phone because somebody needs to be rescued.

Referencesz Materials : blank comic strips, colored pencils, an example

comic strip

Phone

LEVEL 2 24

Culture : Yes, speaking

Objectives

Teacherz To have students understand the

language by comparing Korean with English

Studentsz To be able to fully understand the

meaning of English phone expressions

Functionsz Comparing basic expressions for

telephone conversation used between English and Korean

Key Expressions

z Hello.z This is Mina.z Can I speak to Minsu?z Yes, speaking.

How to teachz Compare the Korean phrases to the English phrases.z Say the Korean phrases as a dialog, and then do the same

with the English phrases.z Write the Korean phrase on the board and have the class

shout out the English phrase and vice versa.z Make cards with the phrases on them, both English and

Korean.z Each student receives one card.z When the teacher says "Start.", all children must try to find

the other student with the matching phrases. For example, if a student has the card "Hello", he/she must find a student with "." They are now partners.

z When the groups are formed, they battle with rock-paper-scissors. Whoever loses must give their cards to the winners and join their group.

Level focusedz [Advanced] Do a role play activity. One student speaks in

Korean, one student is the translator, and one responds in English. So the first student who only speaks Korean might say "." The translator will say "Hello." and then the other person might say "Hello." back to them. Then the translator will say ".", translating for the student who only speaks Korean. The person who speaks Korean will then say another phrase, which will be translated, responded to, and then translated again.

Referencesz Materials : phrase cards, two telephones

Phone-Speaking

. [2NE1] = ? 25 LEVEL 2

11 ELEVEN 21 TWENTYONE12 TWELVE 22 TWENTYTWO13 THIRTEEN 23 TWENTYTHREE14 FOURTEEN 24 TWENTYFOUR15 FIFTEEN 25 TWENTYFIVE16 SIXTEEN 26 TWENTYSIX17 SEVENTEEN 27 TWENTYSEVEN18 EIGHTEEN 28 TWENTYEIGHT19 NINETEEN 29 TWENTYNINE20 TWENTY 30 THIRTY

Let's speak

Phone-Listening

LEVEL 2 26 A=1, B=2, C=3 5,12,5,22,5,14 ?

Let's listen A. Write the numbers you hear.

ELEVEN TWENTYONETWELVE TWENTYTWOTHIRTEEN TWENTYTHREEFOURTEEN TWENTYFOURFIFTEEN TWENTYFIVESIXTEEN TWENTYSIXSEVENTEEN TWENTYSEVENEIGHTEEN TWENTYEIGHTNINETEEN TWENTYNINETWENTY THIRTY

Phone-Reading

4X4 . 27 LEVEL 2

Let's read A. Calendar study

It's ___________.

The number is __________.

Phone-Writing

LEVEL 2 28 ?

Let's write

11 12 13 14 15 16 17 18

19

20

ELEVENTWELVETHIRTEEN

NINETEENTWENTY

Phone-Game 1

unscramble ? 29 LEVEL 2

Q & A

Q : How many do you see? A : I see .

C o u n t i n g

Animals

cat( )

lion( )

duck( )

dog( )

cow( )

bear( )

pig( )monkey( )

Number scramble and counting game

scrambled word unscrambled word number e e n t s x i s v e e n n t e e w e n t t y n n n t e e e i e e e i g h t n h t i t r y h t i r e e t n

Phone-Game 2

LEVEL 2 30 'phone' . phone n u m b e r

Pass the ball gameMi-na : (passing the ball) What's your phone number?Min-su : My phone number is 555-4002. (passing the ball) What's your phone number?

What's your phone number?

: My phone number is - .










Phone-Story

(/) [Can/IspeaktoMina?] 31 LEVEL 2

Phone conversationStory 1)

Ji-ho : Hello. This is Ji-ho. Can I speak to Mi-na? Stranger : She is not here.

Maybe, you called the wrong number. Ji-ho : Is this 010-234-9085? Stranger : No, this is 010-234-9088. Ji-ho : Oh, I'm sorry. I'll check again. Have a nice day. Stranger : That's ok. Have a nice day, too.

Story 2)

Ji-ho : Hello. This is Ji-ho. Can I speak to Mi-na? Mi-na : Yes, speaking. Ji-ho : Oh, Mi-na. How's it going? Mi-na : I'm good. And you? Ji-ho : I'm well. Would you like to see a movie with me ? Mi-na : That sounds good. Id like to go to the movies. Let's go!

