Grade 3 Full

Preface

Greetings & Some Expectations for NSETs

Greetings to you all, the Native Speaking English Teachers (NSETs) who are committing yourselves to help improve elementary and secondary school English education in Seoul. recent years.

English has grown in importance in Korea in

Being the language for education and commerce throughout

many developed countries, Korean people have realized the importance of having a command of the language. According to a study conducted by Newsweek magazine, three quarters of the world's top 100 universities are in countries where English is the first language of communication. Thus, English plays a pivotal role in acquiring and spreading knowledge. It is estimated that about 70% of Internet-based information is in English; and English is the predominant language used in writing intellectual and scientific journals. In order not to stagnate in the face of global development, Korean students spend a huge amount of time and energy learning English. According to Korea's Munhwa Broadcasting Corporation(MBC), a Korean student spends an average of 15,548 hours learning English from middle school through college. If you take into account the amount of preschoolers learning English, it can be concluded that Korea spends an enormous amount of time and money on English education. Thanks to the amount of time and effort spent on English education, most Korean students achieve a high level proficiency in English, mainly in reading, by the 11th or 12th grade. They retain quite extensive vocabulary as well. Regardless of their reading proficiency, many students still find it difficult to express themselves comfortably in English. In response, Seoul Metropolitan Office of Education (SMOE) introduced a new English program in 2005. This program enabled the government to invite Native Speaking English Teachers

to work in schools throughout Seoul. Your presence and commitment symbolize the paradigm shift of public school English education here in Korea. I would like to take this opportunity to highlight some of the expectations toward

you

not

only

from

SMOE

but

also

from

students,

the

real

students

the

beneficiaries of your teaching. You as NSETs are expected to: 1. focus on the development of students' oral communication skills. Your

teaching

methods

should

be

designed

to

give

opportunity to communicate in English as much as possible. This will ensure their communicative competence can emerge naturally. This does not mean that your lessons should be limited to fostering only oral communication skills. Focusing on one aspect of language teaching can be detrimental to the other areas. As well as communicative lessons teachers are encouraged to integrate other language skills such as reading and writing into their lessons. 2. design your lesson according to student's English proficiency level. Because of the diversity of students English ability teachers should plan adaptable lessons according to individual classes. Every class will be different and teachers should plan accordingly. Each school will have differently styled English classes. Some schools may separate students according to their English proficiency level while others will have mixed ability classes. To prepare for this, teachers should attempt to customize lessons for each level.

This will ensure higher level students are challenged and lower levels

are not overwhelmed.

For your benefit, this guide book introduces a couple of

sample lesson plans designed in different levels. 3. plan your lesson based on the authorized textbooks. Ministry

of

Education,

Science

and

Technology

ensures

that

school

textbooks follow the national curriculum. As a teacher it is your job to provide lessons that adhere to the goals and major themes of the national school curriculum. You are strongly advised to plan your lessons based on the

authorized textbooks. The purpose of this guide book is to help you become more familiar with the approved lessons. This does not mean that your teaching materials should be limited to your school's authorized textbooks. Use the textbooks as a starting point to develop lessons around the topics provided. 4. develop a co-teaching plan through collaboration with co-teacher(s). For a successful co-teaching lesson, both NSET(s) and KET(s) have to work together to create a weekly, monthly and yearly co-teaching plan in advance.

Oftentimes, your school affairs may prevent you from having the

chance to discuss a lesson plan.

Setting aside a certain time each week is

one way to ensure regular meetings.

When it comes to developing a weekly

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

and

after-class

collaboration.

For

more

details

regarding

co-teaching, you can refer to the CO-TEACHING GUIDELINES in this book. 5. have a strong sense of creativity and motivation. The motto of school education of Seoul is to 'produce people of integrity coupled with creativity and competence.' With this motto in mind, you are advised to come up with motivating lesson plans conducive to building students' creativity and competence. There are several teaching techniques utilized

by

teachers

in

Korean

classrooms.

Some

of

them

are:

peer

competitions, relatable topics, activities requiring students to move about the classroom, telling stories about yourself and the inclusion of diverse materials, etc. 6. simplify your spoken English. While Korean students excel in reading, they are much weaker in listening. Some of your students may not be accustomed to communicating with a native English speaker and may not understand you. Therefore, you should try to simplify your spoken English to give students the chance to understand you. Of course when dealing with higher level students you may choose not to simplify or adapt your language.

7. educate yourself about the Korean culture. Koreans' way of thinking and behaving may confuse and possibly aggravate even the most cultured westerners. The best way to reduce any possible problems is to attempt to understand the differences and similarities between Korean culture and your own. Why not try to familiarize yourselves with Korean culture?

This would benefit not only your lives in Korea but the

knowledge you acquire could be utilized into your teaching. 8. try to learn more about your school's vision and philosophy. Every school has its own vision and philosophy. You are one of the faculty members of the school and have a responsibility to share its vision and philosophy. You should encourage students to achieve and embrace your school's vision and philosophy. In this area your Korean co-teacher(s) will certainly be a big help to you. Dear all, you are here with us to help provide quality English education to Korean students. You are not here as token foreigners promoting a Korean English education policy. As mentioned earlier, your presence and commitment symbolize the paradigm shift of school English education in Korea. Remember that some of your pupils may play a crucial role in the international community in the future. You are the ones that can help them overcome their language barrier and build confidence in themselves. Your encouragement and teaching could help them become valuable members of the global community. In this sense, I hope that each and every one of you will motivate yourself to be more proactive in your schools and classes. Please try your utmost to meet the expectations SMOE and also students have for you. On behalf of the English education policy department of SMOE, I would like to express our appreciation for your dedication in improving the English education system in Seoul and wish you a very memorable time in Korea.

Contents The Generality 1. Goals of Elementary English Curriculum ························································ 3 1.1 Characteristics ····································································································· 3 1.2 Goals ······················································································································· 4 2. Contents of Elementary English Curriculum ················································· 5 2.1 System of Contents ··························································································· 5 2.2 Achievement Standards by Grades/Levels ················································· 7 3. Teaching and Learning Methods ······································································ 12 4. Teaching Methods for Elementary Learners ················································ 14 4.1 Overview of Teaching Methods for Language Learning ····················· 14 4.2 Examples of Listening and Speaking Activities ···································· 16 5. Evaluation ················································································································· 17 5.1 Purposes of Assessment for English Learners ······································· 17 5.2 Principles of Korean Elementary English Evaluation ························· 18 5.3 Authentic Assessment ····················································································· 18 6. Composition Principles and Features of Textbook ······································ 21 6.1 Composition Principles and Features of Textbook ······························· 21 6.2 Details ·················································································································· 21 7. Co-teaching ··············································································································· 25 7.1 Definition ············································································································ 25 7.2 Co-teaching Approaches ················································································· 25 7.3 Co-teaching Steps ····························································································· 26 7.4 Roles for Co-teaching between KET and NSET ··································· 27 7.5 Co-teaching Lesson Plan (Example) ·························································· 32 8. The Yearly Plan of Teaching ············································································· 34 8.1 3rd Grade ··········································································································· 34 8.2 4th Grade ··········································································································· 36 8.3 5th Grade ··········································································································· 38 8.4 6th Grade ··········································································································· 42

Teaching Plan 1. Hello, I'm Minsu ····································································································· 49 2. What's This? ············································································································· 57 3. Happy Birthday! ····································································································· 65 4. Wash Your Hands ·································································································· 73 5. I Like Apples ··········································································································· 81 6. How Many Cows? ··································································································· 89 7. I Can Swim ·············································································································· 97 8. It's Snowing ············································································································ 105

Appendix 1. Communicative Functions and Sample Sentences ···································· 115 2. Vocabulary ·············································································································· 119 3. Useful Websites ···································································································· 123 4. Related Story Books ···························································································· 125 5. Hangul, the Korean Alphabet ·········································································· 130 6. Korean Folk Tales ······························································································· 132 7. Frequently Asked Questions ··········································································· 150 ∎ References ·················································································································· 155

PART

The Generality 1. 2. 3. 4. 5. 6. 7. 8.

Goals of Elementary English Curriculum Contents of Elementary English Curriculum Teaching and Learning Methods Teaching Methods for Elementary Learners Evaluation Composition Principles and Features of Textbook Co-teaching The Yearly Plan of Teaching

1

Goals of Elementary English Curriculum

1.1 Characteristics Elementary English as a core subject raises students' ability to understand and express the basics of the language as it is used in their daily lives. It is based on the four functions of language: listening, speaking, reading and writing. The main focus is on listening and speaking. Reading and writing are based on simple contents related to the former components. When applying English teaching methodology, Elementary school students' characteristics should be considered. First of all, elementary school students are full of curiosity, and their thoughts and behaviors are strongly affected by their senses and experiences. Teaching methods should be based

on

students'

senses

and

experiences

recommended since they learn quickly but forget

accordingly.

Second,

repetitive

teaching

is

easily. Finally, they have short attention spans.

Various teaching methods and materials, therefore, such as multi-media should be used appropriately. Elementary English focuses on level-focused learning, reflecting students' different abilities. Level-focused learning includes the basic course, which is applied to all students, and the advanced/supplementary course. The advanced course offers additional task-based learning for students who have reached the achievement standard of the basic course. The supplementary course offers additional task-based learning to help students who didn't reach the achievement standard of the basic course. In level-focused learning, therefore, students learn on their own through tasks and activities. At the elementary school level, it is important to maintain students' interest as well as to make them familiar with and confident in English. This will be the foundation of improving their communicative skills to further their English education. Although one of the aims of teaching English is to help them develop their communicative skills, establishing a good personality is also important. English education should help students to develop sound moral values and an independent civil mentality. Also, it should encourage the students to have an

understanding

attitude toward foreign cultures, international insight, a cooperative spirit and basic knowledge as citizens of the world.

❙• 3 •❙

1.2 Goals Students will learn how to acquire the basic communication ability that is necessary to understand and use the basic English in their daily lives. In addition, they are able to take in foreign cultures in a right way, develop Korean culture and find a way to introduce Korean culture to the world. ⑴ Students will learn how to have confidence and interests in English, and acquire the basic skills to communicative. ⑵ Students will learn how to have a conversation about their daily routines and general topics. ⑶ Students will learn how to understand various information about foreign culture and acquire the ability to use it. ⑷ Through the understanding of foreign cultures, students are able to recognize Korean culture in a new perspective and develop ethical values.

【Commentary】 Elementary school English is the starting point of the public English Education, so the goal will be a part of the achievement of English education. Students will understand and use English to build up the basic communication skills, take in other cultures properly, and introduce Korean culture.

❙• 4 •❙

2

Contents of Elementary English Curriculum

2.1 System of Contents Language Skills Students will gradually learn how to build up their ability covering four functions of language : listening, speaking, reading and writing. Language skills

Spoken Language

Written Language

Receptive skills

Listening

Reading

Productive skills

Speaking

Writing

【Commentary】 Spoken language is introduced earlier than written language. Listening is introduced earlier than speaking, and reading is introduced earlier than writing. After some time, these four functions will be integrated systematically.

Communicative Activities Communicative Activities are composed of spoken language and written language. Scope

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

Spoken Language Activities

functions and example sentences'. - Choose and use 'Communicative functions and examples' to achieve each grade/step level.

Written Language Activities

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

【Commentary】 For spoken language activities, you have to introduce some activities that achieve each ❙• 5 •❙

grade/step level centering around [Appendix 1] 'Communicative functions and example sentences'. For written language activities, refer to [Appendix 1] 'Communicative functions and example sentences'.

Language Components For authentic activities, refer to components, culture, language, vocabulary and the length of single sentences. Scope

Contents - Activities to motivate students to learn English while considering student interest, necessity, and cognitive level

Topics

- Appropriate contents consider theme, situation, etc. - Appropriate contents to accomplish each grade/step level - Appropriate contents for interaction - Appropriate contents for advanced and development learning - The way of living and language culture for communication

Culture

- Appropriate language and nonverbal expressions of Western cultures - Cultural difference between Western and Korean cultures - Listening and speaking should be the main focus of learning. Reading and writing will only assist.

Language

- Natural acquisition of language and authentic communication - Basic expressions used in daily lives will be taught more frequently - Consider student cognitive level - New vocabulary for each grade

Vocabulary

3rd Grade: 80 〜 120 words

4th Grade: 80 〜 120 words

5th Grade: 90 〜 130 words

6th Grade: 90 〜 130 words

(Within 450 words, 30 Korean words are permitted) The length of

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

single

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

sentences

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

【Commentary】 The teacher motivates students to learn English considering student interest, necessity, and cognitive level. The teacher introduces cultural differences between Western and Korean cultures, and uses simple communicative functions in spoken words. ❙• 6 •❙

2.2 Achievement Standards by Grades/Levels 3rd Grade Skills

Levels

Standards Students are able to ① distinguish English sound, stress, rhythm, and intonation ② know the meaning of words ③ respond after listening to simple directions and commands in one

Basic Listening

sentence ④ understand simple dialogues about themselves, family members, and schools ⑤ enjoy singing short and easy chants and songs ⑥ understand directions for easy and simple games and activities ⑦ understand daily expressions

Advanced

⑧ listen to words and know the relationship among words ⑨ listen to a sentence and to match it to the right picture Students are able to ① speak with proper stress, rhythm, and intonation ② say words for familiar objects around them ③ say a word or a sentence about objects or pictures

Basic

④ have easy and short conversations about themselves, family members, and school

Speaking

⑤ repeat short and easy chants and songs ⑥ participate in easy and simple games and activities ⑦ use daily expressions such as greetings ⑧ say sentences about objects or pictures Advanced

⑨ have short conversations about themselves, family members, and schools

【Commentary】 'Achievement standards' is the new concept of the 7th National Curriculum. Up until the 6th National Curriculum, the contents included different materials according to each grade. Achievement standards are based on a concept which includes contents and objectives. They are also divided into a basic level and an advanced level. The basic level contains basic objectives for all students to achieve while the advanced level contains higher objectives for students who have achieved the basic goals. ❙• 7 •❙

4th Grade Skills

Levels

Standards Students are able to ① understand short conversations about their daily lives ② understand brief explanations about things and people ③ respond after listening to simple directions and commands with

Basic Listening

one or two sentences ④ do simple tasks after listening to easy and simple explanations ⑤ find out when and where the conversations take place after listening to simple dialogues ⑥ find key words after listening to simple dialogues about daily lives ⑦ understand simple stories of role-plays

Advanced

⑧ briefly understand the purpose of simple dialogues ⑨ distinguish the meanings of two sentences after listening to them Students are able to ① have easy and simple conversations about daily lives ② ask and answer questions about things and people around them

Basic

③ express sentences about directions and commands ④ ask for help when they are in need

Speaking

⑤ chant and sing songs ⑥ speak and act out in role-plays Advanced

⑦ have conversations with proper gestures and expressions ⑧ say what they need by using objects and pictures Students are able to ① read and distinguish capital and lower case letters

Basic

② read easy and simple words ③ understand meanings of simple words with pictures, real objects,

Reading

and actions Advanced

④ have an interest in written words around them ⑤ practice using alphabet letters on a computer keyboard

【Commentary】 Achievement standards for the 4th grade are built on the achievement standards for the 3rd grade. Therefore, for teaching the 4th graders, teachers can teach the contents of the 3rd grade's standards or reorganize the contents in the 4th grade. The written language is introduced first in the grade 4, but it is limited to recognizing capital and lower case letters and reading simple words. In the advanced level, teachers can help students speak naturally by using nonverbal elements such as expressions, gestures, and so on. ❙• 8 •❙

5th Grade Skills

Levels

Standards Students are able to ① understand simple expressions about people and things around them ② do tasks after listening to easy explanations

Basic

③ understand situations after listening to simple dialogues ④ understand topics of simple dialogues after listening to them ⑤ understand simple sentences about past events after listening to

Listening

them ⑥ understand basic dialogues on the phone after listening to them ⑦ understand the situation and the purpose of a conversation after Advanced

listening to simple expressions ⑧ understand the details after listening to explanations about a picture Students are able to ① have simple and appropriate conversations about specific situations ② talk about daily routines

Basic

③ ask and give orders with two or three sentences ④ say the details after listening to simple words

Speaking

⑤ talk briefly about past events ⑥ have a basic conversation on the phone ⑦ use idiomatic expressions relating to their daily lives Advanced

according to

situations. ⑧ briefly express their feelings about past events Students are able to

Basic Reading

① understand the meaning of simple words ② read simple words ③ read words which they have listened to

Advanced

④ understand the relationship between sound and spelling ⑤ type the alphabet properly on a computer keyboard Students are able to

Basic Writing

① distinguish and write capital and lowercase letters ② memorize and copy some words which they learned verbally ③ write some words related to pictures or real things

Advanced

④ listen to some words and write them ⑤ type words on a computer keyboard ❙• 9 •❙

【Commentary】 The introduction of writing is a feature of the achievement standards for the 5th grade. In speaking, a basic conversation on the phone is presented as the achievement standard. In writing, the achievement standards of the elementary level are writing words, capital and lowercase letters. In reading, students are able to understand meanings of some words and read them out. In listening, teachers have students do tasks after listening to commands or explanations. Listening in the past tense and understanding it are also included.

6th Grade Skills

Levels

Standards Students are able to ① listen to easy and simple expressions about daily lives and understand the intention and the purpose of what is said ② listen and understand the main ideas of simple dialogues

Basic Listening

③ listen to simple expressions and understand the details ④ listen to simple expressions and understand what will happen in the future ⑤ listen and understand simple dialogues about asking for reasons ⑥ listen and understand simple expressions about comparing things ⑦ understand a simple telephone conversation

Advanced

⑧ listen to simple expressions and know the order of what happened ⑨ listen to simple expressions and know if they're true or false Students are able to ① listen to simple expressions about daily lives and ask and answer questions about them ② express their opinions about ordinary topics in daily lives

Basic

③ listen to simple dialogues and state the topic is ④ listen to simple expressions and point out the details ⑤ ask and answer briefly about what happened and what will happen,

Speaking

etc. ⑥ ask and answer questions about the facts ⑦ make a simple telephone conversation ⑧ describe the various events of the pictures or cartoons in the right Advanced

order ⑨ compare things with simple expressions

❙• 10 •❙

Skills

Levels

Standards Students are able to ① understand the meaning of simple words or phrases

Basic

② read simple phrases or sentences which they learned verbally ③ read simple sentences

Reading

④ read a short and simple story about daily lives Advanced

⑤ read a simple story about daily lives and know if it is true or false ⑥ find the same sentences which they have listened to Students are able to ① write simple words

Basic

② write phrases or sentences which they learned verbally ③ write upper/lower case letters and punctuation marks (period, question

Writing

mark, etc.) correctly Advanced

④ describe realia or a phrase in one sentence referring to the sample ⑤ write simple birthday invitation cards or Thank-you cards, etc.

【Commentary】 Listening is essential for understanding simple everyday conversations. One of the important goals of speaking is to improve students' ability to ask and answer some questions or anticipate the future. Eventually, the goal of reading is to read and understand short and easy writings about daily lives. Writing has its focus on writing sentences that the students already have practiced verbally. Also, the ability to punctuate correctly is included in the achievement standard of writing.

❙• 11 •❙

3

Teaching and Learning Methods

Teaching and Learning Methods ⑴ Get the students stimulated and motivated with songs and chants in a lesson. ⑵ Conduct activity-oriented lessons with role-play and games. ⑶ Try to promote individual and cooperative learning depending on students' level. ⑷ Adapt various teaching methods appropriate to learning objectives and contents. ⑸ Devise teaching methods and materials for supplementary and advanced learning. ⑹ Offer various advanced/supplementary materials to make student-oriented lessons with individual, pair or group work. ⑺ Supplementary

learning

encourages

systematic

individual/small

group

teaching,

while

advanced learning stresses self-directed learning. ⑻ Recognize contents of supplementary learning to meet students' levels, so students can participate in communication activities positively and with confidence. ⑼ Afford a lot of opportunities for students to have interest and a sense of achievement by using diverse audio-visual aids and multi-media. ⑽ In the early stages of speaking/writing teaching, emphasize conveying the meaning. Then gradually shift the focus to fluency. ⑾ In the early stages of teaching speech, avoid the instant correction of students' errors when it comes to mutual understanding. ⑿ Introduce English speaking culture in proper situation to enable natural culture acquisition. ⒀ Be careful in teaching the linguistic difference between English and Korean.

