PREFACENEW ENGLISH FOR KOREAN KIDS is an English course for Korean elementary school students who study English as a second language in Korea. This course is a tailor-made English learning program especially for Korean kids. This program consists of three separate books written by native English speakers and Korean teachers who have taught English for a long time in Korean elementary schools. It goes without saying that they have participated in writing these books 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 of workbook for TaLK (Teach and Learn in Korea) Scholars who teach English for Korean elementary school students living in rural areas in Korea. Therefore, these books contains many 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 vocabulary necessary 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 general instruction, twenty topics, and one phonics. General instruction explains how to apply this course 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 1 through level 3. Phonics deals with recognizing and making sounds. TaLK Scholars are advised to make the good use of NEW ENGLISH FOR KOREAN KIDS considering 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 can also be helpful for teachers who teach English in any other after-school English education programs in Korea. I can never thank you enough to all the authors, editors, and TaLK Scholars who have devoted their time and energy to creating NEW ENGLISH FOR KOREAN KIDS. February, 2010 TaLK Support Team Director

Byeong-Tae Park

General Instruction

To the instructorsThis 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 1 and 2st nd

graders, level 2 for the 3

rd

and 4 graders, and level 3 for the 5 and

th

th

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

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New English For Korean Kidsfunctions. 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.

LEVEL 1

Teacher's G uide Presenting by levels

W orksheets Constructing by levels Mostly 1 activity per page 20 minute worksheets -Content organization(11 activities) Speaking(1) + Listening(1) + Reading(1) + Writing(1) + G ame(2) + Story(1) + Art project(1) + C ulture(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

T O P I C LEVEL 3 LEVEL 2

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.)

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

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2

General InstructionKorean 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 4 To categorize them communicative into 20 topics, functions concrete and to name them and elaborate appropriately (ex.talking about according to their times, asking for contents times, or answering times)

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 usage In 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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New English For Korean KidsSPEAKING : Phrases, 1 TG : Sentences, 2 TGs : Sentences, above 2 TGs LISTENING : Phrases, 1 TG : Sentences, 2 TGs : Sentences, above 2 TGs READ ING : Words, pictures : Phrases, 1 TG : Sentences, above 2 TGs

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

G AME 1. Considering students' developmental stages 2. Activities with spoken and written skills 3. Appropriate for functions ART PROJECT 1. Considering students' developmental stages 2. Activities with spoken and written skills 3. Appropriate for functions

STORY 1. Pattern type story 2. Below 4 TGs in a sentence : 6 sentences , word substitution : 10 sentences ,1 TG substitution : 15 sentences , 1 TG substitution CU LTU RE 1. Events relevant to the month 2. Authentic contents 3. Comparing and understanding cultures

D ifferentiated Activity 1. Supplementary activities 2. Various activities : Rhythmic movement or play : Work & play activity or subject-immersion : Project type tasks

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

4 April

5 May

6 June

7 July

Phone Etiquette 8 August

Likes & dislikes Motions 9 September

Sports Fam ily 10 October

Tim e Shopping 11 November

Jobs Location 12 D ecember

Shapes The world

Weather School days

Food Directions

Life stories People & life

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

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4

General Instructionconcrete 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.

PhoneM A R C HUnderstanding numbers of 0 through 30 Counting things with numbers 1~30 Asking for & telling a phone number Making a phone call Asking a friend to do some work together over the phone z Sending and receiving an SMS z z z z z z z z z z

EtiquetteGreeting people Introducing yourself & friends to other people Exchanging personal information Understanding table manners Finding differences of etiquette between nations z Understanding other countries' etiquette

Likes & dislikesA P R I Lz Naming what you like z Naming what you dislike z Asking & answering likes & dislikes using yes/no questions z Asking & answering likes & dislikes using wh-questions z Naming your hobby z Asking for & telling hobbies z z z z z z

MotionsNaming words of motions Following imperatives to make a motion Giving imperatives to make a motion Telling your current activities Asking & answering current activities Asking & answering the abilities of movement

SportsM A Yz z z z z z Naming sports Saying prohibition Asking help for injuries Inviting friends to play a sport Asking & answering sports someone likes Asking for & telling personal talents about sports

Familyz z z z z z Naming family relationships Introducing your family to other people Telling the ages of family members Asking for the ages of family members Describing the information of family members Asking for & telling the information of family members

TimeJ U N EUnderstanding numbers about time Asking for & telling time Apologizing for leaving at the moment Making an appointment Asking & answering when someone does activities z Asking & answering when something was done z z z z z z z z z z z

ShoppingOffering to go shopping Understanding different currencies Asking for & offering help Asking for & telling the price of item Talking about items to Purchase Giving & receiving gift bought

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New English For Korean KidsJobsJ U L YNaming jobs Naming personal talents Telling jobs of your family members Asking for & telling people's jobs Asking for & telling personal talents related to jobs z Talking about the jobs you want to be in the future z z z z z z z z z z z

LocationUnderstanding the prepositions of location Locating objects as instructed Describing the location of objects Describing the location of buildings Asking for & telling the location of objects Asking for & telling the location of buildings

ShapesA U G U S Tz z z z z z Naming shapes & colors Drawing & coloring shapes & things Describing shapes & colors of objects Understanding plurals with shapes Comparing things Asking & answering comparison

The worldz z z z z z Naming countries, oceans & continents Asking for & telling nationalities Asking for & telling the country you want to visit Asking for & telling a nation's characteristic Telling the country you want to visit with reasons Sending & receiving an e-mail of introducing countries

S E P T E M B E R

Weatherz z z z z z Naming weathers & feelings Expressing your feeling Expressing the weather using an exclamation Asking for & telling weathers Asking for & telling feelings Asking for & telling favorite seasons z z z z z z

School daysNaming objects in the classroom & school Asking for & telling the possession of objects Asking & answering about objects Naming subjects Asking for & telling favorite subjects Talking about your class timetable

FoodO C T O B E Rz Naming meals & food z Asking & answering about food using yes/no questions z Asking & answering about food for meals using wh-question z Discussing the menu z Making food as instructed z Inviting & sharing food z z z z z z

DirectionsUnderstanding prepositions of place Naming buildings Giving directions Asking for directions Asking how to get to destinations Naming modes of transportation

Life storiesN O V E M B E Rz Telling your daily schedule in series of time z Asking for & telling what time someone does the work at z Telling a personal past experience z Asking for & telling what someone experienced z Telling your plan to do some work z Asking for & telling when someone will act the plan

People & lifez Naming animals & plants z Naming parts of people's body z Describing the characteristics of animals & plants z Describing people's appearances z Comparing the characteristics of animals & plants z Asking for & telling people's appearances

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6

General Instruction

CalendarD E C E M B E Rz Naming 7 days of the week & 12 months z Understanding ordinal numbers 1st~31st z Understanding dating z Asking for & telling the day of the week z Asking for & telling the date z Talking about special days & giving celebrations

Reasonz Telling things you like or not with reasons z Telling activities you want to do or not with reasons z Asking for & telling reasons z Requesting permission z Permitting or refusing requests with reasons z 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 likeTask : 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

Teacher Objectives Students Functions

z To have students utilize the auxiliary verb 'will' meaning the future action z To present the plans for the coming summer vacation to his/her friends z Asking and answering about plans for the summer vacation z What will you do during ~ ? z I will go to my uncle's. z I am going to learn how to play the piano.

Key Expressions

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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New English For Korean KidsQuizzes 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.