Phone-Writing 2

LEVEL 2 32 tweny for . .

Let's write the numbers 21-30

21 22 23 24 25 26 27 28

29

30

TWENTY ONETWENTY TWO

T E TY NITH

Phone-Role play

[=0, =1, =2...] . [ ] 33 LEVEL 2

Phone dialog

Mrs.Kim : Hello.

Mi-na : Hello. This is Mi-na.Is this 234-9085?

Mrs.Kim : Right.

Mi-na : Can I speak to Min-su?

Mrs.Kim : Oh, Mi-na. Hold on.

...

Min-su : Hello. This is Min-su speaking.

Mi-na : Hi, this is Mi-na. How are you?

Min-su : Not bad.

Mi-na : Can you go to see a movie with me?

It starts at 7:00.

Min-su : Sure. Where do you want to meet?

Mi-na : At the subway station.

Min-su : O.K. See you there. Bye.

Phone-Art project

LEVEL 2 34 . [Teny evn]

Let's make a cartoon! A. Use the key expressions and draw a cartoon about the telephone conversation.

key expressions

Hello. This is ~. Can I speak to ~? Is this 010-234-9085?

Yes, speaking. How's it going? Not bad. ....... :

Phone-Culture

35 LEVEL 2

Yes, speaking.

Korean English

. HELLO.

. This is Mina.

? Can I speak to Minsu?

, . Yes, speaking.

.

Hold on, please.

PHONELEVEL3

LEVEL 3 36


Objectives

Teacherz To have students write a conversation

and present it in class

Studentsz To be able to write a phone

conversation and read it to the class

Functions z Recognizing what my friend wants to do together

Key Expressions z How's it going?z Let's go to the restaurant.


ObjectivesTeacher

z To have students learn some new phrases used in a phone conversation and practice them out loud

Studentsz To be able to use new phone phrases

in speech

Functions z Asking of doing something together

Key Expressions z Hello, this is Anna.z Let's go to the movies.

How to teachz Read the dialog to the class. z Have the students repeat any phrases they may have heard

and then write down the key expressions on the board.z After the students have repeated the expressions several

times, read the phone conversation again.z Create picture cards pertaining to 'let's', such as "Let's go

swimming." Have the students repeat each phrase.z Randomly pass out five game cards with the phrases on them

to each student. z The students want to try to collect five of the same card. S1

says, "Hello, this is Ji-young. Let's play soccer." to S2. If S2 has the matching card, he/she gives it to S1. Then S2 says the same phrase, but with a different activity, to S3. If S3 has the card. he or she gives it to S2. The student with the most cards at the end wins the game.

Level focusedz [Supplementary] Go around the entire class from row to row.

Have each student say. "This is .", saying their names, and "Let's .". To make it more difficult, tell the students they cannot say the phrase already said by another student.

z Pass two old phones around the class while music is playing. When you stop the music, whoever is holding the phones must stand up. One student says, "Hello, this is ." and the other student responds by saying "Hello, this is ." The first student then makes a suggestion, such as "Let's go swimming." The second student says "Sorry, I can't." or "Sounds good." Start the music again and stop it on two new students.

Referencesz Materials : picture cards, game cards, phones, music

How to teachz Go over some key expressions from the dialog and the key

words in the box.z Read the dialog to the students, preferably with hand puppets.z Have the students repeat after the teacher line by line.z Now, have the students look at the dialog. Read the dialog and

have the students fill in the blanks using the key words. Pause and give them enough time to write for each blank.

z Check the answers with the students. Write the answers on the board for the students to see.

z Have the students practice the dialog in pairs.

Level focusedz Play a line whispering game. Write the key expressions from

the dialog on the board. Take the first student from each line into the hall and tell them a phrase, such as "That sounds great." The students go back into the room and whisper the phrase to the next person in line, who whispers it to the next. When the last person hears the phrase, have him or her run to the front of the class and slap the correct sentence and say the expression loudly. The first line to say the answer correctly gets a point. Change the line order after each round.