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

media,

and

diverse

forms

of

group

work

are

recommended.

The

most

ideal

teaching-learning method is individualized teaching, but it is rarely possible due to the problem in securing teachers, etc. In developed countries, however, making up small groups within the same class according to the students' ability and differentiated teaching is possible; this is the core of a level-focused curriculum. ❙• 12 •❙

The advanced and supplementary differentiated English class is operated as elementary course and subordinate course. The supplementary course is for students who could not reach the basic achievement standards so they could practice additional basic task-based learning. The advanced course is to enable enriched learning; this does not mean the extension of content, but the emphasis on fluency and accuracy of the basic course. The advanced and supplementary differentiated curriculum can be put into action by teachers who determine the appropriate time to initiate it. It may be managed by the class or units. The class can be divided into three groups of basic, supplementary and advanced or just supplementary and advanced group, etc. The grouping criteria can be established according to the teacher's judgement, students' preferences or the results of evaluation. Above all, the teacher's judgement is the most important. The goal of differentiated curriculum is to enable every student to get the same quality of education by finding and resolving the deficiency factors promptly. The teacher should pay special attention to the students in need of the supplementary course. It is suggested that the advanced course be self-directed learning. In contrast, the supplementary course requires the teacher's direct teaching which invigorates systematic make-up class by doing individual or small group activities. It is necessary for teachers to stress the reorganization of supplementary contents and learning activities, which can help students build up self-confidence in English.

❙• 13 •❙

4

Teaching Methods for Elementary Learners

4.1 Overview of Teaching Methods for Language Learning Natural Approach ▪ The essence of language is meaning. Vocabulary, not grammar, is the heart of the language. ▪ Designed to give beginners and intermediate learners basic communicative skills. ▪ Based on a selection of communicative activities and topics derived from learners' needs. ▪ Activities allowing comprehensible input, about things in the here-and-now. ▪ Learners should try to involve themselves in activities involving meaningful communication. ▪ The teacher is the primary source of comprehensible input and must choose a rich mixture of classroom activities. ▪ Materials come from realia rather than textbooks. ▪ The importance of a positive, low-stress climate. Total Physical Response ▪ Comprehension before production is implemented through carrying out commands. ▪ Teach oral proficiency to produce learners who can communicate uninhibitedly and intelligibly with native speakers. ▪ Sentence-based syllabus with grammatical and lexical criteria being primary, but focus on meaning, not form. ▪ Imperative drills to elicit physical actions. ▪ No basic text; materials and media have an important role later. ▪ Initially, voice, actions and gestures are sufficient. ▪ The teacher is like the director of a stage play with students as actors. Presentation, Practice, and Production (PPP) ▪ Most often referred to as PPP, which stands for Presentation, Practice, and Production. ▪ The teacher introduces a situation and the language is then presented. ▪ The students practice the language using accurate reproduction techniques such as choral repetition or individual repetition. ▪ The students, using the new language, make sentences of their own, and this is referred to as production. ❙• 14 •❙

Communicative Language Teaching (CLT) ▪ Language is a system for the expression of meaning; its primary function is interaction and communication. ▪ Carrying out meaningful tasks and using language which is meaningful to the learner. ▪ Objectives will reflect the needs of the learner. ▪ Syllabus will include some/ all of the following: structures, functions, notions, themes. ▪ Engage learners in communication, involve processes such as information sharing, negotiation of meaning and interaction. ▪ The teacher is the facilitator of the communication process, participants' tasks, and texts. ▪ The primary role of task-based materials is to promote communicative language use. ▪ Learners negotiate their thoughts by giving as well as taking.

Task-based Approach ▪ A perspective within a CLT framework and a special form of technique. ▪ Put the tasks at the center of one's methodological focus. ▪ In the tasks there are some communication problems to solve and students are given the essential information to accomplish the tasks. ▪ Students have to use as many expressions as they can deliver the meaning. ▪ The teacher needs to divide the class into small groups and have each student play an active part in their group. ▪ The more responsibility that students take, the more learning will take place.

Role-play ▪ The main frameworks of role-play are the situations, roles and useful expressions. ▪ Students need to fully understand the situation, their own roles, and other friends' roles. ▪ The teacher should give a supplementary explanation about the demonstration. ▪ Students will be interested in the role of imaginary people and actively participate in that activity through which they can gain a more accurate understanding of language functions. ▪ What is most important is that all students who join in role-play and the students observing it should fully understand the entire situation. ▪ For effective role-play the teacher should have the professional understanding and application skills to make role-play interesting and meaningful for the class.

❙• 15 •❙

Song/Chant ▪ Songs and chants give students with little confidence in a foreign language a lot of interest and motivation at the beginning of the lesson. ▪ Song and chant with real English phrases allow students to practice intonation, rhythm, and pronunciation of the language naturally and pleasantly. ▪ It can be useful in reducing boredom and stress, and it is fun for students. ▪ Students can memorize English expressions they need to learn easily through songs or chants. ▪ Teachers should decide when to present songs or chants to students and how to lead the activities before English class in an organized way.

4.2 Examples of Listening and Speaking Activities Fly swatter One student in each group comes up to the front of the class. After listening to what the teacher says, he/she quickly hits the right card on the board with a fly swatter or toy hammer. Listen and snatch Students put some cards on the desk and snatch the picture or word card that matches what the teacher says. This activity can be done in pairs or groups. The student who gets the most cards wins. Listen and say numbers The teacher numbers cards on the board, describes one card and has a student say the right number matching the card. Names of colors or previous learned words can be used instead of numbers. Hot potato Students sit in a circle singing along or chanting while passing a bag full of picture or word cards. When the teacher says 'stop!', the student holding the bag takes out a card and says the word or sentence on the card. On the head The leader of each team comes to the front of the class and the teacher picks out one card and puts it on the student's head. He or she has to guess the card on his/her head. Memorize and speak The teacher shows some disarranged cards for a short moment to the students and then covers the cards. Students then say what they remember. ❙• 16 •❙

5

Evaluation

5.1 Purposes of Assessment for English Learners Since Korean Elementary English Education commenced in 1997 for the first time in the history of Korean English Education, it has been emphasized that quantitative evaluation should be avoided while processed-centered formative evaluation is preferred. What should be made clear is that with this new emphasis in place, it does not mean that you do not have to evaluate students' performance. Rather, it means that teachers should recognize and apply plenty of alternative evaluations such as authentic assessment, formative assessment and performance assessment in order to make the testing time meaningful and communicative, setting aside traditional forms of assessment including the multiple choice test. In fact, the relation between assessment and instruction can be described as an inseparable cause and effect. Furthermore, it is well known that the outcome of evaluation decides the content and policies of education. However, it cannot be denied that a myriad of language testing has poor quality and harmful effects on teaching and learning. Here, it is worth trying to make changes in evaluation for young language learners as a native English teacher. First, take a look at the purposes of assessment which are the following (O'Malley and Pierce, 1996):

▪ Screening and identification: to identify students eligible for special language and/or content area support programs ▪ Placement: to determine the language proficiency and content area competencies of students in order to recommend an appropriate educational program ▪ Reclassification or exit: to determine if a student has gained the language skills and content area competencies needed to benefit from instruction in grade-level classrooms (i.e., from all English programs not specifically designed to address the needs of English Language Learning students) ▪ Monitoring student progress: to review students' language and content area learning in classrooms ▪ Program evaluation: to determine the effects of national or local instructional programs ▪ Accountability: to guarantee that students attain expected educational goals or standards

❙• 17 •❙

5.2 Principles of Korean Elementary English Evaluation ▪ Evaluation in elementary schools is not focused on results, but on creating an environment in which students are motivated to study. ▪ Quantitative evaluation should be avoided because what matters here is to eliminate students' psychological barriers to learning. ▪ The teacher observes and reports students' participation and communicative ability during the activities such as games, role-play, etc. ▪ English teaching is centered on spoken language, and evaluation is done through observation of the students' language-using ability, task-performance, etc. ▪ Advanced/supplementary groups are formed naturally within the atmosphere of open education.

5.3 Authentic Assessment Definition The term authentic assessment is used to describe the multiple forms of assessment that reflect student learning, achievement, motivation, and attitudes on instructionally relevant classroom activities. Examples of authentic assessment contain performance assessment, journals, participation in the classroom activities, portfolios, and student self-assessment. Because elementary English is centered on spoken language, students' spoken language abilities will be tested through meaningful communicative activities. In case of a big class size, organizing students into small groups can help the evaluation. Types of authentic assessment ▪ Performance assessment consists of any form of assessment in which the student constructs a response verbally or in writing. O'Malley and Pierce(1996) said that "students' response may be elicited by the teacher in formal or informal assessment contexts or may be observed during classroom instructional or non-instructional settings." Therefore, for this assessment students need to accomplish complex and significant tasks. Some examples are oral reports, writing samples, individual and group projects, exhibition and demonstration. ▪ Portfolio assessment is a systematic collection of student work that is analyzed to show progress over time with regard to instructional objectives(Valencia 1991). For example, a portfolio can have book reviews, essays, drawings, word puzzles, teacher and student comments on progress. The record of student work pieces will show the growth of learning over time. ▪ Student self-assessment is the most essential in terms of authentic assessment because it promotes direct involvement in learning and cognitive competence with a great deal of ❙• 18 •❙

motivation and attitude toward learning. ▪ Other types are oral interviews, story or text retelling, writing samples, projects/exhibitions, experiments/demonstrations, teacher's observations, etc. Authentic assessment samples ▪ Self-assessment for an Oral Report Name

Date

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

Always

Sometimes

Rarely

Comments

I practiced what I have learned from the lesson I spoke clearly. I used gestures to help express meanings. I answered my peers' questions.

▪ Self-assessment of Participation in Groups Name

Date

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

Always

Sometimes

Rarely

Comments

I listened to others in my group. I asked for information. I agreed/disagreed. I answered my peers' questions. I helped my group members. ❙• 19 •❙

▪ Holistic Oral Language Scoring Rubric Sample Lesson 9. How was Your Vacation?

Date

September 9th

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

Description

A

▪ ▪ ▪ ▪ ▪

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

B

▪ ▪ ▪ ▪ ▪

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

C

▪ ▪ ▪ ▪

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

D

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

Student's name

Comments

❙• 20 •❙

Grade

6

Composition Principles and Features of Textbook

6.1 Composition Principles and Features of Textbook Period

Period 1

Grade

Look and Listen⑴ 3rd Grade

Period 2 Look and Listen⑵

Period 3 Look and Speak

Listen and Repeat⑴ Listen and Repeat⑵ Let's Sing Let's Play⑴

Let's Chant

Period 4 Role-Play Review

Let's Play⑶

Let's Play⑵ Look and Listen⑴ 4th Grade

Look and Speak

Listen and Repeat⑴ Listen and Repeat⑵ Let's Sing Let's Play⑴

Look and Listen 5th Grade

Look and Listen⑵ Let's Chant

Let's Read

Let's Play⑵

Let's Play⑶

Look and Speak

Let's Read

Listen and Repeat⑴ Listen and Repeat⑵ Let's Write Let's Play⑴

Let's Sing/Chant

Role-Play Review

Role-Play/Activity Review

Let's Play⑶

Let's Play⑵ Look and Listen 6th Grade

Look and Speak

Let's Sing/Chant

Listen and Repeat⑴ Listen and Repeat⑵ Let's Write Let's Play⑴

Let's Read

Role-Play/Activity Review

Let's Play⑶

Let's Play⑵

6.2 Details Look and Listen Listening is an important part of elementary English especially in the early stage of learning, because it offers students the language input that they will learn. 'Look and Listen' takes such a role. The teacher can help students to understand more easily by using pictures and listening to the CD-ROM title. Teach the students not to listen to all of the words in 'Look and Listen', but to recognize situations and their context first so that they understand the overall content of the dialogue. ❙• 21 •❙

Listen and Repeat This offers the foundation not only for becoming more familiar with pronunciation or intonation, but also for listening more carefully by speaking it. It can be difficult for young students to repeat exactly what they heard for the first time. For that reason, accuracy is not emphasized in the beginning stages. Let students repeat the native speaker's pronunciation naturally. If the sentence is too long, help the students to practice by using backward build-up or chunking. Let's Play The curriculum is focused on learning English through games and activities. Since students tend to have short attention span and be full of curiosity, games and activities are designed in almost every class so that students can learn English in a natural and interesting way. ▪ Let's play⑴: This usually focuses on listening rather than speaking because a new language is presented in the first period. It's difficult for them to speak the language at this time, so the activity or game focuses on listening to familiarize students with the new language before they start to speak it. ▪ Let's play⑵: Since students became familiar with the new language through activities or games in period 1, they're probably ready to practice speaking. So 'Let's play⑵' is designed as a controlled practice, which allows students to practice speaking under the control of the teacher. ▪ Let's play⑶: Students listened to the target language and practiced it a lot in period 1 and 2, so 'Let's play⑶' offers them an opportunity to use it in a more natural context. In this activity or game, teachers have to try to guide or help students to use the language communicatively rather than trying to control them.

Look and Speak Usually, a reason to speak is needed first in order to practice speaking. In this stage, two or more pictures are presented to give students an idea of how to initiate a conversation by themselves. Let students take the opportunity to speak in real situations by looking at the pictures that contain the main expressions and functions of that lesson. The situations presented should be similar to the situations that students experienced before or ones they could guess easily. ❙• 22 •❙

Let's Read In the 5th grade, students are required to read and understand basic vocabulary, and also become familiar with literal English language which they will learn by doing various activities based on the content of the lesson. In the 6th grade, students are required to read and understand vocabulary and simple structure sentences. First, help students understand the meaning of words and sentences through pictures before practice. Then, they learn to read further through various activities and games. Let's Write Teaching to write starts in the 5th grade, with writing the alphabet and simple words learned verbally. Use pictures and cue cards as much as you can, and it can help students to feel at ease in developing writing skills naturally. Writing is reflected by the contents of listening and reading. It allows students to relieve stress and feel at ease. Don't make the students memorize or write words or sentences they have learned over and over in the beginning stages. It could make them lose interest in writing. Let's Sing/Chant Songs or chants can be an interesting tools for language teaching and learning. Students are interested in activities by speaking along with rhythm. They learn the target language by verbalizing the key words or expressions repeatedly. While singing songs interests students because it has a certain melody, so does chanting as it has rhythm. First, try to be familiar with the song or chant by listening to the CD-ROM title, then try it out with the students. If you use hand motions or rhythmical movements, students will find it more interesting. Also, teachers can make a natural communicative situation by singing songs or chanting in groups. Role-play By doing role-plays, students take on a role and act according to a given situation which is closely related to the context of the target language. Role-play is not intended to present or teach new expressions, but to offer a different activity that can lead to the further understanding of words and expressions they've already learned. Through role-playing, the students can practice language in a way it's used in real-life. First, look at the whole situation: how they will act, and the dialogue they'll be using so that they can be familiar enough with it before beginning role-play. It is also not good for students to only memorize only their own roles but to act in awareness of the entire context.

❙• 23 •❙

Activity It presents some activities for students to use all four skills (listening, speaking, reading, and writing), with which to accomplish the ultimate goals of the lesson. Make sure the students have truly understood when they are doing listening, reading, speaking and writing activities. It will help students improve their overall communicative ability. First, the teacher should help the students to identify the task they will be engaged in, and the goals that they should accomplish. Then the teacher points to a specific student and checks whether the student truly understood or not. Teach the students to focus on not only accuracy but also fluency while doing the activity. Review Nearing the end of the lesson, 'Let's Review' gives an opportunity to review the entire contents of that lesson and some activities which strengthen the students' learning, when it is necessary. In this stage, teachers make sure all the students have truly understood what they were taught in the unit. Teachers should try not to make students feel like they are being tested. Help students to review the target language through pair work or group activities.

❙• 24 •❙

7

Co-teaching

7.1 Definition Co-teaching is defined as an instructional delivery approach in which general and special educators share responsibility for planning, delivery and evaluation of instructional techniques for a group of students; general and special educators work in a coactive and coordinated fashion, which involves the joint teaching of academically and behaviorally heterogeneous groups of students in integrated settings. (Bauwens & Hourcade, 1991; Friend & Cook, 1992). Co-teaching in English class is aimed at developing students' communicative ability through collaborative teaching between a Native Speaking English Teacher and a Korean English Teacher. In this sense, co-teaching in Korean English class is regarded as interactive teaching in which both teachers work together with unified aim and with shared responsibility for the lesson and the students.

7.2 Co-teaching Approaches Here are some approaches which can be adapted in an English class in Korea. (Kwon, 2004) Shadow Teaching Native Speaking English Teacher (NSET) teaches the detailed contents and the Korean English Teacher (KET) helps students who have difficulty understanding. One Teach, One Assist NSET leads the lesson and KET monitors students' responses and teaches them individually. It's desirable for KET to teach English in English. Complementary Teaching KET teaches specific contents, e.g., grammar, vocabulary, reading, etc., and NSET teaches the learning abilities such as pronunciation, conversation, or listening or the academic survival skills. Station Teaching NSET and KET divide the contents and students. Each teacher teaches different content to one group and here, the different content is called a 'station'. When the first station is finished, the groups are switched, and each teacher repeats the instructions for the other group. ❙• 25 •❙

Team Teaching In team teaching, both teachers are responsible for designing a lesson plan, collaborating in teaching, and evaluating students and contents. Support Teaching KET teaches the specific contents and NSET develops supplementary and detailed learning activities and conducts the lesson for students.

7.3 Co-teaching Steps Steps

Discussion Details

In a Unit

▪ Analysis of the goals of unit plan or the curriculum over time period ▪ Checking students' previous knowledge ▪ Instructional content and expectations for students

In a Period

▪ Checking of the objectives in each period, vocabulary, language functions ▪ Checking of textbook, teachers' guide, the content of CD-ROM titles ▪ Activities, time allotment, various interactions between students and students, students and teachers, and teacher and teacher ▪ Teaching method, collaboration styles, decision of teacher roles, modelling activities ▪ Planning for space related to both students and teachers, noise level and each educator's tolerance for it ▪ Assignment preparation ▪ Evaluation and grading preparation

Lesson Plan

▪ Learning objectives, time period, textbook, time allotment ▪ Collaboration styles ▪ Teaching and learning activities (Each teacher's role or activity should be divided in the lesson plan) ▪ Evaluation plan

Planning

Preparations

Resources

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

Co-teaching

Teaching

Evaluations

❙• 26 •❙

For Co-teaching

▪ ▪ ▪ ▪ ▪

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

For Learners

▪ Students' participation ▪ Students' achievement Source: Woo. 2007.

7.4 Roles for Co-teaching between KET and NSET Roles of Co-teachers by Steps Steps

Korean English Teacher ▪ Lesson planning

Pre-Class

Native Speaking English Teacher ▪ Assist for lesson planning

Korean English Teacher is responsible for designing and writing lesson plans, shares ideas with Native Speaking English Teacher and understands cultural and linguistic backgrounds. ▪ Review the last lesson ▪ Present the objectives

▪ Present the target language

▪ Explain the learning order

▪ Present the examples in real situation

▪ Monitor and control students' work

▪ Model an activity

▪ Model an activity

▪ Model pronunciation or expressions

▪ Give instructions for difficult expressions ▪ Explain cultural differences In-Class

▪ Give instructions for students' questions ▪ Assist the other teacher in a game or an activity Korean English Teacher leads the lesson flow and Native Speaking English Teacher assists the lesson in various ways (e.g., giving instructions, giving examples, correcting pronunciation errors, explaining culture, etc.) at appropriate times. ▪ Lesson analysis and reflection ▪ Establish the approaches of evaluation ▪ Develop evaluation rubrics and assist and develop evaluation rubrics

After-Class

in evaluation

▪ Next lesson preview Both review the lesson together. Korean English Teacher chooses the specific method of evaluation and then both teachers develop the evaluation rubric or testing sheet. Native Speaking English Teacher assists in evaluation. Source: Yun. 2007.