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8

CONTENTSBook 1General Instruction 3 - Phone 3 - Etiquette 4 - Likes & Dislikes 4 - Motions 5 - Sports 5 - Family 6 - Time

NEW ENGLISH FOR KOREAN KIDS

Book 2General Instruction 6 - Shopping 7 - Jobs 7 - Location 8 - Shapes 8 - The World 9 - Weather 9 - School Days 10 - Food

Book 3General Instruction 10 - Direction 11 - Life Story 11 - People & Life 12 - Calendar 12 - Reason Phonics

Book 3General Instruction 10 - Direction 1) Level 13 2) Level 2 18 3) Level 3 33 11 - Life Stories 1) Level 13 2) Level 2 18 3) Level 3 33 11 - People&Life 1) Level 13 2) Level 2 18 3) Level 3 33 12 - Calendar 1) Level 13 2) Level 2 18 3) Level 3 33 12 - Reason 1) Level 13 2) Level 2 18 3) Level 3 33 Phonics 1) Level 11 2) Level 21

DIRECTIONSIn this chapter, students will learn basic vocabulary used in relation to directions to have conversations with others. For students to be able to use these expression fluently, they should have key expressions like "Where is the postoffice?", "How can I get to the hospital?", and "This is a bus stop." presented in a meaningful way. They should also have chances to use these expressions in real life situations. The teacher should give authenticity by using language materials related to students' lives and he/she should give level-focused teaching by using level appropriate language materials and methodologies. The best way for the students to learn how to give someone directions or talk about different modes of transportation is to practice. Therefore, in this unit, the students will do many pair and group activities to practice the expressions.

ContentsActivitiesSpeaking Listening Reading

Functionsz Naming buildings in a sentence z recognizing the building names and writing numbers in order z Reading sentences about buildings z Writing various types of transportation z Listening to and understanding direction z Saying transportations in a sentence z Reading and understanding the story

Key Expressionsz This is a school. z What is it? / It's a school. z This is a bank. z What is it? / It's a bus. z Go up / down/ left/ right. z It is a train. z Is she here in the restaurant? z This is a school. z I see a bus. z This is the magic bus.

L E V E L 1

Writing Game 1 Game 2 Story

Art project 1 z Saying the different buildings in a sentence Art project 2 z Saying the different types of transportation in a sentence Art project 3 z Giving a name to the bus that you made Culture Speaking Listening Reading

z Recognizing the difference in traffic direction between Korea and England z It's on the left side. z Reading a sentence and matching with proper picture z Understanding the transportations and writing the numbers in order z Understanding directions z Writing and saying the directions z Asking and answering the buildings z Recognizing the transportations z Reading and understanding the story z I want to buy some milk. This is a supermarket. z What is it?/ It's a boat. z How can I get to the Bul-Guk temple? z Go straight and turn left. z Where is Gyeongbokgung? z Go straight and turn left. z What is this? / It is a school. z What is this? / It is a school. z There's a shoe store! z A tree is behind the house. z What is this? / It is a hospital. z The fire station is next to the clinic. z What's this? This is a double-decker. z How can I get to the park? z Go straight and turn right at the corner. z Where is the bank? z How can I get to the bank? z Go straight and turn right at the corner. z How can I get to the bank? z Go straight and turn right at the corner. z Where is the school? z Go straight and turn right at the bookstore. z How can I get to hospital? z Go straight and turn left at the bank. z How can I get to the market? z Go straight and turn right at the corner. z Can you tell me how to get to the library, please? z Walk that way and turn right. z How can I get to the zoo? z You can go there on foot. z How can I get there? z You can go there by car. z How can I get to the Eiffel Tower? z Go straight and turn right.

L E V E L 2

Writing Game 1 Game 2 Story

Art project 1 z Listening to and understanding the locational expressions Art project 2 z Asking and answering buildings on your map Writing 2 Culture Speaking 1 Listening Reading 1 z Understanding locational expressions z Recognizing transportations in each country z Asking and answering the directions z Recognizing the places on the map z Reading the description and finding places on a map z Completing the map by drawing the buildings z Writing sentences about directions z Asking and answering where the building is z Telling where the building is located z Reading and understanding the story z Saying how to get to a destination on the map z Reading the description and finding how to get to destinations z Saying how to get to a place on your map z Saying directions how to get to the places

L E V E L 3

Writing Game 1 Game 2 Story Specking 2 Reading 2 Art project Culture

LEVEL

1 DIRECTIONSHow to teachz Put the picture cards on the board. z Before reading the script, show the pictures to the students and have them repeat the words after the teacher. z Read the script to the students. Have students listen carefully and write numbers beside the pictures in the order as they hear the names of the buildings. z Check their answers.Teacher z To have students say the names of different kinds of buildings

Speaking : Let's speak

Objectives

z To be able to say and learn the Students names of different buildings in a sentence

Functions

z Naming buildings in a sentence

Key Expressions

z This is a school.

Level focusedz Do listen and repeat exercise many times with the expressions with different school names. z Repeat many times until the students can fluently say the expressions.

How to teachz Show students the pictures and have them repeat the words after the teacher. z Have students speak to their partner about the buildings in the picture. z Have students say the sentence to their partner while only looking at one letter. z The students will speak to the whole class using the expression, "This is a ______." z Check if each student is saying the expression correctly.

Referencesz Materials : picture cards

Reading : Let's readz To have students look at pictures of Teacher buildings and draw a line to the correct sentence

Level focusedz Say as many building names as possible in a sentence. z Try to make the students comfortable with the expression, "This is a _____." z Use materials like picture cards when practicing the expression with the building names.FunctionsObjectives

Students

z To be able to read building names and draw a line to the proper picturez Reading sentences about buildings

Referencesz Materials : picture cards, flash cards

Key Expressions

z This is a bank.

How to teachListening : Let's listenz To TeacherObjectives

z Review the names of the buildings in the pictures. z Have the students repeat the sentences on the right after the teacher. z Have the students read the sentences by themselves. z Draw lines to connect the pictures with the corresponding sentences. z Check their answers.

have

students

listen

to

and

understand sentences with the names of different kinds of buildings

z To be able to listen to the names of Students different kinds of buildings and to write down the numbers

Functions

z Recognizing the building names and writing numbers in order

Level focusedz Read the sentences clearly to the students and have them repeat after the teacher. z Give time for the students to read the sentences out loud. z Praise students for their excellent works.

Key Expressions

z What is it? / It's a school.

3

LEVEL 1

Directions

How to teachReferencesz Materials : picture cards

z Explain right and left with your hands and other body parts like eyes, arms and legs. z Explain up and down. z Explain what "Go left/ right/ up/ down." means and how to use

Writing : Let's writez To have students write the different types of transportation in a sentence

the expressions. z Explain and demonstrate how to play the game. z A student comes out. The rest of the class explain to the

TeacherObjectives

student where the tail spot is by saying, "Go left/ right/ up/ down." The student with a blindfold should listen carefully to his/her friends' instruction and find the tail spot and pin the tail on it.

Students

z To be able to write the different types of transportation in a sentence

Functions

z Writing various types of transportation

Level focusedz Before playing this game, make sure students understand the expressions and how to use them clearly. z The main focus is to teach giving and understanding directions. The students must learn the words in the sentence and repeat them many times.

Key Expressions

z What is it? z It's a bus.

How to teachz Introduce the 6 transportation vehicles to the students. z Have the students listen and repeat "It's a/an _______.", with different transportation vehicles, after the teacher. z Point out and explain why the sentence for airplane uses a different article, 'an'. z Do a demonstration of how to write a sentence on the board. z Write the sentence slowly and very clearly. z Have students write the sentences. z Read the sentences with the students.

Referencesz Materials : animal picture, tail materials

Game 2 : Bingoz To have students understand and say the basic transportation words

Teacher

Level focusedz The writing order must be demonstrated first on the board.

Objectives

Students

z To be able to say the transportation words in a sentence correctly

Referencesz Materials : transportation cards

Functions

z Saying transportations in a sentence

Key Expressions

z It's a train.