Referencesz Materials : vocabulary cardsz Answers : Can I speak, calling, How's it going, let's go

Teacher's Guide

37 LEVEL 3


Objectives

Teacherz To have students read important phrases

connected to phone conversations and arrange the phrases in order

Studentsz To be able to read the phone

conversation and arrange it in order

Functions z Reading phrases and rearranging them into a story

Key Expressions

z Hi, is Bill there?z Are you looking for Bill senior or Bill

junior?z I'll tell him you called.z I'm so glad to reach you.

Writing 1 : Let's write

Objectives

Teacherz To have students learn to write words

and phrases pertaining to telephone conversations

Studentsz To be able to write the correct words

or phrases needed in a conversation

Functions z Completing the conversation

Key Expressions

z What is Min-su's telephone number?z His number is 762-0986.z May I ask who's calling?z Can I leave a message?

How to teachz Present the phrases in a scrambled order.z Have them repeat after you several times, making sure they

pronounce the words correctly.z In groups of three, have the students rearrange the sentences

in the correct order.z Have each group stand up and read their new dialog, acting

and using props such as phones.z After each group has read their story, present the story in its

logical order, and have the groups who had wrong order correct their answers.

Level focusedz Write various sentences on the board from the lesson. Split

the class into two teams. One student from each team comes to the front and picks up a plastic hammer. Read one of the sentences. The student who is the quickest to hit the sentence with the hammer gets a point for the team.

Referencesz Materials : plastic hammersz A correct answer :

How to teachz Have the students take out their notebooks.z Write out important words and phrases (the words missing

from the telephone conversation on the worksheet) and have the students repeat after the teacher.

z Have the students write these words or phrases three times each in their notebook.

z Have the students write the phrases in the appropriate blanks on the worksheet.

z Refer to the answers in References and tell the numbers to the students so it can be a listening and writing exercise.

z Create a different phone conversation and cut out each sentence.

z Place the sentences on the walls throughout the classroom.z Split the class into small groups.z Each group elects one runner and one writer.z The runner goes and looks at a sentence on the wall and

memorizes the sentence.z He or She then whispers the sentence to the group.z The writer then must write the sentence down.z After all the sentences have been written down, the group

must try to put them in the correct order.z The first group to finish writing the sentences in correct order

wins the game.

Level focusedz To make the running dictation game easier, you can put the

entire conversation together on one sheet of paper on the wall. This saves the students from running all over the room and trying to unscramble the sentence order. You can put up several copies of the phone conversation to prevent congestion.

z Have students write their own phone dialogs with a partner. Reward the students who volunteer to read it in front of the class.

Phone

LEVEL 3 38

Game 1 : Phone crossword puzzle

Objectives

Teacherz To have students practice reading and

writing conversational English

Studentsz To be able to practice the words

learned prior by doing an activity

Functions z Understanding the appropriate expressions about the telephone conversation

Key Expressions

z This is Mina.z Yes, speaking.z Hold on.z How's it going?z Let's go swimming.

Game 2 : Using emoticons

Objectives

Teacherz To have students learn emoticons and

symbols used in a message

Students z To be able to understand the meaning of certain emoticons and symbols

Functionsz Designing and writing the emoticons and

the symbols available during the simple telephone conversation

z Reading the emoticons and the symbols

Key Expressionsz (love)z UR(your)z C(see)z I am -,.-(I am blue.)

Referencesz Materials : notebooks, phone conversation for running dictationz Answers : call, telephone number, 762-0986, is, there,

calling, This is, leave, call, code, 053, 842-4576

How to teachz Review phrases learned in earlier lessons by presenting

pictures with blank word bubbles. z Have the students guess what is being said before revealing

the phrase.z Have students fill write the answers in the puzzle using the

clues.z After each student is finished, pass out a list of phrases and

have each student choose six of them.z They must design their own crossword, using the completed

one as an example. z Have the students exchange puzzles and solve each other's

puzzles.

Level focusedz Make a competition out of the puzzle. Whoever makes a puzzle

(done correctly) that no one can solve gets a prize.