❙• 27 •❙

Roles of Co-teachers by Activity Activity

Korean English Teacher

Daily Routine

▪ Greeting, weather, date ▪ Warm up before watching the CD-ROM title

Look and Listen

▪ Write students' responses on the board ▪ Translate in Korean if necessary ▪ Decide today's key expressions with students

Listen and Repeat ▪ Encourage students ▪ Give scores to groups

Let's Play

Let's Read

Native Speaking English Teacher

▪ Explain the video scene using the silent function in the CD-ROM title ▪ Lead the students to answer the questions about what they heard ▪ Underline the chosen sentences ▪ Teach the whole class to listen and repeat → Teach in groups to listen and repeat

▪ Model the game or the activity

▪ Demonstrate the game or the activity

▪ Translate in Korean if necessary

▪ Model the game or the activity

▪ Encourage students

▪ Lead the game

▪ Give scores to groups

▪ Choose winners

▪ Explain the meaning of words or

▪ Read line by line

sentences

▪ Lead to read aloud

▪ Listen to the song after explaining ▪ Monitor and help in groups Let's Sing Let's Chant

the situation

▪ Read again if necessary

▪ Use visuals on the board Both model the song or chant by taking roles. Sing or chant by taking roles of teachers and students. ▪ Model reading

Let's Write

▪ Translating in Korean if necessary

▪ Ask questions helping students' comprehension ▪ Lead students to read aloud

Both teach writing in groups. ▪ Explain testing

comprehension

Review Test

▪ Ask questions helping students'

▪ Monitoring in groups

▪ Check answers

Both give compliments and encourage students. Say Good-bye

▪ Sum up today's target expressions

▪ Say good bye with each student by talking about today's lesson

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

❙• 28 •❙

Roles of Co-teachers in Teaching a Unit Period 1 Activity Warm up Review

Korean English Teacher

Native Speaking English Teacher

▪ Greet the class ▪ Review the last lesson ▪ Lead brainstorming on the topic

Look and Listen

with a picture or a video scene ▪ Play the CD-ROM title ② Translate new words and

Listen and Repeat

sentences into Korean ③ Lead vocabulary or sentence pattern drill

Let's Play (Activities or games)

① Say words or sentences for the students to repeat ④ Check students' stress, pronunciation and correct them

② Translate if necessary (One of the students can translate.)

① Give instructions 2 times

Both model activity or game. Go around class and give help. ▪ Review what they learned using

Wrap up

speech bubbles ▪ Students translate Korean into English

Period 2 Activity

Korean English Teacher ① Play the CD-ROM title

Let's Sing Let's Chant

(Students repeat the song or chant.)

Native Speaking English Teacher ② Model stress, pronunciation of words or phrase

Both model the chant/song with actions.

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

Korean English Teacher

Native Speaking English Teacher

② Make sure the students know the ① Read the words or sentences Let's Read

meaning (Students can translate them.)

aloud for students to repeat ▪ Check their pronunciation and intonation

Let's Write

▪ Lead copying words and sentences ▪ Lead writing with sound-letter relationship ❙• 29 •❙

Period 4 Activity

Korean English Teacher ② Translate if necessary

Role-play

Native Speaking English Teacher ① Give instructions

▪ Model the role-play ▪ Students can do a demonstration Source: Co-teaching Workshop. Kim. 2008.

Example of 6th grade Co-teaching by period Steps

Procedure Greeting Review

Introduction

Motivation

Korean English Teacher - talk about weather or current events - review the last lesson - do a small activity with NSET

Native Speaking English Teacher - talk about weather or current events - ask some questions - do a small activity with KET

Introducing aims - introduce teaching aims Look and Listen 1st

Listen and Repeat Let's Play Look and Speak

Development

2nd

Listen and Repeat

- provide the story

- provide main expressions

3rd

Let's Sing

Let's Write

❙• 30 •❙

- model and check the main expressions

- set up the game

- explain how to play the game

- play the game with students

- play the game with students

- provide dialogues

- ask questions about dialogues

- provide main expressions

Let's Read - provide reading items

Let's Chant

- ask questions about the story

- provide the song or chant - model the song - sing with students

- model and check the main expressions - model the reading - explain how to pronounce - read the words - sing with students

- provide writing items

- read the writing items

- translate with students

- help students

Steps

Procedure

Korean English Teacher

Native Speaking English Teacher

- provide the context for

- read the sentences (or explain

role-play (or set up the game) Activity 4th

- demonstrate how to do a

Consolidation

Wrap up

- demonstrate how to do a

role-play (or how to play the

role-play (or how to play the

game)

game)

- work with students Review

how to play the game)

- provide a worksheet and materials

- work with students - help students

- review the lesson

- review the lesson

- say good-bye

- say good-bye Source: Yun. 2007.

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

Korean English Teacher ▪ Focus on checking students'

Listening

understanding

Native Speaking English Teacher ▪ Focus on key words, sentences, dialogs and text

▪ Translate if it's new language Both lead listening activities ▪ Make sure students understand rules of an activity/game

Speaking

▪ Model pronunciation, stress and intonation ▪ Monitor/correct students' errors

▪ Translate if necessary

▪ Give instructions for speaking activities and games

Both model the activities and games, then monitor students' work ▪ Make sure students understand Reading

meaning of what they read ▪ Translate if necessary

▪ Teach sound-letter relationship ▪ Read words or sentences aloud for students to repeat

Both lead reading activities ▪ Give instructions on punctuation Writing

rules or other mechanics

▪ Model writing with sound-letter relationship, shared writing, dictation Source: Co-teaching Workshop. Kim. 2008.

❙• 31 •❙

7.5 Co-teaching Lesson Plan (Example) Lesson

8. What Will You Do This Summer? ~ 9. How Was Your Vacation? ∘ Students will be able to listen to and understand the sentences with different verb tense (past/present/future tense). ∘ Students will be able to use the sentences with different verb tense.

Objectives

Key expressions I watched TV. Key words

I watch TV.

I will watch TV.

will, watched, studied, went, played, listened, visited, met, cooked, etc.

Warm-up (5′)

∘ Daily Routines: Greetings, Weather, Date, Day ∘ Motivation: Ask and answer about what students did yesterday. Brainstorm the story of Cinderella.

∘ Listen to the story of Cinderella Presentation (7′) ∘ Present the objectives ∘ New verb tense Practice (10′)

∘ Listening activity: Blue and White Flag Games ∘ Speaking practice: Making sentences with Time and Verb cards

Production (13′) ∘ Speaking activity: Mission Completion Wrap-up (5′)

Procedure Warm-up

Time Travel Game

∘ Check up: Quiz ∘ Assignment: Writing a diary using different verb tense ∘ Assesment: Self assessment for participation and attitude in the class Teaching-Learning Activities ( Korean English Teacher, Native Speaking English Teacher) Greetings & Daily Routines

Time 5'

Hello, everyone. Hi, How are you? How's the weather? What day is it today?

Motivation Let's ask her. What did you do yesterday? I read a story book about Cinderella. Do you know the story? How does the story go? (The students answer freely.) You know it very well. However, the Cinderella from the story that I read yesterday is different. I will now tell you the new Cinderella story. Let's listen to the story.

Presentation

Present the objectives

7'

What did she do when she was young? What does she do nowadays? What will she do in the future? Excellent! In this lesson, we are going to practice speaking about what you did before, what you do now and what you will do in the future. After practicing, we will play 'Time Travel Game'. Are you excited? Let's have fun studying.

Practice

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

❙• 32 •❙

10'

Will watch Excellent! Let's look at more words that you know already. What's this? Study. (Students practice the various verb tense with cards.) < Plan for writing on the board > 1990 watched studied ․

NOW watch study ․

2020 will watch will study ․

Listening Activity At this time, Let's play 'blue and white flags' I will say a few sentences. Listen carefully and hold up your blue flag if I say what I did in the past. If I say what I will do in the future, hold up your white flag. If you survive till the end, you can get 2 points. Are you ready? "I studied English."

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

Production

Special Activity 1

13'

It's time for time travel. You and the native teacher will travel from the past to the future. You have only 1 minute for time travel. You have a mission to complete. If you complete this mission in 1 minute, I will give you candies. When I push the 'start' button, your time travel begins. Are you ready to do time travel? (Give rewards when the students complete the mission.)

Special Activity 2 Let's play a card game. The name of this card game is also "Time Travel." Listen to how to play the game. 4 people play this game together. Stack a set of cards in the middle and take turns to flip one card over from the top. Each card has some words on it and a year. You have to say a sentence matching the verb to the correct time. Mark the time on your work sheet. Marking 'past-present-future' in a row means that you have done Time Travel once. When all the cards are used up, the game is over. The student who has done the most time travelling is the winner.

Wrap-up

5'

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

Assignment & Assessment Today's homework is writing a diary using the words that we studied today. Before we finish, evaluate yourselves for this lesson. You did a great job, today. See you next time. Source: Na. 2007.

❙• 33 •❙

8

The Yearly Plan of Teaching

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

8.1 3rd Grade Month Week -

Topic Pre-study

Communicative Period functions -

․ Learn words about things, animals, body parts, and fruits

1

․ Hear and understand expressions for greetings and introduction ․ Speak after listening ․ Throwing the ball game

2

․ Introduce and greet ․ Chant

3

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

4

․ Role-play

1

․ Hear and understand expressions for questioning and answering the names of certain objects ․ Speak after listening ․ Picking-up-cards game

2

․ Hear and understand apology expressions and respond to an apology ․ Speak after listening ․ Chant ․ What's missing Game

7

3

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

8

4

․ Role-play

9

1

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

2

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

3

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

4

․ Role-play

▪ Greetings Hi, Hello, Bye.

1

3 2

-

1. Hello, I'm Minsu

3

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

4 5

4

6

2. What's This?

▪ Confirmation What's this? It's a/an____. ▪ Apology I'm sorry.

5

10

11 12

❙• 34 •❙

Major content

3. Happy Birthday!

▪ Congratulation Happy birthday! ▪ Appreciation Thank you.

․ Speak after listening ․ Greeting game

․ Review the lesson

․ Review the lesson

․ Review the lesson

Month Week

Topic

Communicative Period functions 1

․ Hear and understand imperative sentences related to human body parts and follow directions ․ Speak after listening ․ Nose, nose, nose game

▪ Giving order Wash your hands.

2

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

• Accepting O.K., Mom.

3

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

4

․ Role-play ․ Review the lesson ․ Board game

1

․ Hear and understand expressions about foods that people like or dislike ․ Speak after listening ․ Rock, Paper, Scissors game

2

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

3

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

4

․ Review the lesson ․ Making the book about favorite food

1

․ Hear and understand expressions how to ask and answer questions related to the numbers of animals ․ Speak after listening ․ Animal cards game

2

․ ․ ․ ․

3

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

4

․ Role-play ․ Review the lesson

1

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

2

․ ․ ․ ․

13

14

6 15

4. Wash Your Hands

16

17

18 9

5. I Like Apples

19

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

20

21

22 10

6. How Many Cows?

▪ Factual information How many cows? I have two cows. ▪ Suggesting Let's go.

23

24

25 7. I Can Swim

11 26

Major content

▪ Can or Can't Can you swim? Yes, I can. No, I can't. ▪ Asking for a help Help!

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

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

❙• 35 •❙

Month Week

Topic

Communicative Period functions

Major content

27

3

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

28

4

․ Role-play ․ Review the lesson

1

․ Hear polite commands for putting on clothes and understanding those commands ․ Speak after listening ․ Changing clothes game

2

․ ․ ․ ․

31

3

․ Speak the expressions for the polite commands and suggestions ․ Sing along: 'It's So Cold' ․ Dice game

32

4

․ Role-play ․ Review the lesson

29 8. It's Snowing

12 30

▪ Giving order Put on your gloves. ▪ Suggesting Let's make a snowman.

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

8.2 4th Grade Month Week

Topic

Communicative functions

1

2

▪ Confirmation How's the weather?

Period 1

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

2

․ ․ ․ ․

3

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

4

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

1

․ Changing topics and asking and answering about how people are ․ Repeating after the teacher ․ Cards in order

2

․ ․ ․ ․

1. Nice To ▪ Introduction Meet you This is ____.

3 3

Nice to meet you. 4

5 4 6

❙• 36 •❙

▪ Prohibition Don't do that. 2. Don't Do That ▪ Asking for a help Help me, please.

Major content

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

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

Month Week

Topic

Communicative functions

Period

Major content

3

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

4

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

1

․ Understanding expressions for saying thank you and asking for help, and how to respond to them ․ Repeating after the teacher ․ Asking help activity

2

․ ․ ․ ․

3

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

4

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

1

․ Understanding numbers 1~12 and asking and answering about time ․ Repeating after the teacher ․ Time bingo

2

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

3

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

4

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

1

․ Understanding conversations of asking and answering about who he/she is ․ Repeating after the teacher ․ Pointing a right picture

2

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

19

3

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

20

4

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

7 ▪ Caution Watch out. 8

9

▪ Asking for a help Can you help me?

10 3. How Old Are you?

5

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

11

12

13

14 6

4. What Time Is It?

15

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

16

17

18 9

5. Who Is She?

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

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

❙• 37 •❙

Month Week

Topic

Communicative functions

Period

1

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

2

․ Asking and answering about the colors of items and who possesses them ․ Repeating after the teacher ․ Chant ․ Find the owner

3

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

24

4

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

25

1

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

2

․ Answering with compassion and asking about how others feel ․ Chant ․ Whispering Activity

3

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

28

4

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

29

1

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

2

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

3

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

4

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

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

22 10

6. Is This ▪ Asking for help Your Cap? Help me, please. 23

▪ Factual information My cap is green.

▪ Suggesting Let's play soccer.

26 7. Sorry, I can't

11

▪ Declining Sorry, I can't.

27 ▪ Compassion That's too bad.

30 12 31

32

❙• 38 •❙

Major content

8. How Much Is It?

▪ Asking about what someone wants What do you want? ▪ Shopping How much is it?

8.3 5th Grade Month Week

Topic

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

1 1. How Are You?

2

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

3

3

4

5

6

▪ Factual information What day is it 2. What today? Day Is It It's Monday. Today? We have/don't have English today.

▪ Factual information Where's my 3. It's Under pencil case? the Table It's under the table.

1

․ Asking and answering about a person's name and well-being ․ Bingo

2

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

3

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

4

․ Role-play ․ Review and consolidate the lesson

1

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

2

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

3

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

4

․ Guessing the day activity ․ Review and consolidate the lesson

1

․ Asking and answering about location of objects ․ Guessing game

2

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

3

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

4

․ Find the differences activity ․ Review and consolidate the lesson

1

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

2

․ Saying exclamatory sentences and responding ․ Chanting ․ Dice game

3

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

4

․ Role-play ․ Review and consolidate the lesson

4

7

▪ Interjection What a nice day! 4. What a ▪ Describing a Nice Day! fact It's very tall.

Major content

8

❙• 39 •❙

Month Week

Topic

Communicative Period functions 1

․ Understanding and saying expressions for giving directions and asking again ․ Finding Cinderella game

2

․ Understanding and saying expressions for giving directions ․ Singing a song ․ Dice game

3

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

4

․ Information gap activity ․ Review and consolidate the lesson

1

․ Understanding and saying expressions for habits ․ Bingo

2

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

3

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

4

․ Book making activity ․ Review and consolidate the lesson

1

․ Understanding expressions for describing people ․ Card slam game

2

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

3

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

4

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

1

․ Understanding expressions for suggesting and responding ․ Snatching game

2

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

▪ Accepting Sounds good.

3

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

▪ Declining Sorry, I can't.

4

․ Making a schedule activity ․ Review and consolidate the lesson

9

10

▪ Giving a direction Where is 5. Where Is Namdaemun? Namdaemu Go straight and n(Sungnye turn right. mun)? ▪ Asking again I'm sorry?

5 11

▪ Habits I get up at seven every day.

12

13

14

6

6. I Get Up at Seven ▪ Factual Every Day information What time do you go to bed?

▪ Describing a fact She is tall. You have nice 7. She's Tall glasses. ▪ Asking again What?

15

16 8. Let's Go Swimming 7

❙• 40 •❙

17

Major content

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

Month Week

Topic

17 9. Whose Boat Is This? 18

Communicative Period functions

▪ Factual information Whose boat is this? ▪ Checking a fact Is this yours? That's mine.

1

․ Asking and answering questions using possessive expressions ․ Stand up and say game

2

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

3

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

4

․ Role-play ․ Review and Consolidate the lesson

1

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

2

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

3

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

4

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

1

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

2

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

3

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

4

․ Finding the differences activity ․ Review and Consolidate the lesson

1

․ Listening to and speaking expressions related to the various structures of a house ․ Guessing game

2

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

3

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

4

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

9

19

20

21

22

▪ Offering food Go ahead. Help yourself. Do you want 10. Do You some more? Want Some More? ▪ Accepting/ Declining Yes, please. No, thanks

▪ Factual information 11. What What are you Are You doing? Doing? I'm washing my hands.

10

23 12. This Is a Bedroom

24

▪ Describing a fact This is a bedroom. ▪ Factual information Where's the bathroom?

Major content

❙• 41 •❙

Month Week

Topic

25 13. What Did You Do Yesterday? 26

Communicative Period functions ▪ Experience What did you do yesterday? I went to the Science Museum.

1

․ Listening to and speaking the simple sentences pertaining to a past activity ․ Bingo

2

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

3

․ Reading words about sports ․ Survey

4

․ Around the world activity ․ Review and Consolidate the lesson

1

․ Using the expressions used to call a friend, make an appointment at a specified time and place ․ Telephone number bingo

2

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

3

․ Writing the Numbers in English looking at the picture ․ Calling on the phone game

4

․ Answering the phone activity ․ Review and Consolidate the lesson

1

․ Listening to and speaking the expressions related to acceptance and declination to suggested activities ․ Guessing bingo

2

․ Listening to and speaking the expressions related to suggestion and obligation ․ Sing along: 'Can You Join Us?' ․ Collecting same cards game

3

․ Reading and understanding the meanings of some simple words ․ Writing the word looking at the picture ․ Finding someone who has the same plan game

4

․ Role-play ․ Review and Consolidate the lesson

1

․ Asking and answering questions regarding past experiences ․ Grasping the picture cards game

2

․ Asking and answering questions regarding past experiences ․ Sing along: 'Did You Have a Nice Vacation?' ․ Playing board game

3

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

4

․ Making a book activity ․ Review and Consolidate the lesson

11

27

▪ Calling the phone Hello, this is Jinho. 14. Is Peter Is Peter there? There? ▪ Answering the phone Speaking.

28

▪ Suggesting Can you join us?

29 15. Can You Join Us?

30

▪ Accepting/ Declining Sure. Sorry, I can't ▪ Obligation I must go home.

12

31

▪ Experience 16. Did You Did you have a Have a nice vacation? Nice I visited my Vacation? grandparents. I went fishing.

32

❙• 42 •❙

Major content

8.4 6th Grade Month Week

Topic

Communicative Period functions 1

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

2

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

3

․ Singing the song ․ Writing sentences about pictures ․ Survey

4

․ Fashion show role-play ․ Wrap up Lesson 1

1

․ Listening to and speaking about asking directions and giving directions ․ Destination Game

2

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

3

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

4

․ Giving directions activity ․ Wrap up Lesson 2

1

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

2

․ Reading a short writing about season ․ Whispering game

3

․ Writing a simple sentences about season ․ Matching game

4

․ Book-making activity ․ Wrap up Lesson 3

1

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

2

․ Singing 'The Month Song' ․ Line up game

3

․ Reading about a birthday ․ Birthday Comparison game

4

․ Birthday survey activity ․ Wrap up Lesson 4

1 ▪ Checking a fact 1.Where Are Where are you You from? From? Where's your classroom? 2

3

3 2. Is This York Street?

▪ Giving a direction Is this York Street? It's behind the post office.

4

5

3. I Like Spring 6

▪ Asking for someone's likes and dislikes Do you like ____ ? I like ______. ▪ Saying hello and replying How's it going? Not bad.

Major content

4

7

8

▪ Exchanging factual information When is your 4. When is birthday? Your It's May first. Birthday? ▪ Asking again Pardon? ▪ Disagreement I don't think so.

❙• 43 •❙

Month Week 9

10

5

11

12

13

Topic

▪ Shopping May I help you? ▪ Opinion It's too expensive. 5. May I ▪ Shopping Help You? I'll take it. ▪ Factual information Here's your change. ▪ Asking for someone's permission Can I have some water? 6. Can I ▪ Feelings have Some I'm hungry. Water? ▪ Opinion I have no idea. ▪ Interjection How kind of you!