Game 1 : "Pin it" gamez To have students say left, right, up, down

How to teachz Give a demonstration of how to play bingo. z Review the "This is a

Teacher

." expression with the

Objectives

transportations. z Have students cut the cards and arrange them like a 3 by 3 bingo table.to and understanding

Students

z To be able to say left, right, up, downz Listening directionz Go left/ right/ up/ down.

z Have students ask the teacher, "What is it?" in unison. z Teacher answers, "It's a train.",

Functions

for

example.

Then

the

students turn their train card upside down.Key Expressions

z Have them shout "Bingo!" when they make a line. z Rearrange the cards and play again. The teacher can invite a student to come to the front and play the teacher's role. Bingo

LEVEL 1

4

Teacher's Guide

also can be played in pairs or groups. Also, the teacher can change the number of lines to be made or have students make shapes. (T shape, X shape, H shape, etc.)

Art project 1 : This is a schoolz To Teacher Objectives Students have students in a say different and

Level focusedz Focus on having the students say the word in English rather than focusing on playing the bingo game. z When working in pairs, help them speak in sentences, not only words. Functions

building

names

sentence

color the pictures z To be able to say different building names in a sentence and color the pictures z Saying the different buildings in a sentence z This is a school.

Referencesz Materials : scissors

Key Expressions

Story : My city kittyz To have students listen to the story and understand it z To be able to listen to the story and write the missing words z Reading and understanding the story

How to teachz First, show building cards and say their names in sentences: "This is a school." z Have the students listen and repeat after the teacher. z Have the students color the pictures on the worksheet and say the sentences. z The teacher walk around the classroom and ask "What's this?" to individual students and have them answer.

Teacher Objectives Students

Functions

Level focusedKey Expressions z Is she here in the restaurant? z It is important for the students to learn how to say the various building names in sentences. Have the students speak in sentences, not only words.

How to teachz Tell the students it's story time. z Read the story in a lively tone. z Have the students repeat the story after the teacher line by line. Point out how the majority of the story is repeated in each part. Have students listen carefully and say easy parts with the teacher. For example, the students can say "(Meow, meow) Here kitty, kitty!" everytime it comes up. z Read the story one more time. z Say "my city kitty" in a fun manner and have students repeat it many times. Functions z Saying the different types of transportations in sentences z I see a bus. Objectives Students z To be able to understand and say about transportation Teacher z To have students understand about transportation

Art project 2 : I see a bus

Level focusedz First, introduce the story's plot simply. z Your voice must be loud and your actions exaggerated. Also, use motions to help students guess what the story is about. z Read the important expressions aloud. Key Expressions

How to teachz Introduce the new types of vehicles with picture cards. z With the picture cards, introduce the new expression, "I see a .". Say the expression for each picture and have the students repeat after the teacher.

Referencesz Materials : picture cards

5

LEVEL 1

Directions

z Explain, just like 'airplane' in the previous lesson, 'ambulance' needs to be said with 'an', not 'a'. z Explain that 'a' and 'an' means 1 and vehicles or objects more than 1 can be said with the number before the name of the object. "I see two cars." z Explain that color of an object or a vehicle can be added before the name of the object or the vehicle to describe it. "I see two red cars." z Read the sentences in the box with the students. Have the students color the vehicles in the picture according to the sentences. z Walk around the classroom and ask individual students, "What do you see?" and have them answer the question.

z Help the students prepare what to say to introduce their bus to the class.

Referencesz Materials : scissors, glues

Culture : Left or right?z To Teacher Objectives have students understand the

different traffic direction in Korea and England z To be able to understand the

Level focusedz It is important for the students to learn how to say various transportation names in sentences. Have them practice many times until they can say the expressions fluently. Functions

Students

different traffic direction in Korea and England z Recognizing the different traffic

direction in Korea and England z It's on the left side.

Referencesz Materials : colored pens, scissors, glues, thick papers

Key Expressions

z A car runs on the right side in Korea.

How to teachArt project 3 : This is the magic busz To have students color, cut out the bus, and say what it is in a sentence z To be able to color, cut out the bus, and say what it is in a sentence z Giving a name to the bus that you made z This is the magic bus. z Show pictures of moving cars in Korea and England. Then have them guess the difference between the two pictures. z Ask the students, "Where is the car?", point at one picture. Teacher Objectives Students Guide the students to answer, "It's on the right/left side." z Explain that vehicles run on the right side of the road in Korea, but run on the left side in England. z Also explain in other countries, like Australia, New Zealand, Hong Kong, Singapore, India, Thailand, and Japan, cars run on the right side of the road. Functions Key Expressions z Explain that it is just a cultural difference. Perhaps use the example of the difference between a left-handed person and right-handed person.

How to teachz Present the worksheet and say, "This is a bus." z Explain that they can color and decorate the bus however they like. They can make it a special bus, like a magic bus. z Have the students color the bus and the four tires. z Have the students cut the paper along the solid line. z Have the students fold the body along the dotted folding line. z Glue the wheels on the bus. z Have students come to the front of the classroom and present their bus to the class.

Level focusedz If possible, read an article about RHT countries and LHT countries. z If the teacher has experienced a similar cultural difference in Korea, share that experience with the students.

Referencesz Interesting facts and information about LHT countries and RHT countries. http://en.wikipedia.org/wiki/Right-_and_left-hand_traffic

Level focusedz Make sure the students can say the sentence, "This is a bus." fluently.

LEVEL 1

6

Directions-Speaking

Let's speakThis is a _________.

school

hos pital

zoo

post offic e

ch urch

bank

l ibrary

park

museum

This is a .

7

LEVEL 1

Directions-Listening

Let's listenA. Listen and write numbers. What is it? It's a ______.

LEVEL 1

8

What is it? It's a h

.

Directions-Reading

Let's readA. Read and match. This is a _________.

Th is is a bank.

This is a scho ol .

This is a p ark.

This i s a post

office.

This is a hospital.

What's this? This is a .

9

LEVEL 1

Directions-Writing

Let's writeA. Write the sentences. What is it?airplane

It's an airplane.

boat

bus

bicycle

ship

taxi

LEVEL 1

10

a=1, b=2... What's this? This is a (2)(15)(1)(20).

Directions-Game 1

"Pin it" gameGo ______.

1. A student's friends let him/ her know where to put the pin by saying, "Go left/ right/ up/ down."

2. The student listens and finds where the tail spot is.

3. Practice the sentences "Go left/ right/ up/ down."

. up

left down right

11

LEVEL 1

Directions-Game 2

BingoA. Cut out the cards and play bingo. It's a ______.

LEVEL 1

12

Directions-Story

My city kittyA. Let's read the story. Is she here in the restaurant? Here, kitty, kitty!

My curious kitty likes the city. She hangs around downtown all day. Is she here in the music store? (Meow, meow) Here, kitty, kitty!

My (

) kitty likes the city. ) all day.

She hangs around (

Is she here in the grocery store? (Meow, meow) ( ), kitty, kitty!

My curious kitty likes ( She (

). ) all day.

Is she here in the restaurant? (Meow, meow) Here, kitty, kitty!

.meow meow This is a c__. bow wow This is a d__. quack quack This is a d__.

13 LEVEL 1

Directions-Art project 1

This is a schoolA. Color and say the sentence. This is a _______.

bank

library

school

hospital

church

bookstore

LEVEL 1

14

.

Directions-Art project 2

I see a busA. Say the sentence and color the vehicles. I see ___ _______.

I see tw o red I see a green I see a w hite I see a yellow I see a blue I see a black .

. . . . .

?

I see

wheels.