Referencesz Materials : pictures with conversation bubbles, copies of a list

of phrases, blank paper, markersz A correct answer : This, speaking, Hello, Hold,

going, go

How to teachz Write an emoticon or a symbol on the board. Have the

students guess what it means, and afterwards write the translation next to it.

z Present a slideshow of conversations using emoticons. z Have the students, in groups, try to translate the dialog

correctly. z Give a point to each group with correct translation.z Read the message written on the phone and its translation

from the worksheet.z Have the students use the emoticons and symbols studied at

the beginning of the class and those written at the bottom of the worksheet to design two messages of their own. (If the students know some that are not on the list, they are welcomed to use them.)

z Trade worksheets with a partner and have the partner translate the emoticons into English words.

Level focusedz Students form groups. Each group must design an emoticon

conversation. They pass their conversation to another group who must translate the conversation into English on a separate piece of paper. Then each group passes the English version to a different group, who must write the message in emoticons and symbols. Continue exchanging until each group receives their original conversation. Compare how different the original is from the version that the rest of the class has made.

z Write an English word or phrase on the board. Have students write the matching emoticon or symbol in their notebook. After all the words have been written, ask for volunteers to come up and write the answer next to the English words. Make it a competition to see who can get the most correct.

Teacher's Guide

39 LEVEL 3

Story : Decoding emoticons

Objectives

Teacher z To have students read the dialog with emoticons and understand its meaning

Studentsz To be able to read a dialog with

emoticons, comprehend, and translate it

Functions z Decoding the emoticons and the symbols by comparing with two dialogs

Key Expressions

z #(number)z @(at)z &(and)z (love)z UR(your)z C(see)z I am -,.-(I am blue)

Task 1 : Make a conversation

Objectives

Teacherz To have students write a conversation

and present it in class

Studentsz To be able to write a phone

conversation and read it to the class

Functionsz Practicing a telephone conversation z Making a phone call and asking to do

some work together

Key Expressions

z Hello, this is Gwon-woo.z Can I speak to Ji-young?z Is this 010-234-9085?z Yes, speaking.z Let's play baseball.z I will call you later.

Referencesz Materials : emoticon slideshow, notebooks

How to teachz Read the dialog to the students.z Have the students look at the dialog and tell you which

emoticons are used. Write these on the board.z Give them several minutes to fill in the blanks at the bottom

half of the page with the translated English words.z After everyone has written down the words, ask for volunteers

to read the changed sentences aloud.z Now, read the entire story out loud again but with a partner

for the second part or using hand puppets. z When students hear a word that is an emoticon they must

stand up. When they hear another one, they must sit down again. Have them continue this until the story is finished.

Level focusedz [Advanced] Have students practice the dialog with a partner.

Find two students to read the story in front of the class. Give them phones as props.

z [Supplementary] Split up the story, sentence by sentence. Line up the sentence with the emoticon with the sentence with the blanks, and have each student work on translating only that pair of sentences. When everyone is finished with one sentence, move on to translating the next.

References

z Materials : phonesz A correct answer : blue, love, Are you, you, you,

at, you, and, at, your, See you at, at, See you

How to teachz Review useful phrases used in a phone conversation. In groups

have students write down as many phrases as they can remember. Have them say them out loud. Write what students say on the board. Reward the group that says the most correct phrases.

z Have every student find a partner.z Using the phrases listed on the board and the ones on the

worksheet, have students write a conversation in pairs.z Walk around and check their work, answering any questions

they have.z When they are finished writing out the conversation, have

them practice the dialog for several minutes.z Ask for volunteers to come to the front of the class and

perform their dialog. Provide props for them.

Level focusedz Make a sentence limit based on skill level. For example, if the

students are low level, you can say that they only need to write four sentences. If they are advanced, you can make the limit higher, for example, eight sentences.

z [Supplementary] Write the phrases and their Korean translation next to them on the board. This will give the students a better understanding of how to put together the conversation.

Phone

LEVEL 3 40

Task 2 : Sending and receiving a text message

Objectives

Teacherz To have students become comfortable

sending a text message to a friend

Studentsz To be able to write a text message to

a classmate

Functions z Sending and receiving an SMS using the emoticons and the symbols

Key Expressions z I'll CU later.z I U.

Art project : Cell phone etiquette

Objectives

Teacherz To have students talk about behaviors

relating to cell phones

Studentsz To be able to learn about cell phone

etiquette vocabulary

Functions z Understanding cell phone etiquettes

Key Expressions

z The first rule is turning my phone off in the movies.

z Not talking too loudlyz It's rude to my friends.