14 7. My Father Is a Pilot

6 15

16

7

❙• 44 •❙

Communicative Period functions

▪ Factual information Does your mother work? ▪ Describing a fact She's a teacher.

▪ Plan What will you 8. What do? Will You I will visit my Do This uncle. Summer I will ride my bike.

Major content

1

․ Asking and answering related to shopping ․ Guessing game

2

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

3

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

4

․ Shopping game ․ Wrap up Lesson 5

1

․ Listening to the expressions of asking for someone's permission ․ Quick Hammer game

2

․ Listening to the expressions of asking for someone's permission ․ Reading sentences with pictures ․ Card Guessing game

3

․ Singing the song ․ Dice game

4

․ Problem solving activity ․ Wrap up Lesson 6

1

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

2

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

3

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

4

․ Family survey activity ․ Wrap up Lesson 7

1

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

2

․ Asking and answering what someone wants to do in the future ․ Reading sentences ․ Baseball game

3

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

4

․ Vacation Plan survey activity ․ Wrap up Lesson 8

17

Month Week

Topic

17 9. How Was Your Vacation? 18

Communicative Period functions ▪ Asking about someone's experience and answering How was your vacation? It was great. I visited my grandparents.

1

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

2

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

3

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

4

․ Making a newspaper activity ․ Wrap up Lesson 9

1

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

2

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

3

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

4

․ Comparison activity ․ Witch's wart game

1

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

2

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

3

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

4

․ Making clubs activity ․ Wrap up Lesson 11

1

․ Asking for help and responding ․ Asking for help game

2

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

3

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

4

․ Doing a role-play ․ Wrap up Lesson 12

9

19 10. I'm Stronger than You 20

21 11. What Do You Want to Do? 22

▪ Comparing I'm taller than you.

▪ Interjection What a surprise!

▪ Asking for someone's opinion What do you want to do? ▪ Suggestion How about a musical? ▪ Agreement Sounds good!

10

23

24

▪ Asking for a help Will you help 12. Will me with my You Help homework? Me, ▪ Answering Please? Of course. No problem. Sure.

Major content

❙• 45 •❙

Month Week

Topic

25 13. That's too Bad 26

Communicative Period functions ▪ Calling and answering the phone Mrs. Brown, speaking. ▪ Reason Why? Because he's sick. ▪ Expressing one's sympathy That's too bad.

1

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

2

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

3

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

4

․ Writing a diary activity ․ Wrap up Lesson 13

1

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

2

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

3

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

4

․ Doing a role-play ․ Wrap up Lesson 14

1

․ Listening to and saying the expressions related to daily lives ․ True or False game

2

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

3

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

4

․ Making-book activity ․ Wrap up Lesson 15

1

․ Listening to and saying the expressions of congratulating, wishing ․ Board game

2

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

3

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

4

․ Playing Board game ․ Wrap up Lesson 16

11

27

28

▪ Invitation and accepting 14. Would Would you like You Like to come to my to Come house? to My Yes, I'd love to. House? ▪ Prohibition Don't take off your shoes.

29

▪ Prohibition Don't go that way.

15. It's Time to Go Home ▪ Habits It's time to go home. 30

12

▪ Congratulation Congratulations!

31 16. So Long, Everyone! 32

❙• 46 •❙

▪ Encouragement Good luck! ▪ Greeting So long. Good-bye.

Major content

PART

Teaching Plan 3rd Grade

1. 2. 3. 4. 5. 6. 7. 8.

Hello, I'm Minsu What's This? Happy Birthday! Wash Your Hands I Like Apples How Many Cows? I Can Swim It's Snowing

ccc

1 Aims

Hello, I'm Minsu The students will be able to introduce themselves to other people when they meet them for the first time. They will be able to say goodbye.

Listening

To listen to and understand the expressions about greetings To listen and understand the introductive expressions

Objectives

Speaking

Communicative Communicative Functions and Structures

Vocabulary

To greet each other at the first meeting and say good-bye To introduce themselves to other people 1. Greetings

Hi.

Hello.

functions

2. Introduction

I'm Minsu.

Language

I'm

structures

My name is

Bye My name is Mina.

. .

be, bye, hello, hi, I, name Period

Page

Procedure

◦Look and Listen 1

2

8~9

10~12

Teaching Plan

3

4

13~14

15~17

Activities

◦Listen and watch CD-ROM title

◦Listen and Repeat⑴ ◦Listen and repeat ◦Let's Play⑴

◦Throwing a ball game

◦Look and Speak

◦Listen and watch CD-ROM title

◦Listen and Repeat⑵ ◦Listen and repeat ◦Let's Chant

◦Chant: 'I'm Minsu.'

◦Let's Play⑵

◦Greeting game

◦Look and Speak

◦Look and speak

◦Let's Sing

◦Sing along: 'The Hello Song'

◦Let's Play⑶

◦Name bingo

◦Let's Role-play

◦Role-play: 'Characters of Stories'

◦Let's Review

◦Listen and match ◦Look at the picture and speak ◦Activity in a real context ❙• 49 •❙

3-1-1 Hello, I'm Minsu

Objectives

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

✎ Warm up Greetings Hi, everyone. Nice to meet you. Listen and do Stand up, please. Very good. Sit down, please. Tips

pp. 8-9

The teacher gives simple commands as the students act out the commands. It is important to speak slowly and clearly.

▸It's time for a fun game. ▸Let me show you how to play the game first. ▸Listen carefully. ▸Make groups of 6. Use one ball. ▸Throw the ball to a friend saying 'Hi, I'm '. ▸The student who catches the ball does the same as the child who threw the ball. ▸The game continues until all the children throw the ball and say hello. Tips

Objectives Present the objectives

Before the game, it's better to give instructions in both English and Korean.

✎ Closing ✎ Development Look and Listen Look at the picture Who do you see? What's in the picture? Let's watch the screen (After Pre-listening) What did they say? Listen to the dialogue Let's watch the screen. Listen carefully and take a guess. Listen again Let's listen to the dialogue again. What did you hear? Listen and Repeat⑴ Listen and repeat Let's watch the screen. Look and listen carefully. Listen carefully and repeat. Listen and repeat again. Practice Let's practice today's expressions. Use your index finger. Tips

Give as much praise as possible to encourage students.

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

❙• 50 •❙

Check-up Review today's lesson What will you say when you meet someone for the first time? Listen to the dialogue on the CD-ROM title at home. Good-bye Good-bye. See you next Monday. EXTRA

Clapping Game

◷ 10'

【Materials】None 【Grouping】Group work 【Expressions】Same as Let's Play⑴ ▸Divide the class into groups of six. ▸Each makes a circle and sits on the floor. ▸Students clap their hands twice. ▸The first student says his/her name. ▸All students clap twice. ▸The second student says his/her name. ▸All students clap twice. ▸The second student says the name of the first student. ▸Continue around the circle. Tips

Before the game, teachers should show students how to play the game with a demonstration.

3-1-2 Hello, I'm Minsu

pp. 10-12

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

Objectives

Hello, I'm Bye.

✎ Warm up Greetings Hello, everyone. How are you today? Listen and do Stand up, please. Sit down, please. Listen carefully. Review Say hello to each other and say one's name Objectives Present the objectives

▸Students move around the classroom listening to the chant 'I'm Minsu.' ▸When the music stops, greet a friend and introduce yourself. ▸After introducing each other, say good-bye to friends. ▸Students repeat the activity. Tips

✎ Development Look and Speak Look at the pictures Open your book to page 10. Look at the pictures and take a guess. Let's watch the screen (After Pre-listening) Who are the characters? Listen to the dialogue Let's watch the screen. Listen to the dialogue carefully. What did you hear? Tips

Listen to expressions.

the

dialogue

again

to

check

Tips

Check-up Review today's lesson Say your name to your partner. Let's chant together. Good-bye See you next time. Bye everyone. the

Listen and repeat the sentences line by line.

Let's Let's Let's Let's

me and guess who I am. some famous people using their voice or and have students guess who you are hello to the person you are mimicking.

chant. listen to the chant first. chant with clapping. chant together.

EXTRA

Finding Partners

◷ 10'

【Materials】Name cards 【Grouping】Whole class 【Expressions】Same as Let's Play⑵ ▸Make groups of 8. ▸Give a name card to each person. ▸When the teacher says "Let's start!" the students start greeting other students by saying "Hi, I'm Kongjwi. What's your name?" ▸They can stand up and move around to do this activity. ▸When the students find the right person to match the name, they go back to their seats. Tips

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

This game could be done by making two circles. Students in each circle move along in their own circle. When the chant stops, they greet the friend.

✎ Closing

Listen and Repeat⑵ Listen and repeat Look and listen carefully. Listen carefully and repeat. Listen and repeat again. Practice Look at Act out gestures and say

.

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

❙• 51 •❙

3-1-3 Hello, I'm Minsu

Objectives

pp. 13-14

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

✎ Warm up

▸Have students write their friends' names on a paper with 16 grids. ▸First they write their own name and fill in the rest with their friends' names. ▸When the teacher calls a student's name he/she says 'Hi, I'm S1.' ▸The others greet by saying 'Hi, S1.' ▸The students with S1's name on their grid mark an O around the name. ▸If students mark an O around every name on their grid, they win.

Greetings Hi, everyone. How are you today? Listen and do Look at me, please. Clap your hands two times. Review Chant together 'I'm Minsu'. Objectives Present the objectives

Tips

✎ Development Look and Speak Listen to the dialogue one Let's listen to dialogue One again. Look at the screen and listen carefully. What did Zeeto say to the puppy? What did Julie say? Listen to the dialogue two Now, let's listen to dialogue Two again. What did Mina say? What did Zeeto say? Look and speak Open your book to page 13. Who can you see in the pictures? Let's watch the screen and check. Tips

Let students practice the dialogue partners, greeting each other.

✎ Closing Check-up Review today's lesson Do you know this character? Say hi to her/him. Let's sing the song you learned today. Good-bye Time's up. Good-bye. Take care, everyone. EXTRA

with

their

Let's sing Listen to the song Sing the song Let's watch the screen and listen carefully to the song. Let's sing it part by part. Listen carefully and hum the tune. Tips

The girls pretend to be Julie and the boys pretend to be Minsu.

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

❙• 52 •❙

Class activity could be followed by group work.

Guessing Who I Am

◷ 10'

【Materials】Pictures of some famous people 【Grouping】Whole class 【Expressions】Same as Let's Play ⑴ ▸Collect some pictures of famous people from magazines or newspapers. ▸Mimic one famous person with actions and have students guess who the person is. ▸Teachers could give some hints to the students when they don't know the answer. ▸Have some students come up to the front and mimic a person from among the pictures or a person of their choice.

3-1-4 Hello, I'm Minsu

Objectives

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

✎ Warm up Greetings Good afternoon, boys and girls. It's time for English. Are you ready? Listen and do Stand up, please. Sit down, please. Watch TV, please. Be quite, please. Review Sing the song from the last lesson Tips

Have girls sing the first part and boys sing the second part by using different names.

Objectives Present the objectives

✎ Development Let's Role-play Look at the picture Open your book to page 15. What fairy tales do you know? Who are the characters in this story? Let's make up a story together looking at the pictures in the textbook. Listen to the story Let's watch the screen. What is the story about? What did you hear? What did they say when they left? Listen and repeat Let's watch the screen and repeat after the dialogue. Role-play Have students take roles and repeat with CD-ROM. Let's practice without sound. Volunteers may come up and present the role-play. Who wants to be Shim Cheong? Tips

pp. 15-17

Students with the same role can practice their lines by standing up and repeating after CD-ROM. It can build up students' interest.

Let's Review Listen and draw the line

Open your book to page 16. Listen carefully and draw a line. Are you done? Let's check the answer. Look at the pictures and talk about them Let's move to page 17. Look at the pictures. What's the story? Make up a story with the picture. Let's check the answers. Speak in a real situation (Have two children greet each other)

✎ Closing Check-up Wrap up Lesson 1 Let's sing the 'Hello song'. Do you know who he/she is? He is a famous actor in Korea. I'll show a part of his face. Listen to the dialogue with CD-ROM title at home. Good-bye Time's up. Good-bye. Take care, everyone. You did a good job today. EXTRA

Getting an Autograph

◷ 10'

【Materials】Worksheet 【Grouping】Whole class 【Expressions】Same as Let's Play ⑴ ▸Give out a worksheet to each child in the class. ▸The students move around and greet their friends. ▸The students need to meet at least 10 friends. ▸Write down their friends' names and their autographs in the columns. ▸When the columns are filled out completely, the students go back to their seats. ▸If there are students who want to get more of their friends' autographs, let them do so. Tips

While doing the activity, students tend to make too much noise. The teacher should control the noise level in the classroom.

❙• 53 •❙

Lesson 1 Hello, I'm Minsu Look and Listen ⑴

(Zeeto flies in on a spaceship. When Zeeto hits an antenna it greets that object.) Zeeto: Hi! (Zeeto says hi to a barking dog.) Zeeto: Hello! (Noisy sound makes Julie and Tony come out.) Tony: (Greeting Zeeto with a smile) Hi! Zeeto: Hi! Julie: Hello, I'm Julie. Zeeto: (Julie's appearance makes Zeeto's face turn red) Hello, I'm Zeeto. (Tony laughs heartily seeing Zeeto.) Look and Listen ⑵

(Children are doing hide and seek in a playground. Minsu is leaning against a tree, counting numbers.) Zeeto: (Hitting him on the back) Hi! (Minsu gets surprised when he sees Zeeto.) Zeeto: (Smiling again at Minsu) I'm Zeeto. Minsu: I'm Minsu. (Zeeto guides Minsu to where Mina hides herself) Zeeto: Hi, my name's Zeeto. Minna: Hello, Zeeto. My name's Mina. (Thanks to Zeeto, Minsu finds Mina and she gets angry.) Minsu's mom: Minsu, Mina! (Running over to their mom, Minsu and Mina say good-bye to Zeeto.) Minsu, Mina: Bye, Zeeto. Zeeto: Bye! Let's Chant: I'm Minsu.

I'm I'm I'm I'm

Minsu. (Julie) Zeeto. (clap, clap, clap) Minsu. Zeeto. (clap, clap, clap)

Hi, Hi, Hi, Hi,

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

❙• 54 •❙

Let's Sing: The Hello Song

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

bye, bye, bye, bye,

Zeeto. Zeeto. Zeeto. Zeeto.

Bye, Bye, Bye, Bye,

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

Role-play: Characters of Stories

(Shim Cheong comes and jumps down from a boat-shaped time machine.) Shim Cheong: Hello, my name is Shim Cheong. Children: Hi, Shim Cheong. (Cinderella appears in an amber carriage.) Cinderella: Hi, I'm Cinderella. Children: Hi, Cinderella. (After a short time, Heungbu flies in on a swallow.) Heungbu: Hi, I'm Heungbu. Children: Hi, Heungbu. (Kongjwi wearing an old cloth flies in on a toad-shaped time-machine.) Kongjwi: Hello, my name is Kongjwi. Children: Hello, Kongjwi. (When all the people happily talk, while they are eating, they are surprised to hear the clock's ringing) All: (Getting in their own time machines) Bye! (Leaving in their own time machines)

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

Name card

이몽룡

성춘향

로미오

줄리엣

피터팬

웬디

개미

베짱이

미키

미니

흥부

놀부

시골쥐

서울쥐

미녀

야수

❙• 55 •❙

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

Autograph Album

Friends' Name

Autograph

Friends' Name

Autograph

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

❙• 56 •❙

2

What's This? The students will be able to ask and answer questions about the names of

Aims

different things. They'll also learn how to apologize for their mistakes and how to reply to apologies.

Listening

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

Objectives

Speaking

Communicative Communicative Functions and Structures

functions Language structures

Vocabulary

To ask and answer expressions about certain things To apologize and to respond to an apology 1. Confirmation

What's this? It's a pencil.

2. Apology

I'm sorry.

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

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

Page

Procedure

◦Look and Listen 1

2

18~19

20~22

Teaching Plan

3

23~24

Activities

◦Listen and watch CD-ROM title

◦Listen and Repeat⑴ ◦Listen and repeat ◦Let's Play⑴

◦'Picking-up-Cards' game

◦Look and Speak

◦Listen and watch CD-ROM title

◦Listen and Repeat⑵ ◦Listen and repeat ◦Let's Chant

◦Chant: 'I'm Sorry.'

◦Let's Play⑵

◦What's missing? game

◦Look and Speak

◦Speak with pictures

◦Let's Sing

◦Sing along: 'What's This?'

◦Let's Play⑶

◦Guessing game

◦Let's Role-play

◦Role-play: 'City Mouse & County Mouse'

4

25~27

◦Let's Review

◦Listen and color ◦Look at the pictures and speak ◦Activity in real context ❙• 57 •❙

3-2-1 What's This?

Objectives

pp. 18-19

• To listen to and understand expressions about daily routines • To use expressions about daily routines It's a pen/pencil/chair/desk/book.

✎ Warm up Greetings Hi, everyone. Welcome back to our English class. How's the weather today? Listen and do Clap your hands three times. Sit down, please. Review Greet your friends with the expressions that you learned last time. Objectives Present the objectives

✎ Development Look and Listen Look at the picture Open your book to page 18. What's in the picture? Let's watch the screen (After Pre-listening) What did you hear? Listen to the dialogue How did they say 'pencil' in English? What object did Zeeto ask about? Listen again How can you say "What's this?" in English? What was Minsu's answer? (Ask listening comprehension check questions) Tips

Elicit as many words or phrases as possible.

Listen and Repeat⑴ Listen and repeat Practice I'll show you a picture and ask you a question. Please answer. (Showing a picture of a pencil) What's this? Tips

To add more fun to the speaking practice process, use interesting ways of showing the cards that can intrigue the students' curiosity. - Show each card for just a second. - Reveal it gradually.

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

❙• 58 •❙

▸Cut out the cards on p.153. ▸The students ask "What's this?" ▸The teacher says the name of one item. ▸If students pick up the card with the item that the teacher said, they get to keep the card ▸The student who has the most cards wins the game.

✎ Closing Check-up Review today's lesson Listen and answer the questions. (Show some pictures of different items) What's this? (Ask students to answer) It's a pencil. Good-bye It's time to finish. Good-bye. Take care, everyone. EXTRA

List of Objects

◷ 10'

【Materials】Various objects 【Grouping】Whole class 【Expressions】Same as Let's Play⑴ ▸Ask each child to choose one object in the classroom and place it on his or her desk. ▸Ask the students to stand up. The students listen to the names of the objects as you draw them out of a container. ▸As you select a slip of paper, read out the name of the object. Anyone with this object has to sit down. ▸Continue to draw out all the slips of paper one by one, and read out the names of the objects. ▸The last few children left standing are the winners. Tips

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

3-2-2 What's This?

Objectives

• To understand expressions about apologies and how to respond to them • To use the expressions with games

✎ Warm up Greetings Good morning, class. Let's start our English lesson now. Listen and do Touch your English book. Sit down, please. Turn around, please. Clap your hands one time. Review Listen carefully and do what I say. I'll draw a picture. What's this? Objectives Present the objectives

✎ Development Look and Speak Look at the pictures Open your book to page 20. What's in the picture? Let's watch the screen (After Pre-listening) What's happening? Listen to the dialogue What did Julie drop by mistake? What did Minsu do to Julie? What is the meaning of "What's that?" in Korean? What was Minsu's answer? (Ask listening comprehension check questions.) Tips

【Grouping】Whole class 【Expressions】What's this? It's a pen/pencil/chair/desk/book. ▸Show students pictures of items and put them on the board. ▸Have students close their eyes. ▸After hiding one of the objects, have the students open their eyes and ask them what's missing. ▸The students who guess the missing card get a point. Tips

Encourage students to speak English as much as possible.

✎ Closing Check-up Review today's lesson If you happen to push your friend by mistake, what would you say to the person? Let's chant together. Listen to the dialogue with CD-ROM title at home. Good-bye It's time to finish. Good-bye. Take care, everyone. EXTRA

Try to elicit as many words or phrases as possible.

Listen and Repeat⑵ Listen and repeat Tips

pp. 20-22

Listen and repeat the sentences line by line.