15

LEVEL 1

Directions-Art project 3

This is the magic busA. Let's make a bus.paste

paste

paste

paste

paste

paste

paste

paste

paste

BUSpaste paste

LEVEL 1

16

Directions-Culture

Left or right?A. Let's read and talk about this article. It's on the _____ side.

Which direction do cars run? Circle it.

Country Korea England

Cars right or left right or left

Why does this car run on the left side? Because this car is in England. A car runs on the left side in England.

Why

does

this

car

run on the right side? Because this car is in Korea. A car runs on the right side in Korea.

A car runs on the side in _ _ _ _ _.

17

LEVEL 1

LEVEL

2 DIRECTIONSKey Expressions z What is it? It's a boat.

Speaking : Let's speak

How to teachz To have students look at pictures of Teacher Objectives Students buildings, read sentences, and match them z To be able to read the names of different kinds of buildings and to match them to pictures Functions Key Expressions z Reading a sentence and matching it with a picture z I want to buy some milk. This is a supermarket. z Have students understand each type of transportation and have them repeat. z Put the picture cards on the board. z Go over the different types of transportations with the students. z Read the sentences to the students. z Students have to write the numbers of the transportations beside the sentences. z Check their answers.

Level focused

How to teachz Talk about the pictures on the right. z Practice the names of the pictures with the students. z Read the sentences on the left. z Have the students repeat the sentences on the left after the teacher. z Have the students read the sentences by themselves. z Draw lines to match the sentences to the pictures. z Check their answers. z Praise students' works. Objectives Teacher z To have students read the dialog and understand it z To be able to read the dialog and understand directions z Understanding directions z How Key Expressions can I get to the Bul-Guk

Referencesz Materials : pictures of various types of transportations

Reading : Let's read

Level focusedz With the pictures, talk about what people do in the buildings. z Read the sentences clearly to the students and have them repeat after the teacher. z Give time for the students to read the sentences aloud. z The teacher will say the questions and the students have to answer. Functions

Students

temple? z Go straight and turn left.

Referencesz Materials : picture cards

How to teachz Show a picture of Bul-Guk temple. z Teach the key expressions to the students. Explain about "Go straight." and "Turn left/right." z Read the dialog to the students. Read it for the second time and have the students repeat after the teacher line by line. z Have the students answer the question. z To have students listen and z Check the answer with the students. z Have students practice reading the dialog in pairs.

Listening : Let's listen

Teacher Objectives Students

understand about different types of transportations z To be able to listen and understand about different types of transportations

Level focusedz Have the students practice reading the dialog many times.

Functions

z Understanding the transportations and writing the numbers in order

LEVEL 2

18

Teacher's Guide

Referencesz Materials : colored pencils, pictures of Bul-Guk temple

How to teachz Go over the key expressions and the building names on the game board. z Divide the students into pairs and give a dice to each pair. z Show a demonstration of how to play the game. z Have the students play the game several times.students write and give

Writing : Let's writez To have

TeacherObjectives

directions

Level focusedz The teacher should monitor students' activities and correct any mistakes. z Make sure the students are speaking in sentences, not only in words.

Students

z To

be

able

to

write

and

give

directions

Functions

z Writing and giving directions

Key Expressions

z Where is Gyeongbokgung?

z Go straight and turn left.

Referencesz Materials : dice with only 1, 2, and 3

How to teachz Review the different directions. z Review the key expressions. z Give students a few minutes to look at the pictures and think about the answers. z Look at the pictures together and say the answers together. z Encourage the students to refer to the previous worksheets to write the missing words in the blanks. z Check the answers. z Read the sentences with the students many times.StudentsObjectives

Game 2 : Transportation puzzle

Teacher

z To have students search for words and connect them

z To be able to search for words and connect them

Level focusedz Practice reading after finishing the writing activity.

Functions

z Recognizing the transportations

Referencesz Materials : colored pencils

Key Expressions

z What is this? z It's a truck.

How to teachz Review the key expressions and the transportation words with

Game 1 : Board game

the students. z Have students find the words in the puzzle, color them and connect them to the words on the left.

Teacher

z To have students play the game and say different building namesz To be able to play the game and say different building names

z Check the answers together. z Have the students make their own puzzle. z Have them switch the puzzle with a partner and find each others' words.

ObjectivesStudents

Functions

z Asking buildings

and

answering

about

the

Level focusedz For advanced students, have the students make puzzles with the names of the buildings as well as the transportaion words.

Key Expressions

z What's this? It's a school.

References

19

LEVEL 2

Directions

z Materials : picture cardsKey Expressions

locatioanl expressions

z A tree is behind the bench.

Story : Shopping downtown

How to teachz Teach the 4 prepositions introduced on the worksheet. Explain with objects in the classroom. z When explaining, use expressions with the prepositions, like "A pencil is behind the book." z Look at the example passage and the example picture with the students. Explain the prepositions again with them. z Read the script to the students. Read it slowly, giving enough time for the students to draw the picture. z Have the students compare their pictures with each other. z Have a volunteer come to the front and give directions to the class. z Have students do the activity in groups-one student gives instructions and others draw.

TeacherObjectives

z To have students listen to the story and write the missing words

Students

z To be able to listen to the story and write the missing words

Functions

z Reading and understanding the story

Key Expressions

z I love to go to downtown. z There's a shoe store.

How to teachz Have students sit close by and let them know it's time for storytelling. z Read the story in a lively tone. z Point out that a big portion of the story is repeated in each paragraph. Have students practice saying those sentences after the teacher. z Read the story one more time. z Encourage the students to read the repeated parts everytime they come up.

Level focusedz Make sure students understand the prepositions clearly. z The picture can be very simple and sketched. Don't spend too much time coloring the pictures.

Art project 2 : Make my village

Level focusedz [class activityRead aloud and repeat after the teacher. z [pair activity] Have students tell their partner the story on the worksheet. z Your voice must be loud and your actions exaggerated. z It is a good idea to tell the story with a rhythm.FunctionsObjectives

Teacher

z To have students make a village and introduce it

Students

z To be able to make a village and introduce it

z Asking and answering about buildings on your map

Referencesz Materials : pictures of downtown, a clothes store, an ice cream store, a shoe store, clothes, ice creams, and shoesKey Expressions

z What is this? z It's a school.

How to teachArt project 1 : Draw a picturez To have students say "right, left, top, bottom, center."

z Have students cut out the pictures of buildings. z Have the students glue them on the map as they want. z Have the students write the building names or color them. z Have them ask and answer about building names with a partner.

Teacher

Objectives

StudentsFunctions

z To be able to say "right, left, top, bottom, center."z Listening to and understanding

Level focusedz Prepare other building pictures.

LEVEL 2

20

Teacher's Guide

z The teacher may make a blank map not only with straight roads but also with curved roads or a river. z They can draw other buildings that are not on the worksheet.Functions z Recognizing transportation between

from different countries

different countries

Writing 2 : Let's writez To have students read and say where TeacherObjectives

Key Expressions

z What's this? z It's a double-decker.

How to teachz Present a world map on TV. z Represent the countries and their unique transportations in each continent. z Introduce pictures of various kinds of transportation. Read the names of the transportation and have them repeat after the teacher. z Practice the key expressions with different vehicles with the students. z Then have the students draw pictures of them on their worksheets. z Have students practice the dialogs in pairs.

the buildings are z To have students understand the prepositions for places

z To be able to read and say where Students the buildings are z To be able to understand prepositions for places

Functions

z Understanding locational expressions

Key Expressions

z The fire station is next to the clinic.

How to teachz Show students pictures of buildings and have them repeat after the teacher to review the names. z Have the students repeat the prepositions after the teacher. Confirm their understanding by placing two objects in relation to each other and asking what the appropriate preposition is. z Have students look at the pictures and fill in the blanks with prepositions. z Check the answers with the students.