Referencesz Materials : notebooks, colored pencils

How to teachz Review emoticons and symbols by playing a card snatching

game. Have each student find a partner, and then give each pair a set of cards with emoticon phrases on them. Call out a phrase, and the student who snatches the card with the matching emoticons and says the phrase first gets a point.

z Have students write a message using emoticons and symbols in the lefthand box.

z When finished, have each student exchange papers with their partner and then write a response to what their partner wrote in the righthand box.

z Walk around the classroom, making sure that students are on task and helping those with questions.

z Give students the chance to share their messages with the rest of the class.

Level focusedz Set a sentence limit depending on students' levels. If they are

at a low level, have them only write two or three sentences. If they are at a higher level, make the sentence limit higher.

z [Advanced] Play a line game. One student starts with a piece of paper at the front of the line. When you say "Start.", the first student writes a text message to the next student in line. The next student writes a response and hands it to the next student, who writes a response and passes it to the next. When everyone in the line has written an SMS, have them stand up. Look at their writing. If the responses are good, give the first team to finish a point.

Referencesz Materials : emoticon cards, papers

How to teachz Ask students if they know what the word 'etiquette' means.

Explain it and write a definition on the board.z Have a discussion about good manners and rude behaviors

related to cell phone usage and other daily activities.z Have students think of 3 good cell phone rules independently.z Walk around the room and help students with grammar and

ideas.z When students are finished, have them go around the room

and ask three of their friends what their rules are. Have them record their friends' rules on their worksheet.

z Have students present their rules to the class, write them on the board, and have a discussion.

Level focusedz [Supplementary] Have them work in groups to come up with

three rules and have one recorder.

Referencesz Materials : blank notebook paperz You can give various situation for students to come up with

the rules easily.

Teacher's Guide

41 LEVEL 3

Culture : Text slang

Objectives

Teacherz To have students learn common text

message styles and acronyms

Studentsz To be able to write and understand text

message slang and shorthands

Functions z Understanding common text slangs and shorthands

Key Expressions z b4, 18r, Gr8, H8, 2day, 2nite, NE1, QT, LOL, BRB, ASAP

How to teachz Ask students if they use any shorthands when they text their

friends. Write them on the board.z Give some examples of English text shorthands and write

them on the board. (tmrw = tomorrow, grt = great, 4 = for, etc.)

z Have students try and do the left column and guess what the symbols are shortened from. When they are done, go over the English words, and then what they mean in Korean.

z Have students circle what they think the acronyms stand for. Go over the correct answers and then discuss what they mean in Korean.

Level focusedz Set a time limit and see who can get the most right answers

in a short amount of time. If students are at a higher level, see if they can guess the acronyms without the three choices.

z [Supplementary] Have them work in groups or pairs to try and guess.

Referencesz Materials : cellular phonesz If the students have their own cellular phone, they can try to

send text messages to the teacher.z A correct answer :

[Left] 1. before 2. later 3. great 4. height 5. today 6. tonight 7. anyone 8. cutie 9. Thanks 10. Are 11. You 12. Your 13. [Right] 1. A 2. C 3. A 4. B 5. A 6. C

Phone-Speaking

LEVEL 3 42 Unscramble. to the Let's go movies.

Anna(Sara's sister) : Hello. Alex : Hi, Sara. Anna : Who's this? Alex : It's Alex. Anna : Oh, hi, Alex. ( ) is Anna. (H ) a minute

and I'll ( ) Sara. Sara, it's for you!

Sara : I'll be right there...Alex? Hi! Alex : Hi, Sara. (L ) to the movies Friday night. Sara : I'm really sorry, but I can't ( ) Friday

night. How about Saturday?

Alex : Sure. Why don't I (p ) at 7:00? Sara : That sounds great. See you Saturday. Alex : Great. See you. Bye.

Key words!

z Let's goz make itz Hold on

z pick you upz Thisz get

Let's speak A. Listen and repeat the phone conversation.

------------------------ Fold line --------------------------

Phone-Listening

? ee o'clock. 43 LEVEL 3

Key words!

z let's goz Canz speak

z How's it goingz callingz I

Let's listen A. Listen to the dialog and fill in the blanks with the key words.

Bora : Hello. Hanna : Hi, ____ __ _____ to Bora, please?

Bora : Who's _____?

Hanna : This is Hanna. Bora : Hi, Hanna. ___________?