Practice (Walk around and ask questions by pointing to real objects in the classroom.) (Help the students understand 'this' and 'that' by using objects that are close and far away.) Let's Let's Let's Let's

Chant listen to the chant first. chant while clapping. chant part by part.

Let's Play ⑵: What's Missing? ◷ 10' 【Materials】Object flashcards

Puzzle Pieces

◷ 10'

【Materials】One A4 paper, pencil crayons 【Grouping】Group work 【Expressions】Same as Let's Play⑴ ▸Have each group draw one object quickly with pencil crayons. ▸Then, cut it in 5-6 pieces and put the pieces into a bag. ▸Exchange the bags. ▸The first team to shout out together what the object is wins the game. Tips

Make sure that students do not spend too much time on drawing.

❙• 59 •❙

3-2-3 What's This?

Objectives

pp. 23-24

• To ask and answer about things through song and practice • To speak confidently playing a guessing game

✎ Warm up Greetings Hi, everyone. It's time for English. Listen and do Touch your desk. Point to the door. Review Show realia and ask questions Tips

Direct students in a variety of ways by using words they have learned.

Objectives Present the objectives

✎ Development Look and Speak Listen to dialogue one Let's listen to dialogue one. How did Zeeto and Minsu greet each other? What did Zeeto ask Minsu? Listen to dialogue two What did Minsu show Julie? How did Julie reply to Minsu's apology? Look and speak Who is talking? Let's check what they are saying while looking at the screen. Tips

Let students practice the dialogue with their partners and then let them do a demonstration.

Let's sing Listen to the song Sing the song Let's watch the screen and listen carefully to the song. Let's sing part by part. Tips

Sing the song by changing the names according to real objects or flashcards that the teacher shows to the students.

Let's Play ⑶: Guessing Game ◷ 10' 【Materials】Flashcards (one set per group for both a teacher and students) 【Grouping】Whole class 【Expressions】What's that? It's a pen/pencil/chair/desk/book.

❙• 60 •❙

▸Divide the class into two groups and choose one team leader per group. ▸Each team leader comes up to the front and stands facing the class. ▸The teacher puts one card on the team leader's head and makes sure he or she does not know what the picture is. ▸The class asks the question to the teacher together. The leader takes a guess and answers the question. ▸If the leader guesses correctly in one try, he or she gets 3 points, 2 points for two guesses, and one point for three guesses. Tips

5-6 cards are suitable for third graders.

✎ Closing Check-up Review today's lesson Listen and answer the questions. (Show some pictures of different items) What's this? (Have students answer) Listen to the dialogue with the CD-ROM title at home. Good-bye It's time to finish. Good-bye. Take care, everyone. EXTRA

Mimic Game

◷ 10'

【Materials】One paper per group 【Grouping】Group work 【Expressions】Same as Let's Play⑴ ▸Each group makes a circle. ▸One of the group members draws one item on the paper and covers it. ▸The student asks "What's this?" and the other students take turns guessing. ▸The student who gets the right answer draws a picture of an item he or she thinks of. The game continues until everyone has the chance to draw a picture.

3-2-4 What's This?

Objectives

pp. 25-27

• To do a role-play asking and answering about the names of things • To consolidate the contents of the lesson in real situations

✎ Warm up Greetings Good afternoon, boys and girls. It's time for English. Are you ready? Listen and do Touch your head. Draw a book in the air. Stand up, please. Review Direct the students with words they learned and let them draw it with their finger in the air together Let's sing the song 'What's this?' Tips

Divide the class into two teams. Each team takes a role of either asking or answering while singing along.

Objectives Present the objectives

✎ Development Let's Role-play Look at the picture Open your book to page 25. Do you know the story 'City Mouse and Country Mouse'? Who are the characters in this story? Listen to the story What did Country Mouse ask when he pointed to a piece of orange that was far away? What object did Zeeto ask about? Listen and repeat What was City Mouse's response? (Ask listening comprehension check questions.) Tips

Try to elicit as many words or phrases as possible.

Role-play Choose one role and repeat along with the screen. Any volunteers? Please come up and do the role-play. Who wants to be Country Mouse? Tips

Page 207 shows how to make a hair band for the role-play,

Let's check the answer. Look at the pictures and talk about them Let's move to page 27. Look at the pictures. What's in the picture? Make up a story with the picture. Let's check the answers. Speak in a real situation In pairs, have children ask and answer each other about their belongings.

✎ Closing Check-up Wrap up Lesson 2 Make students do the role-play by using different objects instead of an orange and cake. Listen to the dialogue with CD-ROM title at home. Good-bye It's time to stop. Good-bye. Take care, everyone. You did a good job today. EXTRA

Guessing Game

【Materials】One object card per student 【Grouping】Group work 【Expressions】Same as Let's Play⑴ ▸Group the students. ▸Students put their cards into a bag. ▸One student chooses a card from the bag. ▸All members ask what it is and the person answers the question by guessing. ▸The student looks at the card and says what it is. ▸If the guess was correct, the student gets a point. ▸The person who gets the most point wins the game. Tips

Let's Review Listen and choose the right thing Open your book to page 26. Listen carefully and choose the correct answer.

◷ 10'

You could let the student who picks one card give some hints to the others if they don't know after guessing 5 times.

❙• 61 •❙

Lesson 2 What's This? Look and Listen ⑴

(Zeeto is looking at the pencil and putting it in his ear and on his head.) Minsu: Hi, Zeeto. Zeeto: Hello, Minsu. (Zeeto points to the pencil with curiosity.) Minsu: It's a pencil. (He paints a ridiculous portrait of Zeeto's face.) Zeeto: Ummm. A pencil. (Writing)

Huh! It's OK. It's OK. It's OK. It's OK. It's OK. It's OK. Thank you! Let's Sing: What's This?

What's this? What's this? What's this? What, what? It's a pen. It's a pen, pen, pen, pen. What, what, what, what's this? What, what, what, what's this?

Look and Listen ⑵

Pen, pen, pen, it's a pen.

(Julie accidentally knocks her friend's book off the desk while walking down the aisle.) Julie: Oh, sorry. Kids: It's OK. (Julie approaches while seeing Minsu who is playing with a new toy car.) Julie: What's that, Minsu? Minsu: It's a ruler. (When he presses the button, the ruler springs out and pricks her arm.) Minsu: Oh, I'm sorry. Julie: It's OK.

Pen, pen, pen, it's a pen.

Let's Chant: I'm sorry

I'm sorry. I'm sorry. Sorry, sorry, sorry. I'm sorry. I'm sorry. Sorry, sorry, sorry. Huh! It's OK. It's OK. It's OK. It's OK. It's OK. It's OK. I'm sorry. I'm sorry. Sorry, sorry, sorry. I'm sorry. I'm sorry. Sorry, sorry, sorry. Huh! It's OK. It's OK. It's OK. It's OK. It's OK. It's OK. I'm sorry. I'm sorry. Sorry, sorry, sorry. I'm sorry. I'm sorry. Sorry, sorry, sorry. ❙• 62 •❙

What's this? What's this? What's this? What, what? It's a book. It's a book, book, book, book. Role-play: City Mouse & Country Mouse

(Country Mouse visited City Mouse. As soon as Country Mouse entered City Mouse's house, he saw lots of delicious food. There was food more wonderful than he had ever seen before.) Country Mouse: Hi! City Mouse: Hello! Country Mouse: (pointing to the cake at hand while looking around) What's this? City Mouse: It's a cake. Country Mouse: (As soon as he touches the cake, it falls down. He licks the cream.) Oh, sorry. City Mouse: It's OK. County mouse: (pointing to the orange in the distance while looking around.) What's that? City Mouse: It's an orange. Country Mouse: (When he bites the orange, the orange juice splashes on City Mouse's face.) Oh, I'm sorry. City Mouse: (with a bitter smile) It's OK.

Lesson 2. What's This? (2/4)

Bingo Board

❙• 63 •❙

Lesson 2. What's This? (3/4)

Board game START

1칸 뒤로

1칸 앞으로

2칸 앞으로

1번 쉬기

3칸 뒤로

2칸 앞으로

E N D

❙• 64 •❙

3

Happy Birthday ! Birthdays are special for everyone. Parent's day is a day when people show

Aims

thanks to their parents. The students are going to study how to congratulate and how to respond to those expressions. To listen to and understand expressions of celebrating a Listening

birthday and responding to them To listen to and understand what to say when giving a present

Objectives

To use expressions of celebrating a birthday and respond to Speaking

them To use expressions for giving and receiving presents

Communicative Functions and Structures

Vocabulary

Communicative

1. Celebration

Happy birthday!

functions

2. Appreciation

Thank you.

Language

Happy ___________!

structures

This is for ________.

birthday, dad, for, happy, mom, thank, welcome, wow Period

Page

Procedure

◦Look and Listen 1

2

28~29

30~32

Teaching Plan

3

4

33~34

35~37

Activities

◦Listen and watch CD-ROM title

◦Listen and Repeat⑴ ◦Listen and repeat ◦Let's Play⑴

◦'Gathering presents' game

◦Look and Speak

◦Listen and watch CD-ROM title

◦Listen and Repeat⑵ ◦Listen and repeat ◦Let's Chant

◦Chant: 'Happy Birthday.'

◦Let's Play⑵

◦Passing-the-Shoes-Bag game

◦Look and Speak

◦Look at the pictures and speak

◦Let's Sing

◦Sing along: 'Happy Birthday, Julie!'

◦Let's Play⑶

◦Giving-and-Receiving-Presents game

◦Let's Role-play

◦Role-Play: 'Kongjwi & Patjwi'

◦Let's Review

◦Listen and draw a line ◦Look at the pictures and speak ◦Activity in real context ❙• 65 •❙

3-3-1 Happy Birthday!

Objectives

• To listen and understand about celebrations • To take part in the games actively using the expression

✎ Warm up Greetings Hello, everyone. How are you today? How's the weather today? Listen and do Stand up, please. Sit down, please. Review Ask questions by showing part of a picture card Tips

Flashcards or visuals are needed to review.

Objectives Present the objectives

✎ Development Look and Listen Look at the picture Open your book to page 28. What's happening? Let's watch the screen (After Pre-listening) What are the people saying? Listen to the dialogue Who is in this dialogue? Who gave a gift to whom? Listen again What did Thomas and Minsu say to Julie? What was Julie's response? (Ask listening comprehension check questions.) Tips

Try to elicit as many words or phrases as possible.

Listen and Repeat⑴ Listen and repeat Practice Let's pretend that it's a friend's birthday and give them a birthday card. Talk with your partner. Let's Play⑴: Gathering Gifts Game ◷ 10' 【Materials】Students gift flash cards, dice 【Grouping】Group work 【Expressions】Happy birthday. Thank you. You're welcome.

❙• 66 •❙

pp. 28-29

▸Make groups of six. ▸Each member in each group has a number between 1 and 6. ▸Each student takes turns throwing the dice. Others give the players who threw the dice a picture card according to the number that is rolled and say "Happy birthday." ▸The student who has the most gifts wins the game. ▸After all the 'presents' are gone, start again. Tips

Have each student get a chance to have the gift cards. Make sure that they are using English.

✎ Closing Check-up Review today's lesson Students whose birthday is this month come to the front. Let's wish them a happy birthday. Good-bye Next time, we'll look at what to say when you are giving a gift. Good-bye, everyone. Take care, everyone. EXTRA

Guessing Game

◷ 10'

【Materials】Gift flash cards 【Grouping】Group work 【Expressions】Same as Let's Play⑴ ▸Divide the class into groups of 4 or 6 members. ▸There are motions drawn on each card except one which has a birthday cake on it. ▸All members pick a card except S1. ▸S1 picks one student, and say "Happy birthday, _________." ▸If the person has the birthday cake card, S1 gets one point. The chosen student(S2) says, "Thank you". ▸If not, they say "Sorry". And the next student gets a chance to take a guess.

3-3-2 Happy Birthday!

Objectives

pp. 30-32

• To use expressions about wishing someone a happy birthday • To speak naturally while playing games

✎ Warm up

▸A bag with gift cards in it is passed around the group as well as the birthday hat. While the children are chanting and the music is playing, the bag and the hat are passed in the same direction. ▸When the music stops, the student(S1) with the birthday hat pretends it's his birthday. ▸The student who is holding the bag picks one card out and gives it to S1. Others say "Happy Birthday" together.

Greetings Hello, everyone. How's the weather today? Listen and do Stand up, please. Sit down, please. Review What would you say on your friend's birthday? Objectives Present the objectives

✎ Development Look and Speak Look at the pictures Open your book to page 30. Let's watch the screen (After Pre-listening) What did you hear? Listen to the dialogue Who are the characters in this dialogue? What did Minsu and Mina say to their mom and dad when giving a gift to them? What did Minsu give his dad as a gift? (Ask listening comprehension check questions.) Tips

Listen to the expressions.

dialogues

again

to

check

Check-up Review today's lesson Let's make a gift with paper or with a photo, give it to a friend and say, "Happy birthday." Good-bye Next time, we're going to learn a song for celebrating a birthday and play a fun game. EXTRA

My Birthday

the

Listen and Repeat⑵ Listen and repeat Tips

✎ Closing

Listen and repeat the sentences line by line.

Practice Now, you'll be Minsu, Mina, dad and mom. Try to act according to the chosen role. Let's Chant Let's chant part by part. Let's chant together. Let's Play⑵: Passing the Gifts Bag ◷ 10' 【Materials】Flashcards from lesson 2, a gift bag 【Grouping】Group work 【Expressions】Happy birthday. This is for you. You're welcome.

◷ 10'

【Materials】Pieces of paper 【Grouping】Group work 【Expressions】Same as Let's Play⑵ ▸Give each person in the group a small piece of paper. Students draw one present that they want to get from their parents on their birthday. ▸Put all the papers into a box and have students take turns choosing a paper. ▸If the picture card is what the child has drawn, others say "Happy birthday." ▸If not, the child puts the card back into the box. ▸The game is over when all the students in the group have their own birthday gift picture. Tips

You can have students draw more than two gift pictures.

❙• 67 •❙

3-3-3 Happy Birthday!

Objectives

pp. 33-34

• To sing the song 'Happy Birthday, Julie!' • To use the expressions with games This is for you. Thank you. You're welcome.

✎ Warm up Greetings Hi, everyone. Look outside. How's the weather? Listen and do Stand up, please. Sit down, please. Review Let's chant 'Happy Birthday'. Objectives Present the objectives

✎ Development Look and speak Listen to the dialogue again What did Thomas and Minsu say to Julie? How did Julie respond to Thomas and Minsu? What did Thomas and Minsu say after Julie spoke? Listen to dialogue two What did Mina say to her mom while giving her a flower and a present? What did Minsu say to his dad while giving him a flower and a present? Look and speak Look at the pictures. What happens? Look at the second picture and tell me what happens. What is Mina saying while giving the present? Let's sing Listen to the song Sing the song Let's watch the screen and listen to the song. Let's sing part by part. Let's sing together. Let's Play⑶: Giving-and-Receiving-Presents Game ◷ 10' 【Materials】Gift flashcards for students (6 cards for each student) 【Grouping】Individual work 【Expressions】Happy birthday.

❙• 68 •❙

▸The students prepare the picture (about six items per student) that they'd like to give their friends as gifts. ▸While the teacher plays the song, 'Happy Birthday' from the CD-ROM title or a song of choice, each student stands up and walks around the classroom. ▸The students say "Happy birthday" and give each other presents. ▸After giving all the presents, they fill in the worksheet about what kind of presents they got and attach the present below the name of the student who gave it to them.

✎ Closing Check-up Review today's lesson Let's sing 'Happy Birthday!' song. Good-bye Did you have fun today? So long, everyone. EXTRA

Mimic Game ◷ 10' 【Materials】Wheel boards, clips 【Grouping】Group work 【Expressions】Same as Let's Play⑶ ▸Teacher hides a present and says "Happy birthday" to a student. ▸The student says "Thank you" to the teacher. ▸The teacher, putting two hands together, says "This is for you." ▸The student asks what it is. ▸The teacher answers. Tips

If the student doesn't say 'Thank you' hesitate to give that present to the child until they say 'Thank you.'

3-3-4 Happy Birthday!

Objectives

• To do a role-play using birthday celebration expressions • To consolidate the contents of the lesson in real situations

✎ Warm up Greetings Hello, class. How are you today? How's the weather outside? Listen and do Stand up, please. Sit down, please. Raise your right hand. Review Sing the song, 'Happy Birthday, Julie!' Objectives Present the objectives

✎ Development Let's role-play Look at the picture Do you know this story? What is it? Who are the main characters you're going to meet from the story? Listen to the story What special day is it today? What did the cow, toad, and sparrow say to Kongjwi? What was Kongjwi's answer? How did they respond to Kongjwii's answer? Listen and Repeat (Watching the screen, the teacher stops it at each scene of the dialogue, and he/she has the students repeat the expressions.) Role-play In each group, take the roles from the dialogue and repeat the dialogue. Let's role-play with your group. Tips

pp. 35-37

Students could do a role-play wearing their masks.

Review Listen to the dialogue and draw lines Listen carefully to the dialogue and draw lines on your book. Have the students check their own answers by using CD-ROM title. Look at the pictures and talk about them Who are the main characters? Can you guess the story? Make up a story with your partner.

Look at the screen and check the story. Speak in a real situation Let's sing the 'Happy birthday' song for our friends who have a birthday this month. When you receive a present, make sure to say "Thank you".

✎ Closing Check-up Wrap up Lesson 3 Let me give you some homework. Watch the CD-ROM title at home. Let's sing together. Good-bye Did you have fun today? So long, everyone. EXTRA

Looking for People ◷ 10' 【Materials】None 【Grouping】Whole class 【Expressions】Happy birthday! Thank you. ▸Divide the class into two groups and have students choose the leader of their group. ▸While a leader of team (A) goes outside of the classroom, the other team (B) chooses one student who has a birthday in their group. ▸The leader of team A comes back to the classroom when the students say "Come in, please". Then the leader looks for the person whose birthday it is in team B. ▸Students in team A sing the birthday song. If the leader of team A is getting close to the right person, the other team members may sing louder. If he/she is getting further away from the right person, the other members sing quieter. This will help the leader find the right person more easily. ▸The team that finds the right person the fastest, wins the game.

❙• 69 •❙

Lesson 3 Happy Birthday!

Let's Sing: Happy Birthday, Julie!

Look and Listen ⑴

Happy birthday, Julie. Thank you!

(Thomas, Minsu and Zeeto are giving gifts to

Happy birthday, Julie. Thank you!

Julie.)

Happy birthday, oh, Julie!

Thomas, Minsu: Happy birthday, Julie. Julie: Thank you, Thomas. Thank you, Minsu. Thomas, Minsu: You're welcome. Zeeto: (giving a gift) Happy birthday, Julie.

Happy birthday, Julie. Thank you! Happy birthday, Julie. Thank you!

Julie: Thank you, Zeeto. What's this? Wow!

Happy birthday, Julie. Thank you!

(Julie opens the gift that Zeeto gave her. It is

Happy birthday, oh, Julie!

the ruler that she wanted. She kisses Zeeto's

Happy birthday, Julie. Thank you!

cheek and Zeeto flushes.) Look and Listen ⑵

(Minsu and Mina are giving flowers and gifts to parents.) Mina: (wearing a flower, kissing her cheek, and giving a gift) Mom, This is for you. Mom: Oh, thank you. Minsu: (giving flower and a gift) This is for you, Dad. Dad: Thank you, Minsu. What's this? Minsu: It's a book, Dad. Dad: (Giving a big hug to Minsu and Mina together) Thank you. Let's Chant: Happy Birthday

Role-play: K ongjw i and Patjw i

(Today is Kongjwi's birthday. However, her stepmother and Patjwi make her do laundry instead of celebrating her birthday. Kongjwi is crying because she is so sad. But she is pleased to hear congratulations.) Cow: Hi, Kongjwi. Happy birthday! This is for you. (giving a gift box) Kongjwi: Thank you. Toad: Hello! Happy birthday, Kongjwi! This is for you. (giving a gift box) Kongjwi: Oh, wow! Thank you! Sparrow: Hello! Happy birthday, Kongjwi! (giving a gift box)

Happy birthday, Julie.

Kongjwi: Oh, thank you!

Happy birthday, Julie.