Level focusedz Show pictures of various transportation vehicles to enhance students' understanding. z Feel free to introduce other types of transportation in class.

Referencesz Materials : pictures of various transportation methods

Level focusedz Read the sentences with the students many times. z Use different objects to explain the prepositions for places to the students.

Referencesz Materials : picture cards

Culture

:

Various

types

of

transportationz To have students understand different Teacher types of transportation from different countriesStudents z To be able to understand, read, and say different types of transportation

Objectives

21

LEVEL 2

Directions-Speaking

Let's speakA. Find the place. This is a _________.1. I like music class. I want to see my teacher.

2. I like butterflies. I want to buy a book about butterflies. 3. My brother is crying. I want to buy some milk. 4. I want to buy shoes. But I don't have money. 5. It's Sunday. I want to pray. 6. Today's Jenny's birthday. I want to buy flowers. 7. I'm sick. I want to see a doctor.

LEVEL 2 22

Here is a restaurant. What do you want to do? Say to your teacher.

Directions-Listening

Let's listenA. Listen and write numbers. What is it?1

It's a/an ______2 3

4

5

6

7

I have big sails. I move by wind. I'm fast and big. I fly in the sky. I look like a bike. But I'm faster than the bike. I'm dangerous.I am the larger boat carrying people and cargo. I live in the sea.

I need the railroad to move. I'm fast and long. I carry many people to their school or work place. I only have room for 4~5 people.

It's a 20.18.1.9.14. What number is its picture?

23

LEVEL 2

Directions-Reading

Let's readHow can I get to the _____? Go ____ and ____.

May I help you? I'm looking for Bul-Guk temple. How can I get to the Bul-Guk temple? Go straight and turn left at the corner. Oh, thank you so much. Have a nice trip!

Where is the Bul-Guk temple? Write the numbers in the order of how to go the Bul-Guk temple.

LEVEL 2

24

(/) .

[How/canIgettothemuseum?]

Directions-Writing

Let's writeA. Complete the sentences below. Where is _____? Go ____ and ____.

.

g

, t

25

LEVEL 2

Directions-Game 1

Board gameWhat is this? It's a ______.

START HOSPITAL BOOK STORE

miss a turn

HOUSE

FLOWER SHOP

FINISH- 3LIBRARY SUPERMARKET

SCHOOL

BANK

This game is for two players. You will play with dice showing only 1, 2, and 3. When you reach a space, say the place's name in

miss a turn

a sentence.

+ 2PLAYGROUND

CHURCH

LEVEL 2

26

Directions-Game 2

Transportation puzzleA. Search for the words, color, and match.What is this? It's a _____.

truck taxi

g t a q f d n b s

t a i v a o c i t

b l n r t j p a c a

u s h p r k t r y x

s h s l a c r s c i

b i u a i b u b l c

i p n n o c z i

f l e a k e

u o u t y g

e q y p j y r r k

bicycle

w d

b w a v m

subway airplane train car bus ship boat

e w h

x m x

27

LEVEL 2

Directions-Story

Shopping downtownA. Read the story and talk about it with classmates. There's a ___ store. Let's get ____.I love to go to downtown. There are so many things to see. Daddy, there's a clothes store! Let's get some clothes for me! I love to go to downtown. There are so many things to see. Mommy, there's an ice cream store! ( ) ice cream for me! I love to go to downtown. There are so many things to see. Grandmother, there's a shoe store! ( ) shoes for me!

LEVEL 2

28

There is a

store. Let's get some

s for me.

Directions-Art project 1

Draw a pictureA. Let's draw following the directions. ____ is behind the ______.

Example A tree is behind the bench. A cow is next to the bench. A house is in front of the mountain. There are a bench and a tree near the house.

. in front of

29

LEVEL 2

Directions-Art project 2

Make my villageA. Cut out the pictures. Make your village.

What is this?

It's a ____.

LEVEL 2

30

Directions-Writing 2

Let's writeA. Complete the sentences below.next to in front of across from between behind

1. The fire station is next to the clinic.

2. The museum is a the parking lot.

3. The PC room is in the library.

4. T he post office is n

the clinic.

5. The police station is the gas station.

b

6. The hotel is n the hospital.

7. The bus station is in the hospital.

8. The clinic is b

the

grocery store and the post office.

The parking lot is the fire station and the police station.

31

LEVEL 2

Directions-Culture

Various types of transportationWhat's this? It's a ______.Country Transportation Picture

Vietnam

rickshaw

England double-decker

Italy

gondola three-wheeled taxi

Thailand

What is this? This is a _______. Where can I see it? You can see it in _______.

LEVEL 2

32

LEVEL

3 DIRECTIONSthe places on the map

Speaking : Let's speakz To have students ask for and give directions

FunctionsKey Expressions

z Listening to directions and finding the places on the mapz Where is the bank?

TeacherObjectives

Students

z To be able to ask for and give directions

How to teachz Present the map on TV. z Go over the buildings on the map. z Read the passage to the students. Have them listen and write numbers beside the buildings they arrive at. z After doing the activity, give directions including the street names. ex) "Go straight and turn right on the Speed Way." z Check the students' answers.

Functions

z Asking and answering the directions

Key Expressions

z How can I get to the park?

z Go straight and turn right.

How to teachz Show the map on TV. z Go over the buildings on the map. z Introduce the key expressions to the students. z Read the dialogs with the students. Have them repeat after the teacher line by line. Explain any expressions students have difficulty with. z Say which number, 1, 2, 3 or 4, the students should start from. Then ask, "How can I get to the library?". Have the students answer. z Invite volunteers to come to the front and do the teacher's role. Have a student stand up and answer the question. z Have students ask and answer in pairs.z To have students learn the names of

Level focusedz Have the students practice giving and following directions until they are fluent with them.

Referencesz Materials : picture cards

Reading : Let's read

Level focusedz Practice the expressions many times. z The teacher may make a new map similar to the worksheet and create similar dialogs.Objectives

Teacher

different kinds of buildings and find places on a mapz To be able to read the names of

Students

different kinds of buildings and find places on a map

z Reading the description and finding

Referencesz Materials : map of drawn buildings and streets

Functions

places on a map z Completing the map by drawing the buildings

Key Expressions

z How can I get to the bank? z Go straight and turn right.

Listening : Let's listen

How to teachz To have students listen to the names TeacherObjectives

of different kinds of buildings in a sentence and find the places on the map

z Present the map on TV. z Talk about the buildings. z Read the dialog to the students. z Explain expressions like "across from" and others they may not understand. z Have the students read the dialogs and draw the buildings on

Students

z To be able to listen to the names of different kinds of buildings and find

33

LEVEL 3

Directions

the map. z Check students' answers.

Game 1 : Let's give directions

Level focusedz When checking the answers, the teacher may sketch the map on the board, have a student come to the board and draw the building for each dialog.FunctionsObjectives

Teacher

z To have students ask and answer where a building is located

Students

z To be able to ask and answer where a building is located

z Asking

and

answering

where

a

Referencesz Materials : a map with buildings and streets

building is

Key Expressions

z Where is the school?

z Go straight and turn right.

How to teachWriting : Let's writez Read the dialogs with the students. z Have students walk around the classroom and talk to as manyTeacher

z To have students write sentences about how to get to a certain place

students as possible. Student A asks where the hospital is to student B. If student B answers correctly, student A write B's name under hospital. z After the activity, count how many times each student's name is written for each building. Praise the students whose names are written the most.

ObjectivesStudents

z To be able to write sentences about how to get to a certain place

Functions

z Writing sentences about directions

Key Expressions

z How can I get to the church? z Go straight and turn right.