Hanna : Fine. How about you?

Bora : Pretty good. Hanna : Bora, ________ to a restaurant.

Bora : That sounds great. When?

Hanna : Is Friday O.K.? I can pick you up at 7:00.

Bora : O.K. See you soon.

Phone-Reading

LEVEL 3 44 (/) . [I/amsogladtoreachyou.]

Let's read A. Arrange the sentences in order. Read the conversation.

Julie : Uh...Bill junior.

Bill : I'm sorry. Are you looking for Bill senior or Bill junior?

Julie : Hello? Hi, is Bill there?

Bill : Oh, this is his father, Bill senior. Bill's out right now. I'll tell him you called.

Julie : Thanks. Bye~. Julie : Oh, Bill, I am so glad to reach you. This is Lisa.

Bill : This is Bill speaking.

Write sentence numbers.

( 3 ) ( ) ( 6 ) ( ) ( ) ( 4 ) ( )

Phone-Writing

. 3,1,14 9 12,5,1,22,5 1 13,5,19,19,1,7,5 ? 45 LEVEL 3

Let's write A. Complete the conversation for leaving a message.

Julie: I'm going to ( ) Min-su to invite him.

Tony: I think he might not be home.

Julie: I don't think so. What is Min-su's ( )?

Tony: The area code is zero two, and his number is _________________.

Julie: Hi, ( ) Min-su ( )?Voice: I'm sorry. Min-su is not here right now. May I ask ( who's )?

Julie: Oh, uh... ( ) his friend, Julie. Do you know when he'll be back?

Voice: Sorry, I don't know. ( Can I a message? )

Julie: Yes. Can you have him ______ Julie? My (area ) is ____________, and phone number is _________________. Thank you.

Phone-Game 1

LEVEL 3 46 .

Phone crossword puzzle

__________ is Mina. Yes, _________. ___________. This is Jane. ________ on. How's it _________ ? Let's ____ swimming.

Phone-Game 2

. s p e a k in g h e l lo h o ld 47 LEVEL 3

Using emoticons A. Design emoticons!

lol, GJ Minsu. CU L8er. Hahaha, Good job Minsu. See you later.

B. Read emoticons!

love UR your C see THX Thanks I dunno I don't know. I am ,. I am blue.

Phone-Story

LEVEL 3 48 . [Let's .]

Decoding emoticonsA. Compare two dialogs and fill in the blanks.

Dialog with emoticons Jane : Hi, Alex. Alex : Hi, Jane. How's it going? Jane : I'm ,.... Alex : Why? What's up? Jane : I my doll. But I lost it yesterday. Alex : RU OK? Where do U think U lost it? Jane : Maybe @ the water park. Alex : Hmm, do U want a new doll? Jane : Yes. Alex : Let's go shopping & see a movie @ the theater. Today is UR day. Jane : Great. CU @ 5:00 @ the shopping mall gate 4. Alex : Yes, CU then.

Normal dialog Jane : Hi, Alex. Alex : i, Jane. How's it going? Jane : I'm ( )... Alex : Why? What's u ? Jane : I ( ) my doll. But I lo t it yesterday.

Alex : ( ) OK? Where do ( ) th nk ( ) lost it? Jane : Maybe, ( ) the water park.

Alex : Hmm, do ( ) want a ew doll? Jane : Yes.

Alex : Let's go shoppin ( ) see a m vie ( ) the theater. Today is ( ) day. Jane : Great. ( )( ) ( ) 5:00 ( ) the shopping mall gate 4. Alex : Yes, ( )( ) then.

Phone-Task 1

I'll c you .

49 LEVEL 3

Make a conversationA. Make a phone call to your partner using the key expressions.

key expressions

Hello, this is ~. Can I speak to ~? Is this 010-234-9085?

Yes, speaking.How's it going?I will call you later.

Phone-Task 2

LEVEL 3 50 Find a sentence. [abfgzteI'llseeyoulaterhellenovey]

Sending and receiving a text message A. Let's send and receive a text message.

Example I'll CU later.(I'll see you later.) I U.(I love you.)

Phone-Art project

51 LEVEL 3

Cell phone etiquette Let's think of 3 cell phone etiquettes. Then draw a sign that displays the rule you think is the most important. Compare the students' rule

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