All: You're welcome. (There are interesting items in each box.)

This is for you, Julie. This is for you, Julie. Oh! Thank you, Zeeto. Oh! Thank you, Zeeto. Oh! Thank you, Zeeto. Oh! Wow, Thank you. Wow! ❙• 70 •❙

Lesson 3. Happy Birthday

Birthday Cards

선물을 그리세요. Draw the present.

Dear.

From.

※ Cut it along the outline, fold it in half and decorate it by yourself. ❙• 71 •❙

Lesson 3. Happy Birthday

This is for you!

eraser

: Pair work 1. Put the real eraser in its place. 2. Do rock-paper-scissors to decide who goes first. 3. The loser flicks the eraser with their finger saying “Happy birthday! This is for you." 4. The winner collects the item where the eraser lands, answering "It's a(an) ball, Thank you!" 5. The first person to collect all the 9 items wins the game. ❙• 72 •❙

4

Wash Your Hands Listening and doing activities are very useful for beginners. In this lesson

Aims

learning about body parts through the use of imperative sentences can give young children confidence in English as well as an interest in learning a foreign language. To listen to and understand imperative sentences about body Listening

Speaking

Communicative

Vocabulary

To listen to imperative sentences and respond to them with actions

Objectives

Communicative Functions and Structures

parts

To use short imperative sentence related to the body To respond to the imperative sentence 1. Orders

Wash your hands first.

functions

2. Responses

OK, Mom.

Language

Wash ___________.

structures

OK, ________.

at, close, down, face, hungry, look, no, open, please, sit, stand, touch, up, wash Period

Page

Procedure

◦Look and Listen 1

2

38~39

40~42

Teaching Plan

3

4

43~44

45~47

Activities

◦Listen and watch CD-ROM title

◦Listen and Repeat⑴ ◦Listen and repeat ◦Let's Play⑴

◦Nose, Nose, Nose game

◦Look and Speak

◦Listen and watch CD-ROM title

◦Listen and Repeat⑵ ◦Listen and repeat ◦Let's Chant

◦Chant: 'Wash Your Face'

◦Let's Play⑵

◦Guessing game

◦Look and Speak

◦Speak with Pictures

◦Let's Sing

◦Sing along: 'Ally Bally'

◦Let's Play⑶

◦Passing words game

◦Let's Role-play

◦Role-Play: 'Begger & Prince'

◦Let's Review

◦Listen and number ◦Look at the pictures and speak ◦Activity in real context ❙• 73 •❙

3-4-I Wash Your Hands

Objectives

• To listen to and understand imperative sentences • To use expressions through practice and games

✎ Warm up Greetings Good afternoon, class. How's the weather today? Review Play Simon Says game Tips

Let students practice 'ears' and 'eyes' repeatedly in order to learn them as a plural nouns.

Objectives Present the objectives

✎ Development Look and Listen Look at the picture (Have students take a guess at what they're going to study by looking at the picture.) Who do you see in the picture? Let's watch the screen (After Pre-listening) What do people say? Listen to the dialogue What did the nurse say? When the doctor said 'Open your mouth', what did Mina do? Listen again (Ask listening comprehension check questions.) Tips

Let's Play⑴: Nose, Nose game ◷ 10' 【Materials】Flash cards 【Grouping】Whole class 【Expressions】Same as practice ▸Teacher says a body part and students point to it. ▸If you think students are familiar with names of body parts, try to point to other parts that don't match the words in order to keep them interested. ▸If there is a student who gets it wrong several times, give them a funny penalty.

✎ Closing Check-up Review today's lesson Do as I say. This time, work in pairs. One student says the expressions and the other acts out what they hear. Good-bye I want you to play the nose game with your family at home. Bye, everyone.

To allow them to focus on listening, use the 'no screen' function while playing the dialogue.

Listen and Repeat⑴ Listen and repeat Repeat any parts that the students need to practice more. Practice (Let students listen to the 6 imperative sentences and let them act according to the sentences.) (If the teacher says the right sentence that matches the picture he/she is sticking on the board, have the students act that card out. If the teacher's sentence doesn't match the card, have them do nothing.) Tips

pp. 38-39

Prepare 6 pictures that show motions (p.95)

If I'm right, do as I say. If I'm wrong, don't do anything.

❙• 74 •❙

EXTRA

Please Game ◷ 10' 【Materials】None 【Grouping】Whole class 【Expressions】Same as Let's Play⑴ ▸If the teacher says the imperative sentence without 'please', students don't act. ▸If the teacher says the imperative sentence with 'please', the students act. ▸Have all students stand up first. They have to sit down if they don't act correctly. Tips

'Please' is the most useful expression in English, so teach students to use it in imperative sentences. Let students practice using 'please' and 'Thank you', so that it becomes familiar to them.

3-4-2 Wash Your Hands

Objectives

pp. 40-42

• To understand imperative sentences • To use the expressions playing a guessing game Look at your hands. Wash your hands.

✎ Warm up Greetings How are you? How's the weather today? Listen and do Stand up, please. Sit down, please. Watch TV, please. Be quite, please. Objectives Present the objectives

▸Divide the class into two teams and let them sit facing each other. ▸Let the leaders of team A go behind team B and show the cards one bye one to team A. ▸Team A acts out what's on the card while team B guesses. ▸Teacher times each team to finish. ▸When they finish, switch roles and repeat. ▸The team that finishes first and answers correctly wins the game.

✎ Development Look and Speak Look at the pictures Open your book to page 40. Guess what's going on. Let's watch the screen (After Pre-listening) Who are the characters? Listen to the dialogue What did you hear in the dialogue? (Let students watch the dialogue on CD-ROM title.) What's the meaning of this sentence, ‘Wash your hands?' Tips

Check-up Review today's lesson (Have one student stand like a mannequin and let him/her act according to their friends' directions.) Listen to the dialogue with CD-ROM title at home. Good-bye You did a good job. See you. EXTRA

Watch the dialogues again to check the expressions.

Listen and Repeat⑵ Listen and repeat Did you hear the dialogue? Let's listen and repeat line by line. Tips

✎ Closing

Listen and repeat the sentences line by line.

Let's chant Let's listen to the chant. Chant one part at a time. Let's chant together. (Have the girls chant and the boys act.) Let's Play⑵: Guessing Motions ◷ 10' 【Materials】Teacher's picture cards, a stopwatch. 【Grouping】Whole class 【Expressions】Open/Close your mouth/ eyes. Stand up. Sit down.

Matching Cards

◷ 10'

【Materials】Flash cards (p.153) 【Grouping】Pair work 【Expressions】Same as Let's Play⑵ ▸Put 8 motion cards on the board. ▸Divide the class into two groups and have one leader from each group come to the front. ▸The students who are sitting use the imperative sentences according to what the teacher is doing and the leaders must then slap the correct card. ▸The team whose leader slapped the right card first gets one point. ▸Change leaders and repeat.

❙• 75 •❙

3-4-3 Wash Your Hands

Objectives

pp. 43-44

• To sing the song with imperative expressions • To use imperative expressions playing the game

✎ Warm up Greetings Hi, everyone. How are you today? What day is it today? Listen and do Stand up, please. Sit down, please. Watch TV, please. Open the door. Review What do you say when you want to tell your friend to wash his or her hands? Objectives Present the objectives

✎ Development Look and speak Listen to dialogue 1 What did the nurse say to Mina? What did the doctor say to Mina? Listen to dialogue 2 What did Minsu say? What did Minsu's mother said to him? Look and speak (Have the students identify the content pictures.) Do the role-play with your partner. Let's check by watching the screen.

Tips

Teacher gives points for good attitude as well as for properly producing the target language.

✎ Closing Check-up Review today's lesson Let's sing the song we learned today. Good-bye Did you have fun today? So long, everyone. EXTRA

of

Let's sing Listen to the song Sing the song Let's sing one part at a time. This time, girls sing and boys do the motions. Let's sing together. Let's Play⑶: Passing Words Card ◷ 10' 【Materials】A doll, movement cards for teacher 【Grouping】Whole class 【Expressions】Look at your hands. Wash your hands. Stand up. Sit down. Open(Close) your eyes/mouth.

❙• 76 •❙

▸Each group stands in a line. ▸The teacher gives one doll or baton to the first student of each line and gives them an instructive sentence. ▸Team leaders of each group repeat what the teacher said. ▸The first student passes the doll to the next person and repeats the sentence. ▸The last students of each group quickly comes to the board and picks the correct card. ▸The group which gets the card first and says the expression correctly wins.

Flick the Clip

◷ 10'

【Materials】Wheel boards, clips 【Grouping】Group work 【Expressions】Same as Let's Play⑵ ▸Give each group a wheel board with some action pictures on it. ▸Students take turns flicking the clip on the board. ▸The others say the expression based on the picture the clip is pointing to. ▸If the student responds correctly to the command, he or she gets the number of written under the picture. ▸The student who gets the most point wins.

3-4-4 Wash Your Hands

Objectives

• To confidently do a role-play using some simple commands • To use the expressions in real situations

✎ Warm up Greetings Hello, class. How are you today? How's the weather outside? Review Sing the song, 'Ally Bally' Objectives Present the objectives

✎ Development Let's role-play Look at the picture Do you know the story 'The Prince and The Beggar? What are they talking about? Make up a story with your group. Listen to the story What did the prince say when offering the chair? What did the prince say when the beggar tried to take the food with his dirty hands? Listen and Repeat Now, watch the role-play one more time. This time, please repeat line by line. (Watching the screen, the teacher pauses the dialogue, and he/she has the students repeat the expressions.) Do a role-play Each group member takes a role from the dialogue and watches the screen carefully. Students repeat the dialogue line by line. Let's role-play with your group. Tips

pp. 45-47

Give compliments to the students who played their roles very well to encourage them to increase their interest in English and participate in the acting.

Review Listen and write the correct number Listen and write the numbers next to the pictures. Have you finished? Let's check the answers. Look at the pictures and talk about them Look at the pictures on page 47. Can you guess the story? Make up a story with your partner.

Speak in a real situation Let's use the expressions you have learned so far in a real situation. (Demonstrate by walking around the class. Pick one student and tell him/her to close their eyes.) (While the students' eyes are closed, hand him/her a book and ask) What's this? (If the student gets the right answer, have him or her open his or her eyes to check what it is). Very good. Do this with your partner. Tips

Encourage them to do this again with their partner and increase the number of imperative sentences.

✎ Closing Check-up Wrap up Lesson 4 Let's sing the song 'Ally Bally'. Good-bye Thank you. See you tomorrow. EXTRA

Speed Game ◷ 10' 【Materials】Action picture cards, stopwatch 【Grouping】Whole Class 【Expressions】Same as Let's play⑶ ▸Put the action picture cards in a row on the floor of the classroom and have one group come to the front. ▸The first player goes through the picture cards one by one saying the expression that is illustrated on it. ▸When the first student gets to the last card, the second student then does as the first student did. ▸Time how long each team takes to do the activity. Tips

Make sure that students say the expression correctly.

❙• 77 •❙

Lesson 4 Wash your Hands Look and Listen ⑴

Let's Sing: Ally Bally

(A person is in a dentist's office with a Ally Bally, ally bally bee.

dentist.) Nurse: Sit down, please.

Stand up. Sit down.

Mina: OK.

Hee, hee, hee!

Doctor: Open your mouth.

Open and close.

Mina: Ahhh...

Open and close.

Doctor: (Lift the drill for treatment. Mina

Stand up. Sit down.

makes a painful expression and Zeeto is

Hee, hee, hee!

watching.)

(Repeat) Role-play: The Beggar & The Prince

Look and Listen ⑵

(When

Minsu

comes

back

after

playing

baseball, his face and hands are dirty. When he tries to pick up some bread on the table, his mom speaks to him.) Minsu: I'm hungry. (He tries to pick up the bread and eats.) Minsu's mom: Oh, no. Wash your hands, please. Minsu: Please, Mom. I'm hungry. (He tries to eat again.) Minsu's mom: Look at your hands! Wash your hands first. Minsu: OK, Mom. Let's Chant: Help Me, please!

Wash, wash your face. Wash, wash your hands. Wash, wash your face. Wash, wash your hands. Splash! Touch, touch your ears. Touch, touch your eyes. Touch, touch your nose. Touch, touch your mouth, sh! (Repeat.) ❙• 78 •❙

(One day, the prince invites the hungry beggar to dinner.) Prince: (Offering a chair) Sit down, please. Beggar: Thank you. (Salivates) I'm hungry. (Tries to grab the food with dirty hands). Prince: Oh, no. Look at your hands! Wash your hands. Beggar: Oh, please. I'm hungry. Prince: O.K. Open your mouth. (Puts one piece of pizza in the beggar's mouth.) Beggar: (Standing up to wash hands after eating pizza) Thank you. Prince: You're welcome.

Lesson 4. Wash Your Hands (3/4)

Flick the clip

❙• 79 •❙

Lesson 4. Wash Your Hands

Picture Cards

❙• 80 •❙

5 Aims

I Like Apples The students will be able to ask and answer questions about the foods they like or dislike by expressing their opinions about them. To listen to and understand expressions about what food we Listening

like or don't like To listen and understand expression of agreement

Objectives

To use expressions by asking and answering questions about Speaking

their favorite food To agree with others' opinions using new expressions

Communicative Communicative Functions and Structures

Vocabulary

functions

1. Likes & Dislikes 2. Agreement

Do you like apples? Yes, I do. / No, I don't Me, too.

Language

Do you like ______.

structures

I like/I don't like ______.

chicken, do, fish, grape, here, like, lunch, not, time, too, yes Period

Page

Procedure

◦Look and Listen 1

2

50-51

52-54

Teaching Plan

3

4

55-56

Activities

◦Listen and watch CD-ROM title

◦Listen and Repeat⑴ ◦Listen and repeat ◦Let's Play⑴

◦Rock, Scissors, Paper game

◦Look and Speak

◦Listen and watch CD-ROM title

◦Listen and Repeat⑵ ◦Listen and repeat ◦Let's Chant

◦Chant: 'Do You Like Chicken?'

◦Let's Play⑵

◦Guessing game

◦Look and Speak

◦Look at the pictures and speak

◦Let's Sing

◦Sing along: 'I Like Apples.'

◦Let's Play⑶

◦Survey Game

◦Let's Review

◦Listen and mark ◦Look at the pictures and speak

57-59

◦Real communicative activity ◦Let's play⑷

◦Activity in real context

❙• 81 •❙

3-5-1 I Like Apples

Objectives

pp. 50-51

• To listen to and understand expressions about we like or dislike • To use expressions while playing the Rock, Paper, Scissors Game

✎ Warm up Greetings Good morning, class. How are you doing? How's the weather today? Listen and do Touch your desk. Point to the door. Touch your desk. Point to the door. Review Sing the 'Ally Bally' song. Objectives Present the objectives

【Grouping】Whole class 【Expressions】I like apples. I don't like apples. ▸Put picture cards on the board. ▸Divide into two groups and select a leader for each team. ▸Students stand on opposite ends of the picture cards. ▸The two leaders point to each card while the others in team A and B say together. ▸When both leaders meet in the middle, they do 'rock-paper scissors'. ▸The team that finishes reading all of the cards first wins. Tips

✎ Development Look and Listen Look at the picture Open your book to page 50. Look at the picture, what's happening? Let's watch the screen (After Pre-listening) What did the people say? Listen to the dialogue What did Minsu like? How about Julie? Listen again Let's listen again and check your answers. (Ask listening comprehension check questions.) What fruit doesn't Julie like? Tips

Tips

✎ Closing Check-up Review today's lesson I want to know what food or fruit you like. Do you like apples? Raise you hand if you like pears. Good-bye It's time to finish. See you on Wednesday. Good-bye, everyone. EXTRA

Encourage students to say what they heard.

Listen and Repeat⑴ Listen and repeat Let's repeat one by one. Practice Let's Play 'Snatching game' with a partner. Put some food flash cards on the table. After hearing what the teacher says, if you like it, then pick up the card. If not, just leave the card. I like apples. (oranges, pears, bananas, fish) If both students like the same food and try to pick the same card, the person who touches the card first wins.

Let's Play⑴: Rock Paper Scissors ◷ 10' 【Materials】Flash cards

❙• 82 •❙

When students are familiar with sentences, have them do pair work by using individual picture cards.

Snowball Game ◷ 10' 【Materials】None 【Grouping】Group work 【Expressions】Same as Let's Play⑴ ▸Let students think about what food or fruit they like. ▸First, one student from each group says what he/she likes. ▸The next student repeats the previous student's expression and adds what they like. ▸If a child can't memorize all the things others like so far, the student will be out. Tips

For young students it's better to use picture cards.

3-5-2 I Like Apples

Objectives

pp. 52-54

• To understand and use expressions about our favorite food • To understand and use expressions about agreeing with others' opinions Yes, I do. / No, I don't.

✎ Warm up Greetings How are you doing? Listen and do Touch your desk. Point to the door. Review Listen carefully and do what I say. I'll draw a picture on the board. What's this? Objectives Present the objectives

✎ Development Look and Speak Look at the pictures Open your book to page 52. Look at the picture. What do you see in the picture? Let's watch the screen (After Pre-listening) What do people say? Listen to the dialogue What does 'me, too' mean? What food does Thomas like? What's Minsu's favorite food? Listen and Repeat⑵ Listen and repeat Tips

Tips

Encourage students to speak English as much as possible.

✎ Closing Check-up Review today's lesson Everyone, do you like apples? Let's chant together. Good-bye It's time to finish. Good-bye. Take care, everyone. EXTRA

Listen and repeat the sentences line by line.

Practice I'll divide the class into two teams. This is team A, you are all team B. The teacher hides a food card and one student asks a question. I'll hide one food card behind my back. Guess what it is. Tips

▸Make groups of 4 or 6 and then divide each group into 2 teams. ▸Each team chooses four cards. ▸Make sure the students can not see the other team's menu. ▸The students in team A guess the other group's cards by asking the question 'Do you like apples?' ▸If team B has the apple card, then they answer 'Yes, we do.' ▸The team which guesses correctly wins.

Let students have a chance to hide a card like the teacher does.

Let's Let's Let's Let's

chant listen to the chant first. chant part by part. chant, clapping to the beat.

Let's Play ⑵: Guessing Game ◷ 10' 【Materials】Food cards for students (p.97) 【Grouping】Group work 【Expressions】Do you like apples?

Whispering Game ◷ 10' 【Materials】None 【Grouping】Whole class 【Expressions】Same as Let's Play⑴ ▸Divide the class into groups of 10. ▸Have each group make a line. ▸The teacher whispers a sentence to the first student in each line. ▸They should remember what the teacher says and whisper it to the next person. ▸The next student does the same to the next. ▸The last student of each group comes to the front and says what he heard. Tips

Make sure that students do not talk loudly so that the other teams can't hear what they say.

❙• 83 •❙

3-5-3 I Like Apples

Objectives

• To sing the song entitled 'I Like Apples' • To find out what food their friends like through a survey activity

✎ Warm up Greetings Look outside. How's the weather? What day is it today? Listen and do Touch your desk. Point to the door. Review Chant 'Do You Like Chicken?' Tips

Have students recall what they learned in last class by chanting 'Do You Like Chicken?'

Objectives Present the objectives

✎ Development Look and Speak Listen to dialogue one Let's listen to dialogue one. What did Minsu say? What did Julie say? Listen to dialogue two How did Minsu ask Thomas if he likes chicken? How did Thomas respond to Minsu? Look and speak What did they say? Let's check the answers watching the screen. Practice the dialogue with your partner. Tips

▸Have the students write or draw two more Korean food items that they would like to have on the survey sheet on page 56. ▸Make sure that students know what to ask and how to answer in the survey. ▸Students move around the class asking other friends and writing down their answer with O or X on the survey sheet. ▸When they fill out the whole column on the survey sheet, they go back to their seats. ▸Find out how many students in each group like one type of food. Tips

After the survey graph is made by the students, put it on the board or walls of the classroom so that children can see the survey results.

✎ Closing Check-up Review today's lesson (Showing realia or picture flash cards, the teacher can ask some questions to review.) (Have students answer.) Good-bye It's time to finish. So long, everyone. Take care.

Have students practice the dialogue with their partners.

Let's sing Listen to the song Sing the song Let's watch the screen and listen carefully to the song. Let's sing it part by part. Tips

pp. 55-56

Sing the song by changing the food names.