Level focusedz Make sure students understand how to play the game clearly. z Walk around the classroom and make sure students are saying the dialogs correctly.

How to teachz Review the key expressions with the students. z For the first box, have students look at the questions and write the missing letters. Then, have the students complete the sentence for each word. z For the bottom box, have the students read the questions, think about and write the answers. z Check their answers.

Referencesz Materials : picture cards

Game 2 : Dice game

Level focusedz If majority of students have difficulty in writing the sentences, the teacher can say the answers and have them try to write the words or refer to previous worksheets to find the words. z Although the main activity is writing, the teacher can also have students speak and read the expressions.FunctionsObjectives

Teacher

z To have students find directions and play the dice game

Students

z To be able to find directions and play the dice game

z Telling where the building is located

Referencesz Materials : picture cards

Key Expressions

z How can I get to the school?

z Go straight and turn right.

How to teach

LEVEL 3

34

Teacher's Guide

z Have students make the dice from page 2 of the worksheet. z Explain how to play the board game. A final destination, the hospital, for example, is chosen before starting the game. z Have the students throw the dice and move their token in the direction as the dice says. z The smile face on the dice means the token can be moved 1 block in any direction. z While moving the token, the students must say the direction they are moving aloud. z The student who reaches the final destination must tell the class how to get to the destination. If the student gives a correct direction, he/she wins the game.

Level focusedz Have students read aloud and repeat after the teacher.

Referencesz Materials : board of the written story z Answers : how to get to, how to get to, Walk that way, turn left

Speaking 2 : Let's speakz To have students say how to get to a destination z To be able to say how to get to a destination z Saying how to get to a destination on the map z Can you tell me how to get to the Key Expressions library, please? z Walk that way and turn right.

Level focusedz Monitor the students' activities and help anyone who has difficulties. Teacher Objectives Students

Referencesz Materials : dice

Functions

Story : How can I get to the market?z To have students listen to and talk about the story z To be able to listen to and talk about the story z Reading and understanding the story z Can you tell me how to get to the Key Expressions market, please? z Walk that way and turn left.

How to teachz Present the map on TV. z In pairs, designate A and B for the dialog and have them practice the lines. z Explain how to include street names in directions. z When they can have a conversation fluently, have them take turn in giving and listening to directions to get to different places.

Teacher Objectives Students

Functions

Level focused How to teachz Have the students sit close by and let them know that it's time for storytelling. z Read the story to the students. z Point out that some expressions are repeated many times throughout the story. Have students practice saying the expressions after the teacher. z Have the students write the missing words in the boxes. z Read the story again. Have the students say the expressions with the teacher. z Have students guess what Calvin said to the clerk. Objectives Teacher z To have students read building names and say how to get to the places z Have students practice the dialog many times until they can have a conversation fluently.

Referencesz Materials : maps

Reading 2 : Let's read

35

LEVEL 3

Directions

your mapStudents z To be able to read building names and say how to get to the places

Key Expressions

z How can I get there? z You can go there by car.

Functions

z Reading the description and finding how to get to destinations

How to teachz Have students sketch the outline of the map on a piece of paper. z Have students draw different buildings on the map. z The teacher asks individual students how to get to a place on their map. Have the students give a direction. z Have students go to the front of the class and introduce their maps to the class. z Have the students practice asking and giving directions in pairs with their maps.

Key Expressions

z How can I get to the zoo?

z You can go there on foot.

How to teachz Show the map on TV. z Talk about the buildings in the Great Britain on the map. Show their pictures. z Explain what the methods of transportation at the bottom right mean. z Have students look at the map and the means of transportation on the lines connecting the children and the buildings. z Have them draw lines to connect the names of the buildings with the means of transportation. z Check the answers.

Level focusedz Encourage students to draw many different kinds of buildings, such as a post office, a bank, a fire station, etc.

ReferencesLevel focusedz You may print out the paragraph below the map and give it out to the students to read. z Put the map on the board then one student at a time will come up to the front and write the name of the building. z Once all the places 1-5 have been located, read the paragraph again and have them check it again. z The street names are important as well so make sure to point them out and then move on. z Continue to have the students use the building names on the map when they do activities in pairs.FunctionsObjectives

z Materials : papers, colored pencils, rulers

Culture : How can I get to the Eiffel Tower?

Teacher

z To have students ask how to get to famous buildings and answer

Students

z To be able to tell how to get to places

z Saying directions how to get to the places

Referencesz Materials : pictures of the famous buildings on the mapKey Expressions

z How can I get to the Eiffel Tower? z Go straight and turn right.

How to teachArt project : Draw a street mapz To have students listen to and say directions in a sentence.

z Present the map on TV. z Talk about the buildings on the map. z Show pictures of Paris, the Louvre Museum and the Eiffel Tower. z Give directions on how to get to the places. z Have students listen and draw the buildings on the map. z Discuss and show the answer on TV. z Show the answers on the TV.

Teacher

Objectives

Students

z To be able to make a street map and say directions.z Saying how to get to a place on

Functions

LEVEL 3

36

Teacher's Guide

z Show the students other famous buildings in other area.

Level focusedz Prepare pictures of the different places to show the students. z If possible, make a big map on the floor. Then have the students go to find the place by walking.

Referencesz Materials : pictures of Paris, the Louvre Museum and the Eiffel Tower

37

LEVEL 3

Directions-Speaking

Let's speakA. Look at the picture and say the sentences.How can I get to ____? Go ___ and ____.

From

How c an I get to the park?

Go straight and turn right at the second corner. How can I get to the library? Go straight. It's between the hospital and the su permarket.

From

From

How can I get to the church? Go straight. It's across from the museum. How can I get to the post office?

From

Go straight and turn left at the corner. It's next to the tower.

LEVEL 3

38

How can I get to the ? Explain it to your partner.

Direction-Listening

Let's listenA. Listen and write numbers. Where is ______?

Smith Way

Pitt Street

pharmacy

post office

hotel

book store bank

Speed Waycity hall museum

Grant Roadapartment park bakery school

fire station

Sunrise Road

police station

39

LEVEL 3

Direction-Reading

Let's readA. Let's read the dialog and complete the map.How can I get to the bank? It is across from the school. It is next to the park. How can I get to the hospital? It is next to the bank. How can I get to the post office? Go straight and turn right. It is on your right side.

-------------------------------------------------------- cut---

LEVEL 3

40

Direction-Writing

Let's writeA. Write the missing letters and complete the sentences. Write directions for the map.

How can I get to the church? Go ____ and ____. riht let stright schol hspital curch bak() () () () () () ()

Turn ri_ht. le_t. Go str_ight. This is a a a a scho_l. h_spital. c_urch. ba_k.

How can I get to the church? Go .

How can I get to the hospital? Go and turn .

How can I get to the school? Go and turn .

Unscramble.

Go

left

and

turn

straight

. 41

LEVEL 3

Direction-Game 1

Let's give directionsA. Write the name of the person who gave correct directions.

Where is the _____? Go ____ and _______.

Name of the person who gave correct directions

hospital

bank

gas station

book store

school

church

: Excuse me, where is the bank ? : Go straight and turn right at the bookstore. : Thank you. : Youre welcome.

LEVEL 3

42

Unscramble.

Go

t a s r i h g t

.

Directions-Game 2

Dice gameA. Practice making sentences.How can I get to _____? Go ___ and ____.HOW TO PLAY1. You can move 1 block in any direction. 2. When you move your token, say the direction aloud. 3. The student who reaches the destination first should tell the class how to get there. If the student gives a correct direction, he/she wins the game.

S T A R T

43

LEVEL 3

Directions-Game 2

B. Make the dice and play the dice game.

Move 1 block.

Turn right.

Turn left.