Let's Play ⑶: Survey ◷ 10' 【Materials】Survey sheet (p.56) 【Grouping】Whole Class 【Expressions】Do you like apples? Yes, I do. No, I don't.

❙• 84 •❙

EXTRA

Guessing Game

◷ 10'

【Materials】None 【Grouping】Pair work 【Expressions】Same as Let's Play⑶ ▸One student draws the food he or she likes on their partner's back with his/her finger. ▸The partner guesses and asks, "Do you like ____?" ▸The other answers "Yes, I do/No, I don't." ▸They continue this process taking turns. ▸Whenever they guess correctly, they get one point.

3-5-4 I Like Apples

Objectives

• To speak confidently about the foods they like or dislike • To consolidate the contents of the lesson in real situations

✎ Warm up Greetings Good afternoon, boys and girls. It's time for English. Are you ready? Listen and do Put your pencil down. Hold your paper up. Touch your head. Draw two apples in the air. Review Asking some questions about food or fruit and singing the song 'Do You Like Apples?' Tips

pp. 57-59

Present the flash cards to the students and review the sentences that they learned last time.

Objectives Present the objectives

✎ Development Let's Review Listen and mark Open your book to page 57. Listen carefully to the CD-ROM title while looking at the picture. Mark an '○' on Minho's favorite food, and make an '×' on the food he doesn't like. Now, listen again and check your answers. Look at the pictures and talk about them Look at the pictures on page 58. What's happening? What did they talk to each other? Let's make up a story with your partner. Speak in a real situation What is your favorite fruit? Now, tell me what foods you don't like. What food do you want to have on your birthday? Let's get into pairs and ask each other which food we like. Let's Play ⑷: Making a Book 【Materials】Pictures of food from various materials pencil crayons, scissors, glue, etc. 【Grouping】Individual work 【Expressions】Same as Let's Play ⑴

▸Show students some examples of various books they can choose from. ▸Let students choose what kind of book they want to make. ▸Students draw their favorite food or fruit or cut them out of the materials they brought to class. ▸When they finish the books, encourage them to show them to the other students and talk about their favorite and least favorite foods. Tips

Since it usually takes time for them to make a book, the teacher can connect this activity with art class.

✎ Closing Check-up Wrap up Lesson 5 I want you to show the book that you made to your families. Listen to the dialogue with CD-ROM title at home. Good-bye It's time to finish. Good-bye. Take care, everyone. You did a good job today. EXTRA

Bingo

◷ 10'

【Materials】Food flash cards 【Grouping】Pair work 【Expressions】Same as Let's Play⑴ ▸The students who finish the book making activity are asked to sit in groups of 3 to 6 members. ▸Each student puts their food flash cards on a bingo board with 9 grids. ▸Students take turns saying what food they like or don't like. ▸The students who have the right cards turn them over. Tips

Students can play this bingo game by asking and answering with the food cards that they drew on the blank bingo board.

❙• 85 •❙

Lesson 5 I Likes Apples Look and Listen ⑴

(Minsu's Mom gives some snacks to Minsu. But his hand is dirty because he was painting. When he sees the snacks, he is so happy. There are apples and grapes, but grapes can not be seen because they are hidden behind the apples.) Minsu, Sandy: I like apples! Minsu's mom: Wash your hands first. (Children wash their hands.) Julie: (With a disappointed face) I don't like apples. Minsu's mom: (Turning the plate) Here. Julie: Grapes! I like grapes. Thank you. Look and Listen ⑵

(Thomas and Minsu are chatting in the school restaurant.) Minsu: I like lunch time. Thomas: Me, too. Minsu: (Taking dishes) Thank you. (They find two empty places and are sitting opposite each other.) MInsu: I like fish. Do you like fish? Thomas: No, I don't. Here, Minsu. Minsu: Thanks. Do you like chicken? Thomas: Yes, I do. MInsu: Here, Thomas. Thomas: Thanks. Let's Chant: Do You Like Chicken?

Do you like chicken? Do you like chicken? Oh, yes, I like chicken. Do you like chicken? Do you like chicken?

❙• 86 •❙

Do you like chicken? Yes, I do. Do you like chicken? Yes, I do. Do you like chicken? Yes, I do. I like chicken. Yeah! Do you like fish? Do you like fish? Oh, no, I don't like fish. Do you like fish? Do you like fish? Oh, no, I don't like fish. Do you like fish? No, I don't. Do you like fish? No, I don't. Do you like fish? No, I don't. I don't like fish. Hmm! Let's Sing: I like Apples

Doo doo doo doo doo doo! Oh! Do you like apples, apples? Do you like apples, apples? Yummy! Yummy! Apples, apples. Yummy! Yummy! I like apples. Doo doo doo doo doo doo! Oh! Do you like apples, apples? Do you like apples, apples? Yucky! Yucky! Apples, apples. Yucky! Yucky! I don't like apples.

Lesson 5. I Like Apples (3/4)

Information Gap Activity

My table

Partner's table

O X

How to play: 1. Make your own lunch table with your picture cards, 2. Work with your partner and ask each other "Do you like ________?" 3. If you have the card, answer "Yes, I do." If not, "No, I don't." 4. Check off the food in the grid as your partner answers. 5. The person who guesses the first is the winner. ❙• 87 •❙

Lesson 5. I Like Apples (3/4)

Information Gap Activity

+2

-2

❙• 88 •❙

6

How Many Cows? Numbers are used often in our daily lives to tell time and to count things.

Aims

In this lesson, students will learn expressions used for asking and answering questions with numbers. They'll learn how to use them in daily life. To listen to and understand the expressions of how many Listening

animals people have and the size of the animals To listen to and understand suggestions

Objectives

To use expressions for counting animals and describing their Speaking

size To make suggestions

Communicative 1. Confirmation Communicative Functions and Structures

functions Language structures

Vocabulary

2. Suggestions

How many cows? I have two cows. Let's go.

How many_______? I have _______. Look at the ________.

bear, big, cow, go, have, how, kangaroo, let, many, pig, small, so, the Period

Page

Procedure

◦Look and Listen 1

2

60-61

62-64

Teaching Plan

3

4

65-66

67-69

Activities

◦Listen and watch CD-ROM title

◦Listen and Repeat⑴ ◦Listen and repeat ◦Let's Play⑴

◦Animal card game

◦Look and Speak

◦Listen and watch CD-ROM title

◦Listen and Repeat⑵ ◦Listen and repeat ◦Let's Chant

◦Chant: 'Big and Small'

◦Let's Play⑵

◦Coloring animals game

◦Look and Speak

◦Look at the pictures and speak

◦Let's Sing

◦Sing along: 'How Many Cows?'

◦Let's Play⑶

◦Exchanging cards game

◦Let's Role-play

◦Role-Play: 'The Pigs' Picnic'

◦Let's Review

◦Listen and write numbers ◦Speak with pictures ◦Activity in real context

❙• 89 •❙

3-6-1 How Many Cow?

Objectives

• To listen to and understand the questions about the number of animals • To use those expressions while playing a game

✎ Warm up Greetings Hi, everyone. How's everything? What day is it today? Listen and do Take out the animal cards. Touch the lion, please. Look at the monkey, please. Review Ask questions about animal cards by revealing each one little by little. Review the words that they learned Tips

pp. 60-61

'Take a guess' activity is used to get students to take part in the activity and review the last lesson.

Objectives Present the objectives

▸Divide the class into two teams and have the leader of each team come to the front. ▸The leader of team A chooses an animal card and the other members ask a question to team B, "How many ?" ▸Team B answers the question with the number card that the leader of team B picks. If team B answers correctly, they get the number of points on the card. ▸Switch and repeat the process. ▸The team that has the highest score wins the game. Tips

If necessary, review the pronunciation of plural nouns.

✎ Closing ✎ Development Look and Listen Look at the picture Open your book to page 60. What's in the picture? What's happening? Let's watch the screen (After Pre-listening) What did the people say? Listen to the dialogue Do you like pigs? How many cows are there? How many pigs are there? Listen again When do we use 'How many ______?' Listen and Repeat⑴ Listen and repeat Now, listen carefully and repeat. Practice Can you count from 1 to 10? Listen and tap on your desk as you listen. Tips

Let students count numbers with real items such as fruit or school supplies.

Let's Play ⑴: Animal Cards Game ◷ 10' 【Materials】Animal and number cards (pp.99-101) 【Grouping】Whole Class 【Expressions】How many cats? Three cats.

❙• 90 •❙

Check-up Review today's lesson Do you have pencils(books/rulers)? How many? (Have students answer according to the number of the pencils they have) Five pencils. Good-bye Time's up. Good-bye. Take care, everyone. EXTRA

Up and Down Game

◷ 10'

【Materials】Marbles, Animal cards 【Grouping】Whole class 【Expressions】Same as Let's Play⑴ ▸Review animal cards with students. ▸Pick a numbered marble, but don't show it to students. ▸Students take a guess, "How many animals?" ▸Elicit the correct answer by saying 'Up' or 'Down'. ▸If they get the answer on the first guess, then give 3 points. If they get the answer on the second guess, give 2 points, etc.

3-6-2 How Many Cow?

Objectives

• To listen and understand expressions used to describe the size of animals • To use the expressions through games

✎ Warm up Greetings Good morning, class. Let's start our English lesson now. Listen and do Point to the mirror. Make a circle with your fingers. Draw a big dog in the air. Review What animal is this? (shows a picture) I have a picture of lions. How many lions? Objectives Present the objectives

✎ Development Look and Speak Look at the pictures Look at pages 62 and 63. What do you see in this picture? Who do you see in this picture? Let's watch the screen (After Pre-listening) What did you hear? Listen to the dialogue Where are Minsu and his friends? Who likes monkeys? Are the monkeys big or small? Listen and Repeat⑵ Listen and repeat Tips

Listen and repeat the sentences line by line.

Practice (Let students come up and pick an animal card. All members act like that animal.) Let's chant Let's listen to the chant first. Let's chant clapping to the beat. Let's chant part by part. Tips

pp. 62-64

Divide the class into two teams and let them choose one thing in the classroom. Then, have them chant with saying the thing is big or small.

Let's Play ⑵: Coloring Animals ◷ 10' 【Materials】Crayons 【Grouping】Individual work 【Expressions】I have two dogs.

▸Open your book to page 64. ▸Students listen to what the teacher says and color it as they want to. ▸Make students repeat what the teacher says while coloring it. ▸After coloring, let them talk about the content of the picture with a partner. Tips

Students could have a chance to look at the picture in their books and say something about it.

✎ Closing Check-up Review today's lesson (Showing a big picture of a bear) Look at this bear. Is it small? Let's chant together. Good-bye Time's up. Good-bye. Take care, everyone. EXTRA

Matching Game

◷ 10'

【Materials】2 sets of animal cards for teachers 【Grouping】Whole class 【Expressions】Same as Let's Play⑴ ▸Put 2 sets of animal cards on the board. Cover each card with numbered paper. ▸One student of team A chooses two numbers. ▸The teacher takes off the two papers and checks if the pictures are the same or not. If the pictures are the same, team A says "This is a bear. It's big." ▸When the students say the sentences correctly, they get a point. If the pictures are different, cover them again and the next turn goes to team B. ▸The team that gets the most correct answers wins.

❙• 91 •❙

3-6-3 How Many Cow?

Objectives

• To use expressions describing the number of animals and their size • To sing the song, 'How Many Cows?'

✎ Warm up Greetings Hi, everyone. How are you today? How's the weather? Listen and do Look up, please. Look down, please. Now, look at me, please. Review Do you remember the chant 'Big and Small'? Let's chant together. Tips

After chanting, have students act like a big lion or a small mouse mimicking the sound the animal makes.

Objectives Present the objectives

✎ Development Look and Speak Listen to dialogue one What animals do you see? Who are the characters? How many cows does Minsu's uncle have on the farm? Listen to dialogue two Are the monkeys big or small? Is the bear small or big? Look and speak Can you guess what they are saying? When Minsu looks at the bear, what does he say? Let's sing Listen to the song Sing the song Let's watch the screen and listen carefully to the song. Let's sing part by part. Tips

Divide the students into two groups, have each team take the questioning and answering part.

Let's Play ⑶: Survey Activity ◷ 10' 【Materials】Worksheet on the textbook of page 66 【Grouping】Whole Class 【Expressions】How many cats? Two cats

❙• 92 •❙

pp. 65-66

▸Let the students imagine their own animal farms and randomly write down how many animals they have on their survey sheet.(p.66) ▸When the survey starts, students stand up and meet some friends asking how many animals they have and write down their responses. ▸After asking and answering the questions, have the students thank their friends and say good-bye. Students can continue to meet friends and ask and answer questions. ▸When time's up, have the students present their survey sheets to the whole class. Tips

Walk around and give help or advice to students who have trouble doing the survey.

✎ Closing Check-up Review today's lesson (While showing some number cards and flash cards, ask students questions) How many cows? Good-bye That's all for today. Good-bye See you. EXTRA

Making a Group Game

◷ 10'

【Materials】None 【Grouping】Whole class 【Expressions】Same as Let's Play⑴ ▸Review the names of animals first. ▸Have students ask the teacher what animal he/she has. ▸The teacher says how many animals he/she has. ▸Students form groups according to the number of the animals that the teacher has. ▸The last students who survive are the winners.

3-6-4 How Many Cow?

Objectives

• To do a role-play asking and answering about the number of animals • To consolidate the contents of the lesson in real situations

✎ Warm up Greetings Good afternoon, boys and girls. It's time for English. Are you ready? Listen and do Clap your hands five times. Draw a small cat. Draw a big lion. Put your pencils down. Review Sing the song and chant together to review the last lessons Tips

Have students listen to the song and chant. Ask questions about what they sang.

Objectives Present the objectives

✎ Development Let's Role-play Look at the picture Open your book to page 67. Do you know the story, 'The Piggy's Picnic'? Who are the characters in this story? Make up a story with your group members. Listen to the story What did you hear? How many pigs are there in the story? Listen and repeat Let's watch the story again and repeat after the dialogue. Role-play Choose one role and repeat after the CD-ROM. I want each group to perform the story. Any volunteers to come up and do the role-play? Tips

pp. 67-69

Have the students change their parts with other group members.

Let's Review Listen and write the number of the animals Open your book to page 68. Listen to the dialogue and write the number. Let's check how well you did. Are your answers correct? Look at the pictures and talk about them Look at the pictures on page 69.

What's in the picture? Make up a story with the picture. Let's check the answers. Tips

When all the pairs or groups are ready, ask several students to tell their stories to the class.

Speak in a real situation What's your favorite animal? Do you have any pets? How many dogs do you have? Is it big or small? What's his/her name?

✎ Closing Check-up Wrap up Lesson 6 Let's finish the class with the song 'How Many Cows?' Listen to the dialogue with the CD-ROM title at home. Good-bye You did a good job today. Have a nice day. Take care, everyone. EXTRA

Quiz Time

◷ 10'

【Materials】Flash cards 【Grouping】Group work 【Expressions】Same as Let's Play⑴ ▸Divide the students into groups of four. And each group chooses two cards. ▸S1 should say only 'yes or no' while the others take turns asking questions to find out what animal S1 has. ▸Encourage students to try to speak in English as much as possible. ▸The students who answer correctly get two points. Tips

Some questions or answers that students might want to use should be written on the board so that they can refer to them.

❙• 93 •❙

Lesson 6 How Many Cows? Look and Listen ⑴

(Minsu, Zeeto, and Tony are at Tony's uncle's farm. They are looking around the farm. Zeeto's mouth is full and he's chewing something.) Uncle: (Looking at cows way off in the distance.) I have cows, too. Minsu: How many cows? Uncle: Seven. Tony: (He counts pigs while walking) One, tow, three, four. You have four pigs. Uncle: (Pointing to Zeeto who is eating like a pig.) Look! Minsu, Tony: (Pointing to Zeeto with a smile) Five pigs!

Let's Sing: How Many Cows?

One, One, One, One,

two! two, two! two,

One, two, three! three, four! Yeah! Yeah! One, two, three! three, four! Yeah! Yeah!

I have cows. Oh, yeah, yeah! I have cows. Oh, yeah, yeah! How many cows? One, two, three. One, two, three big cows. Mooooo! I have pigs. Oh, yeah, yeah! I have pigs. Oh, yeah, yeah! How many pigs? One, two, three. One, two, three small pigs. Oink! Oink!

Look and Listen ⑵

(Minsu, Thomas, Lisa and Mina are looking around at the zoo.) Thomas: (Hinting that he wants to go and see the monkeys) I like monkeys. Minsu: OK. Let's go. Lisa: (Giving bananas to the monkey) Here! Thomas: (Pointing to the baby monkey) It's small. (The Mommy monkey throws the banana peel as a warning.) Lisa: (Getting hit by the banana peel) I don't like monkeys. Minsu: (Going to the bear) Look at the bear. It's big. Let's Chant: Big and Small

Small, small. It's so small. Small, small. It's so small. Look at the monkey. It's so small. Look at the monkey. It's so small. Look at the monkey. It's so small. Oh, it's so small! Big, big, it's so big. Big, big, it's so big. Look at the bear. It's so big. Look at the bear. It's so big. Look at the bear. It's so big. Oh, it's so big. ❙• 94 •❙

Role-play: The pigs' picnic

Mommy Pig: (Counting the piggies that are ready to go on a picnic, she urges them to leave quickly) One, two, three, ... , ten. I have ten. Go! Eldest brother piggy: How many? Mommy pig: Ten. Bye! Eldest brother piggy: Bye. Mom. (To his younger brothers and sisters) Let's go. The little piggies go on a picnic and have a good time. Now, it's time to go back home. So the eldest brother counts his younger brothers and sisters. Eldest brother piggy: Let's go. One, two, three, ... , nine. (He counts the number of his younger brothers and sisters once again.) One, two, three, ... , nine! Youngest brother piggy: (asking the eldest brother in confusion) How many? Eldest brother piggy: Nine! Youngest brother piggy: No! Ten. Youngest brother piggy: One, two, three, ... , nine, ... , (pointing to the Eldest brother piggy) Ten! Eldest brother piggy: (He is shamefaced.)

Lesson 6. How Many Cow? (1/4)

Up and Down Game

Three Pigs

Five Cows

Nine Monkeys

Four Dogs

❙• 95 •❙

Lesson 6. How Many Cows? (4/4)

Quiz Time

❙• 96 •❙

Pig

Cow

Monkey

Dog

Cat

Bear

Horse

Chicken

Bird

Rabbit

Mouse

Tiger

Lion

Hippo

Elephant

Frog

7 Aims

I Can Swim Students will learn how to say what they can or can't do. To Listening

Objectives

listen

to

and

understand

asking

and

answering questions about what they can or can't do To listen to and understand expressions for how to ask for

To ask and answer what they can do To use the expressions for asking for help

Communicative 1. Can or Can't

Vocabulary

for

someone's help Speaking

Communicative Functions and Structures

expressions

functions

2. Asking for help

Language

I can _________.

structures

Can you ________?

Can you swim? Yes, I can./ No, I can't. Help!

can, come, dance, fly, great, help, jump, on, run, ski, sure, swim, wait Period

Page

Procedure

◦Look and Listen⑴ 1

2

70~71

72~74

Teaching Plan

3

4

75~76

77~79

Activities

◦Listen to and watch the CD-ROM title

◦Listen and Repeat⑴

◦Listen and repeat

◦Let's Play⑴

◦Guessing game

◦Look and Listen⑵

◦Listen to and watch CD-ROM title

◦Listen and Repeat⑵

◦Listen and repeat⑵

◦Let's Chant

◦Chant: 'Help Me, Please'

◦Let's Play⑵

◦Miming game

◦Look and Speak

◦Look at the pictures and speak

◦Let's Sing

◦Sing along: 'Can You Swim?'