Go straight 1 block.

Bang!!

Move back 1 block.

LEVEL 3

44

Direction-Story

How can I get to the market?Can you tell me how to get to _____? Yes, _________.Calvin always forgets what he heard. One day, Calvin's mom asked Calvin to buy 2 onions and 1 carrot. So he went out of the house saying, "2 onions, 1 carrot, 2 onions, 1 carrot." But he forgot how to get to the market. He asked someone walking on the str eet.

"Can you tell me "Ok, thank you."

h

the market, please?"

"I'm sorry but I don't know how to get there." So Calvin asked another person passing by. "Can you te ll me

g

the market, please?"

"Yes. Walk that way and turn left." "I'm sorry. Can you say that again, please?" "Alright.

W

and

t

l

.The market

is near the post office." "Thank you very much.", Calvin said. Calvin walked saying, "2 onions, 1 carrot, walk that way, turn left, near the post office." When he got to the market, a dog ba rked at him.

Calvin was so surprised, he forgot what he had to buy. In the market, Calvin told the clerk,

"What will happen next?

"

Can you tell me how to get to the ?

45

LEVEL 3

Direction-Speaking 2

Let's speakA. Find the places on the map.Can you tell me how to get to the ___, please?

You are here

Communication activityA: Excuse me. Can you tell me how to get to the bank, please? B: Yes. Walk that way (to Lexington Avenue) and turn right. A: I'm sorry. Can you say that again? B: Alright. Walk that way (to Lexington Avenue) and turn right. The bank is across from the parking lot. A: Okay. Thank you very much.

LEVEL 3

46

(/) .

[Can/yousaythatagain?]

Direction-Reading 2

Let's readA. Read the descriptions and find the way.How can I get to the You can go there . ?

zoo Big Ben Tower Bridge Tower of London British Museum

by bike on foot by bus by ship by subway

(/) .

[How/canIgettothepostoffice?]

47

LEVEL 3

Direction-Art project

Draw a street mapA. Make a street map.How can I get to ______? Go ______ and _________.

1. Draw the outline of the map.

2. Draw some buildings on the map.

3. The teacher asks how to get to some place. The student answers the question.

LEVEL 3

48

Direction-Culture

How can I get to the Eiffel Tower?A. Let's read and talk about the dialog.How can I get to the _____? Go _______ and _______. in ParisT h e E iff el Tower

Louvre

How can I get to the Eiffel Tower? _________________________. How can I get to the Louvre? __________________________.

Unscramble and read.

can I

get

Tower

How

to the

Eiffel

?

49

LEVEL 3

LIFE STORIESIn this chapter, students will learn basic vocabulary used in relation to life stories to have conversations with others. The students will learn to talk about their daily activities with expressions like "What time do you get up?", "I get up at 6:00.", "What are you going to do tomorrow?", "I'm going to go to the library.", "What did you do yesterday?", and "I played soccer with my friend.". The students will learn how to talk about daily activities in relation to time, to ask and answer what time someone does the activity, to talk about the activities done in the past, and to talk about what they plan to do.

ContentsActivitiesSpeaking Listening Reading

Functionsz Saying the expressions about the daily activities

Key Expressionsz I get up at 6(o'clock).

z Recognizing and understanding expressions about basic daily z I have breakfast at 7:30. activities z Understanding my friend's daily activities z Writing and understanding my friend's daily activities z Understanding and completing a story in the time sequence z Asking and answering about the daily activities z Understanding the story of Pink Pig's day z Identifying each activity by completing the sentence z Asking and answering about daily activities in a chant z I get up at 6(o'clock). z I get up at 6(o'clock). z I go home at 12:00. z I go to school at 8(o'clock). z I play the computer game at 4. z I have breakfast at 7:00. z What time do you get up? I get up at 6 (o'clock).

L E V E L 1

Writing Game 1 Game 2 Story Reading 2 Chant Art project Culture Speaking Listening Reading

L E V E L 2

Writing Game 1 Game 2 Story Reading 2 Task Art project Culture Speaking Listening Reading

z Understanding the daily activities through making my daily z I brush my teeth at 7:30. routine z I go to bed at 10 P.M. People in the U.S.A. have breakfast at z Identifying people in other countries' daily routine that time. z What are you going to do tomorrow? z Saying the expressions about the future z I'm going to play table tennis. z What are you going to do tomorrow? z Identifying the right future activities z I'm going to play table tennis. z What are you going to do tomorrow? z Identifying and reading the right future activities z I'm going to read books. z What are you going to do tomorrow? z Identifying and completing the sentences z I'm going to play table tennis. z What are you going to do tomorrow? z Reading and saying the future activities z I'm going to play baseball. z What are you going to do tomorrow? z Asking and answering the future activities z I'm going to play soccer with my friends. z Understanding a simple conversation of future activities z Recognizing and reading future activities z Planning and saying future activities z Talking about my vacation z Comparing vacations between countries z Saying past activities z Recognizing past activities z Identifying the right past activities z Understanding and unscrambling past activities z Asking and answering about past activities z Reading and completing past activities z Writing what I did z Talking about past activities z Understanding and completing past activities z Talking about what I did yesterday z Reading and understanding a life story z I'm going to study English. z I'm going to play soccer. z I'm going to study English. z I'm going to play soccer. z I'm going to visit my aunt's. z I'm going to play soccer. z I'm going to study English. z I am going to Haeundae beach. z What did you do yesterday?/I played soccer with my friends. z What did you do yesterday?/I played soccer with my friends. z I played soccer./I went shopping. z I did my homework. z What did you do yesterday?/I played soccer with my friends. z What did you do yesterday?/I watched TV. z I played soccer./I went shopping. z z z z z What did you do yesterday? I went to the zoo with my family. What did you do last summer? I played soccer with my friends. What did you do yesterday?

L E V E L 3

Writing Game 1 Game 2 Story Role play Writing 2 Art project Culture

z I went to the zoo./I played basketball. z He was not good at exercise./He enjoyed reading books. z He helps others by being a doctor.

LEVEL

1 LIFE STORIESz Say the key expression for each picture. z Have students fill in the correct time under each picture. z Check the answers by having individual students say theTeacher

Speaking : Let's speakz To have students share their daily activities z To be able to share their daily

expressions with correct time.

ObjectivesStudents

Level focusedz [Advanced] Practice the expressions about the daily activities, changing the time.

activities z Saying the expressions about the

Functions Key Expressions

z [Supplementary]

Have

the

students

practice

the

daily

daily activities z I get up at 6(o'clock).

expressions looking at the flash cards. z Make sure that the students understand the daily activities completely.

How to teachz Show students the flash cards depicting each daily activity. z Teach the students how to say "I get up at 6 (o'clock).", changing the activities and times. z Have them listen and repeat after the teacher. z Have students practice the expressions many times. The teacher can say the expressions and have students act. The teacher can play games with the expressions.

Referencesz Materials : flash cards

Reading : Let's readz To have students read the sentences about the daily activities z To be able to read the sentences about the daily activities z Understanding activities z I get up at 6(o'clock). my friend's daily

Teacher

Objectives

Level focusedz [Supplementary] Teach "It's time to ." z Have students practice the activities in pairs. ." and ''It's time for Functions

Students

Key Expressions

Referencesz Materials : flash cards

How to teachz Read the sentences in the box. z Have students fill in the blanks by reading the original

Listening : Let's listenz ToTeacher

sentences. z Have students match the sentences to related pictures. students expressions listen about and basic z Have students practice reading the sentences.

have

understand

ObjectivesStudents

daily activities z To be able to listen and understand expressions activities z Recognizing and about understanding basic daily about basic daily

Level focusedz [Advanced] Have students practice reading the sentences in pairs. z [Supplementary] Read the key words and phrases about the daily activities.(ex. get up, wash, school, home, watch, bed)

Functions

expressions activities

Referencesz Materials : flash cards, sentence cards

Key Expressions

z I have breakfast at 7:30.

How to teachz Review the daily activities.

Writing : Let's write

3

LEVEL 1

Life stories

z Have students write the times in the blanks.Teacher

z To have students write the sentences about daily activities z To be able to write the sentences about daily activities z Writing and understanding my friend's daily activities z I get up at 6(o'clock).

z Tell them the story and check the answers. z Have students tell the story to the class. z Ask students if they know who the girl in the story is.

ObjectivesStudents

Level focusedz [Advanced] Have students do the activity individually.

Functions

Key Expressions

Referencesz Materials : picture cards, scissors

How to teachz Show students the picture cards and have the students the proper expressions. z Go over the activities in the bottom box. z Have the students write the sentences. (ex. I go home at 4 o'clock.). z Write the sentences on the board for the students to see and check their answers. z Have the students practice reading the sentences. Function Key Expressions ObjectivesStudents Teacher

say

Game 2 : Dice game

z To have students ask and answer about the daily activities z To be able to ask and answer about the daily activities z Asking and answering about the daily activities z I go to school at 8(o'clock).

Level focusedz [Advanced] Have the students look at more pictures and write sentences without providing them example phrases. z [Supplementary] Have the students write the key words and phrases about the daily activities. ex) study, watch, go, home, have breakfast)

How to teachz Divide the class into groups of 2~4. z Go over the pictures and activities on the game board. z Have the students take turns to roll the dice. z When a student rolls the dice and lands on a space, he/she must say the daily activity according to the picture in his/her space. z The first student to reach "FINISH" wins the game.

Referencesz Materials : word cards, picture cards

Game 1 : What's her story?

z Have students play the game many times.

Teacher

z To

have

students

understand

the

Level focusedz [Advanced] Have the students say why they chose the times they said.

daily activities z To be able to use the expressions

ObjectivesStudents

about the daily activities and make a story

Referencesz Materials : dice

Functions Key Expressions

z Understanding and completing a story in the time sequence z I go home at 12:00.

Story : Pink Pig's Day

How to teachz Have students make groups of 2~4 and cut the pictures. z Have students put the pictures in order. ObjectivesTeacher

z To have students read and understand a story about daily routine

LEVEL 1

4

Teacher's Guide

Students

z To be able to read and understand a story about daily routine

searches for others to search and write sentences with them.

Functions

z Understanding the story of Pink Pig's day

Referencesz Materials : colored pencils

Key Expressions

z I play computer games at 4 o'clock.

How to teachz Have the class sit close to the teacher. z Read the story to the students. While reading the story, hold up the flash cards to enhance students' understanding. z Practice the expressions in the story with the flash cards. Show them a flash card, say the time and have them say the expression with the time. z Have the students say the expressions along the teacher when the teacher reads the story one more time.

Chant : Let's chantz To have students become comfortable saying the key expressions

Teacher

ObjectivesStudents

z To be able to say the daily activities with rhythmz Asking and answering about daily

Functions

activities in a chant

Key Expressions

z What time do you get up?

Level focusedz [Class Activity] Hand out the worksheet to each student and Have them understand the story correctly. z [Advanced] Have the students make a story of their own about their daily lives.

z I have breakfast at 7.

How to teachz [A] Have them listen to the teacher's chant. 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 with the students, making sure that everyone is participating. z [B] Have the students make new lines for the chant. z Write students' new lines on the board and chant with the new lines.

Referencesz Materials : daily activity flash cards

Reading 2 : Let's readz To have students fill in the blanks to complete each sentencez To be able to find the words and complete the sentences

Level focusedz [Advanced] Do the chant as a class but have students take turns and say a line.

Teacher

ObjectivesStudents

Functions

z Identifying each activity by completing the sentencez I have breakfast at 7 o'clock.

Art project : Making a daily routine bookz To have students write about their daily activities.

Key Expressions

Teacher

Objectives

How to teachz Show the example. z Have students find the hidden words. z Have students write the activities in the blanks.Functions

Students

z To be able to write about their daily activities

z Understanding

the

daily

activities

through making my daily routine

Key Expressions

z I brush my teeth at 7:30.

Level focusedz [Advanced] Have the students write more sentences about other activities. Also, have them create their own word

How to teachz Have students cut along the thick line.

5

LEVEL 1

Life stories

z Have

students

draw

the

pictures

about

their

own

daily

activities and write sentences. z Have students present their book to their friends.

Level focusedz [Supplementary] If students can't write the sentences which they want to express, they can write them in Korean.

Referencesz Materials : colored pencils, scissors or craft knifes

Culture : Time differencez To have students to learn about Global Time Standards

TeacherObjectives

z To be able to understand that different Students areas of the world are at different times

Functions

z Identifying people in other countries' daily routine

Key Expression

z I go to bed at 10 P.M. People in the

U.S.A. have breakfast at that time.

How to teachz Have the students read the names of the countries on the map. z Have the students know what time it is in other countries when the time in Korea is 10:00pm, z Have the students compare the time differences. z Say the example for the time difference. ex) I go to bed at 10 P.M. People in the U.S.A. and have breakfast at that time.

Level focusedz [Advanced] Have the students make more examples about time differences.

Referencesz Materials : a world map

LEVEL 1

6

Life stories-Speaking

Let's speak: I get up at 6(o'clock).

A. Say the expressions about daily activities.

I

at 6 o'clock.

7

LEVEL 1

Life stories-Listening

Let's listenA. Listen and fill in the blanks.

:

:

:

:

:

:

:

:

:

LEVEL 1

8

.

Life stories-Reading

Let's readA. Read and match.

I get up at 6 o'clock. I go to school at 8 o'clock. I have lunch at 12 o'clock. I study at 2 o'clock.

I study at 2 o'clock.

I

at 6 o'clock.

I have lunch

12 o'clock.

I

8 o'clock.

.

9

LEVEL 1

Life stories-Writing

Let's writeA. Look at the pictures and complete the sentences.

: I ___________ at 4 o'clock.

: I ___________ at 2 o'clock.

: I ___________ at 6 o'clock.

: _____________________.

study go home

, watch TV , have breakfast

,

U n s c r a m b le

LEVEL 1

10

I

wtcah

T V a t 6 o 'c lo c k .

Life stories-Game 1

What's her story?A. Cut and arrange in order.

I get up at

:

.

I clean my room at

:

. I get home at

:

.

I have breakfast at

:

.

I went to the party at

:

.

11

LEVEL 1

Life stories-Game 2

Dice gameA. Play the dice game.

.

LEVEL 1

12

x ls g e t u p y s k g o t o s c h o o la a b w a t c h T V z b k

Life stories-Story

Pink Pig's Day: I get up at 6 o'clock.

I get up at 6 o'clock. I have breakfast at 7 o'clock. I go to school at 8 o'clock. I study English at 10 o'clock. I have lunch at 12 o'clock. I go home at 2 o'clock. I play computer games at 4 o'clock. I have dinner at 6 o'clock. I write my diary at 8 o'clock. I go to bed at 10 o'clock. Clock, clock. Pink Pig's busy life!

.

I

at 2 o'clock.

13

LEVEL 1

Life stories-Reading 2

Let's readA. Find the hidden words and write them in sentences.

abnkbreakfastopledbreakfast

I have breakfast at 7 o'clock.

klwopluncqwelunchlunch

______________________ at 12:00.

sdinmertydinnerowldinner

______________________ at 6:00.LEVEL 1

14

n n d ie r

Life stories-Chant

Let's chantA. Let's chant together.

What time do y