◦Let's Play⑶

◦Dice game

◦Let's Role-play

◦Role-play: 'The Hare and The Tortoise'

◦Let's Review

◦Listen and find the right picture ◦Look at the pictures and speak ◦Activity in real context ❙• 97 •❙

3-7-1 I Can Swim

Objectives

pp. 70-71

• To listen to and understand expressions for asking and answering questions about what they can do • To listen to and understand expressions for asking for help

✎ Warm up Greetings Good morning, class. How are you today? How's the weather today? Listen and do Listen carefully and do as I say. Look up. Look down. Look at me. (Clapping) Clap your hands. Review (Showing a picture) How many cows in the picture? How many dogs are in the picture? Objectives Present the objectives

✎ Development Look and Listen Look at the picture Open your book to page 70. What is the story about? Let's watch the screen (After Pre-listening) What happened to Zeeto? Who can help Zeeto? Listen to the dialogue What did Zeeto say to Minsu in the first part of this dialogue? When he fell into the swimming pool, what did he say? Listen again When Minsu heard Zeeto say, "Help!", what did he say while running to him? Can you swim? Listen and Repeat⑴ Listen and repeat Now, let's repeat the dialogue line by line. Listen and repeat again. Practice Let's listen and mime. I can swim. (They mime swimming). I can ski. / I can dance. / Help! Help!

❙• 98 •❙

Let's Play⑴: Guessing Game ◷ 10' 【Materials】Flash cards for students 【Grouping】Whole class 【Expressions】Can you swim (ski/dance/fly/jump)? ▸Put 6 flashcards on the board. ▸Have students close their eyes and choose a card that the student have to guess. ▸Students take a guess by saying "Can you~?" ▸If a student gets the answer, he/she chooses a card and repeats the process. Tips

The teacher can divide the class into two teams to do the game. The teacher can give a point when the students get an answer.

✎ Closing Check-up Review today's lesson Pick a card and talk with your partner about what you can or cannot do with your friends. Listen to the dialogue with CD-ROM title at home. Good-bye Next time, we will learn a chant and play some games. Bye! Have a good day. Bye, class. EXTRA

Who Can Swim?

◷ 10'

【Materials】Flashcards (p.103) 【Grouping】Whole class 【Expressions】Same as Let's play⑴ ▸Each student picks one card among the flashcards that the teacher has. ▸When the teacher says "Go!", students go around the classroom asking and answering the questions 'Can you swim(dance, ski, skate, fly, run)?' ▸If one student finds another who has the same card, they make a group and try to find other group members.

3-7-2 I Can Swim

Objectives

pp. 72-74

• To understand and speak expressions about what they can or cannot do • To use expressions about what they can do by saying, 'I can', and chant the expressions about how to ask for help

✎ Warm up Greetings Good morning, class. How are you today? How's the weather today? Listen and do Listen carefully and do as I say. Clap your hands five times. Clap your hands ten times. Well done. Let's try one more time. Clap your hands six times. Review (Pretend that Zeeto is swimming using a puppet) What is Zeeto saying? Objectives Present the objectives

✎ Development Look and Listen Look at the picture Who are they? What's happening? Let's watch the screen (After Pre-listening) What's the dialogue about? Listen to the dialogue Who is in this dialogue? What's the first thing Zeeto said to his friends? What did Thomas say to Zeeto? Listen again What did Zeeto say when he gave them the ball? Listen and Repeat⑵ Listen and repeat Listen and repeat the dialogue line by line. Practice Make a line in groups. When I ask 'Can you jump?' to the first student of each group, the person has to answer 'Yes, I can.' Then ask the same question to the next person. The last person has to ask the question to me. Can you skate? Let's Chant Listen to the chant Chant Chant one part at a time. Now, let's chant together.

Let's Play⑵: Sending Motion Game ◷ 10' 【Materials】Food flashcards for a teacher 【Grouping】Whole class 【Expressions】I can ~. ▸Make groups of 10. ▸Students in each group stand in a line. ▸When the teacher shows a flashcard to the first student, the student mimes the expression to the next student while others face the opposite direction so they cannot see. ▸Students repeat the process until the last player. ▸The last student explains the card in English. ▸The team that finishes first wins the game.

✎ Closing Check-up Review today's lesson Let's talk about what you can do with your partner. Ask which kind of exercises students' families can do in English. Good-bye Time's up. Have a good day. Bye, class. EXTRA

Secret Box Game

◷10'

【Materials】A box with flashcards in it (p.103) 【Grouping】Whole class 【Expressions】Same as Let's Play(2) ▸Teacher prepares a box with flashcards in it. ▸Chanting 'Can you swim?', students pass the secret box to their friends. ▸When the teacher stops the music, the student who has the box stands up and picks one card out of the box. ▸He/She mimes the card they chose, and other students guess what he/she can do by asking, ?" "Can you ▸If all the students ask correctly, he/she answers, 'Yes, I can', otherwise he/she answers 'No, I can't.'

❙• 99 •❙

3-7-3 I Can Swim

Objectives

pp. 75-76

• To say what they can or cannot do • To sing the song entitled 'Can You Swim?'

✎ Warm up Greetings Good morning, class. How are you today? How's the weather today? Listen and do Listen carefully and do as I say. Stand up. Walk. Run. Let's try one more time. Clap your hands. Wave your hands. Review When you ask somebody for help, what do you say? Now, let me divide you into two groups, a girls' team and a boys' team. When you chant, the boys' team takes the part of asking for help: the girls' team takes the part of the helper. Objectives Present the objectives

✎ Development Look and Speak Let's listen to dialogue One Look at the screen and listen carefully, please. Before swimming in the pool, what did Zeeto say to Minsu? As Zeeto fell into the water, what did Zeeto say to Minsu? Let's listen to dialogue Two What's another way of saying 'Of course, I can do it'? Let's Sing Let's listen the song Practice Let's sing the song part by part. Now, let's sing together. Let's Play⑶: Board Game ◷ 10' 【Materials】Some coins for students, markers 【Grouping】Pair work 【Expressions】Can you swim (skate / ski / fly / dance / jump)? Yes, I can. / No, I can't.

❙• 100 •❙

▸Play the game in pairs. Student will use the game board in their text book. ▸Before starting this game, the teacher demonstrates how to ask and answer questions according to the board. ▸When the first student flips a coin and 'heads' appears, he/she can move his/her marker one step forward. When 'tails' appears, then he/she can move his/her marker two steps forward. ▸Their partner asks the question, "Can you~?" according to the square that the student's marker landed on. ▸The first student answers 'Yes, I can.' or 'No, I can't'. If they answer correctly they can put their marker on that square. If it's wrong, they have to move back to the previous spot. Take turns and repeat this process.

✎ Closing Check-up Review today's lesson Let's sing the song together. Good-bye Time's up. See you next week. Good-bye, class. EXTRA

Information Gap ◷ 10' 【Materials】Survey worksheet (teacher's guide book p.171) 【Grouping】Pair work 【Expressions】Same as Let's play⑶ ▸Prepare two types of survey worksheets with different information on each one. ▸Have the students work in pairs. Each student in a pair takes a different type of worksheet. Make sure the pairs don't get the same worksheet. ▸Students ask and answer each other to try to find the missing information and mark ○ or ×. ▸Tell the students to use 'Yes' or 'No' when they answer their partners' questions.

3-7-4 I Can Swim

Objectives

pp. 77-79

• To ask and answer what they can do by doing a role-play • To make their own stories from pictures, and talk about their stories

✎ Warm up Greetings Good morning, class. How are you doing today? How's the weather outside? Listen and do Listen carefully and do as I say. Look at me. Look up. Look down. Clap your hands. Clap your hands three times. Shake your hands. Shake your head. Review Let's sing the song, 'Can you swim?' Objectives Present the objectives

Are your answers correct? Look at the pictures and speak Look at the pictures and guess the story. Who are the main characters? Can you guess the story? Look at each scene and imagine what happens. Tips

Let the students work together in pairs or in groups to create their own stories based on the pictures on page 79.

Look at the screen and listen to the story. Speak in a real situation Now, let's talk about sports you can do, and ask your friends what kind of sports they can do.

✎ Closing ✎ Development Let's Role-play Look at the picture Open your book to page 77 and look at the pictures. Who are they? What story is it? What's happening? Listen to the dialogue What's the story about? What did the tortoise say to the hare? As the hare sank into water, how did he ask the tortoise for help? Listen and repeat Please repeat each sentence. Role play Choose one role and repeat after the CD-ROM title. I want each group to perform the story. Tips

Students take a role and practice the dialogue by acting it out. Students do the role-play in groups in front of the class.

Let's Review Listen and find the right pictures Listen carefully to the dialogue and mark ○ in your book. Let's check how well you did. These are the answers.

Check-up Wrap up Lesson 7 You did a good job. Review the expressions you've learned from this lesson using CD-ROM title at home. Good-bye Next time, you'll learn how to talk about the weather in English. Good-bye, everyone! EXTRA

Making Books ◷ 10' 【Materials】A4 papers for each group (numbers of students +1), colored crayons 【Grouping】Group work 【Expressions】Same as the role-play ▸Have each person take one A4 paper. ▸Students say what they can do and draw it. (Let them draw different pictures.) ▸Present their pictures to the class. ▸Make a book in groups by drawing the cover together. Tips

Help the students feel comfortable to speak in English.

❙• 101 •❙

Lesson 7 I Can swim Look and Listen ⑴

Let's Sing: Can You Swim?

Minsu, Tomas, and Zeeto are in the swimming pool. While looking around, Zeeto thinks about

Can you swim? Can you swim?

what he can do.

Yes, I can. Yes, I can!

Zeeto: (Trying to swim) I can swim.

Can you swim? Can you swim?

Minsu: Can you?

Yes, I can. Yes, I can!

Zeeto: Yes, I can. (He goes to the deep part.)

Can you fly? Can you fly?

Come on, Minsu!

No, I can't. No, I can't!

Zeeto speaks with confidence, but falls into the

Can you fly? Can you fly?

water because it's his first time swimming.

No, I can't. No, I can't!

Zeeto: Help! Help! Minsu, Thomas: Wait! I'm coming.

Can you dance? Can you dance?

They help him. Minsu does artificial respiration.

Yes, I can. Yes, I can!

Zeeto looks surprised, ashamed and runs away.

Can you dance? Can you dance?

Zeeto: Oh, no.

Yes, I can. Yes, I can! Can you skate? Can you skate?

Look and Listen ⑵

No, I can't. No, I can't!

(Friends play with a ball and the ball lands on

Can you skate? Can you skate?

the high branch.)

No, I can't. No, I can't!

Minsu, Thomas, Tony: Oh, no. Zeeto: I can jump. (After bringing the ball) Here!

Role-play: The Hare and The Tortoise

Minsu, Thomas, Tony: Wow! Great!

Tortoise: I can swim. Can you?

Thomas: Can you fly, too?

Hare: Yes, I can. Look.

Zeeto: Sure. I can. (Zeeto is happy imagining that

Tortoise: (Looking at the hare who is pawing the

he flies with Julie.)

air to get out of the water) Oh, no. Hare: Help! Help!

Let's Chant: Help Me, please!

Tortoise: Wait! I'm coming. Hare: (When he's saved from danger by the

Help! Help! Help me, please.

tortoise, he flushes with shame and says)

Help! Help! Help me, please.

Thanks.

Wait! Wait! I'm coming. Wait! Wait! I'm coming.

Hare: (He wants to recover his reputation) I can run. Can you? Tortoise: Sure, I can.

Help me, please.

At first, the hare has the lead in the race, but

I'm coming.

in the middle of the race, he takes a nap. At

Help me, please.

last, the tortoise arrives at the finish line ahead

I'm coming.

of the hare.

Help me, please.

Hare: (Awaking from his napping) Oh, no!

I'm coming.

(Running to the tortoise) You are great!

Whew! (Repeat)

Tortoise: Thanks.

❙• 102 •❙

Lesson 7. I Can Swim (3/4)

Information Gap Activity

Events Name Youngho

○

○

Suzy

×

×



Events Name Youngho

×

×

Suzy

○

○

Target Language A: Can Youngho swim? B: Yes.

❙• 103 •❙

Lesson 7. I Can Swim

Picture cards

❙• 104 •❙

8

It's Snowing In this lesson, students will learn how to talk about the weather and ask

Aims

someone to put on articles of clothing. Also, they will learn how to suggest to make a snowman. To listen to and understand polite commands for putting on Listening

articles of clothing To listen to and understand a suggestion to make a snowman To listen to and understand a chant and a song

Objectives

To tell someone to put on articles of clothing Speaking

To suggest going outside and making a snowman To practice chanting and singing and to participate in a role-play

Communicative 1. Order Communicative Functions and Structures

functions Language structures

Vocabulary

2. Suggestions

Put on your gloves. Let's make a snowman.

It's _________. Put on your _________. Let's _________.

cap, cold, draw, everyone, glove, make, outside, pants, put, rain, shoe, snow, snowman, sunny Period

Page

Procedure

◦Look and Listen⑴ 1

2

80~81

82~84

Teaching Plan

3

4

85~86

87~89

Activities

◦Listen and watch CD-ROM title

◦Listen and Repeat⑴ ◦Listen and repeat ◦Let's Play⑴

◦Putting on clothes game

◦Look and Listen⑵

◦Listen and watch CD-ROM title

◦Listen and Repeat⑵ ◦Listen and repeat ◦Let's Chant

◦Chant: 'It's Snowing'

◦Let's Play⑵

◦Passing cards game

◦Look and Speak

◦Look at the pictures and speak

◦Let's Sing

◦Sing along: 'It's So Cold'

◦Let's Play⑶

◦Dice game

◦Let's Role-play

◦Role-play: 'The Ant and The Grasshopper'

◦Let's Review

◦Listen and number ◦Look at the pictures and speak ◦Activity in real context ❙• 105 •❙

3-8-1 It's Snowing

Objectives

pp. 80-81

• To listen to and understand polite commands, 'Put on your ________.' • To use commands and descriptions of clothes

✎ Warm up Greetings Good morning, class. How are you today? How's the weather today? Listen and do Follow my directions. We'll draw something in the air. Draw a big apple in the air. Color the apple red, please. Eat the apple. Review (Showing pictures of animals) What's this? Is it big? Is it small? Objectives Present the objectives

✎ Development Look and Listen Look at the picture What do you see in the picture? Can you guess what they are saying? Let's watch the screen (After Pre-listening) What did the people say? What does Julie's mom give to her? Listen to the dialogue How's the weather? Is it hot? What does Julie's mom say to Julie? Listen again Why is Julie so sad? What does Zeeto do with the gloves? Ask listening comprehension check questions. Listen and Repeat⑴ Listen and repeat Now, let's repeat the dialogue line by line. Listen and repeat again. Practice (Showing some gloves) What are these? Put on your gloves. (Ask students to mime the expression) Let's Play⑴: Putting on the Clothes ◷ 10' 【Materials】Pencils, glue, and picture cards (p.105)

❙• 106 •❙

【Grouping】Whole class 【Expressions】Draw a mouth. It's small. Draw a nose. It's big. Put on your gloves. (shoes/sweater/pants, etc) ▸Have students listen to a teacher and draw a mouth and nose on the face. ▸Cut out the pictures of clothes on page 105. ▸Listen to the teacher and place the clothes on the picture. 'Put on your gloves/sweater/pants.'

✎ Closing Check-up Review today's lesson Meet your friends and give them a piece of your clothing and tell them to put it on. If it is small, say 'It's small.' If it is big, say 'It's big.' Listen to the dialogue with CD-ROM title at home. Good-bye Next time, we will learn a chant and play some games. Bye! Have a good day. Bye, class. EXTRA

Speed Game

◷ 10'

【Materials】Various kinds of clothing 【Grouping】Whole class 【Expressions】Put on your gloves. (shoes/sweater/pants, etc) ▸Makes groups of 4-6. ▸Prepare different kinds of clothes for each group. ▸Teacher tells students what clothes to put on. ▸The students who put on the right clothes first get a point. ▸Students with the most points at the end will be the winners.

3-8-2 It's Snowing

Objectives

pp. 82-84

• To listen to and understand expressions of describing weather • To make a suggestion, "Let's ________."

✎ Warm up Greetings Good morning, class. How are you today? How's the weather today? Listen and do Listen carefully and do as I say. Girls, stand up. Please go outside. Please come in. Review (Pretend to be cold) It's _____. (Pretends to blow warm breath on hands) What would you say to me? (Pretends that gloves are small) Are they big? Objectives Present the objectives

Let's Play⑵: Passing Cards ◷ 10' 【Materials】Picture cards (p.105) 【Grouping】Group work 【Expressions】It's cold. It's sunny. It's snowing. Put on your gloves. Let's go outside. Let's make a snowman. ▸Each group stands in a line. ▸The teacher says a sentence and the first student in each line picks up the right card. ▸Students in each group pass the card to the next student and say the sentence describing the picture. ▸The last students come up to the front and say the sentences to the teacher. If the sentence is correct the team will get a point. Tips

✎ Development Look and Listen Look at the picture Who are they? What's happening? Let's watch the screen (After Pre-listening) What did the people say? Listen to the dialogue How's the weather? Why do they go out? Who was the snowman? Listen again Let's listen again and check your answers. Listen and Repeat⑵ Listen and repeat Listen and repeat the dialogue line by line. Listen and repeat again. Practice Listen to me. If you agree with me, make O with your arms and say "Me, too." If you don't, make X with your arms and say "I don't like it." Let's Chant Listen to the chant Chant Now, let's chant together.

The first team can get two points and others can get one point when they say the right sentences.

✎ Closing Check-up Review today's lesson (Showing cards) How's the weather? (Showing cards) What is it? Good-bye Time's up. Have a good day. Bye, class. EXTRA

Show Me Your Cards

◷10'

【Materials】Picture cards (p.105) 【Grouping】Whole class 【Expressions】Same as Let's Play(2) ▸Students put their cards on the desk. ▸When a teacher says a sentence, students pick the right card and hold it up. ▸Change the sentences until students get used to the expressions on the cards. Tips

Do this activity before Let's Play(2). variation, play a snatching game in pairs.

For

❙• 107 •❙

3-8-3 It's Snowing

Objectives

pp. 85-86

• To look at the pictures and say talk about them • To sing the song, 'It's So Cold."

✎ Warm up Greetings Good morning, class. How are you today? How's the weather today? Listen and do Clap your hands five times. Put your hands up, please. Put your hands down, please. Put your hands on your head. Put your hands on your shoulders. Review Listen to the teachers and mime it. Let's make a snowman. Objectives Present the objectives

▸Make groups of six. ▸Each group has two dice. ▸Each group is divided into two teams A and B. ▸Team A throws the weather dice and says what is shown. ▸Team B throws the action dice and says the action shown on it. ▸If the action matches the weather cards, team B gets one point. If the action doesn't match the weather, team A gets a point. ▸Have the teams take turns switching their dice and keep playing the game. ▸The team that has the highest score is the winner. Tips

✎ Development Look and Speak Let's listen to dialogue One Look at the screen and listen carefully, please. What did Mom say to Julie? How are the gloves? Let's listen to dialogue Two How's the weather in the picture? What do you say when you want to go outside? Let's Sing Let's listen to the song. Practice Let's sing the song part by part. Now, let's sing together. Let's Play⑶: Dice Game ◷ 10' 【Materials】Two dice for each team (One die has weather pictures, the other has clothes and body movement pictures. Use the cards on page 105.) 【Grouping】Group work 【Expressions】It's cold. It's sunny. It's snowing. Put on your gloves. Let's go outside. Let's make a snowman.

❙• 108 •❙

You can make dice out of empty milk containers by gluing the pictures on p.105 on them.

✎ Closing Check-up Review today's lesson Let's sing the song together. Good-bye Next time, we will do a role-play and finish this unit. Time's up. See you next week. Good-bye, class. EXTRA

Singing Activity

◷ 10'

【Materials】None 【Grouping】Whole class 【Expressions】It's so cold. Put on your gloves, etc. ▸Sing the song, 'It's So Cold.' with motions. ▸Brainstorm what other clothes we wear when it's cold with the students. ▸Replace names of clothes in the song with names of other clothing articles. Do motions with the song.

3-8-4 It's Snowing

Objectives

pp. 87-89

• • • •

To do a role-play by giving polite commands and suggestions To listen and find the right picture Make up their own stories with the pictures To use expressions of commands and suggestions in a real situation

✎ Warm up Greetings Good morning, class. How are you doing today? How's the weather outside? Listen and do Listen carefully and do as I say. Put your hands up, please. Put your hands down, please. Put your hands on your head. Put your hands on your shoulders. Review Let's sing the song, 'It's So Cold.' Objectives Present the objectives

Look at the pictures and speak What's happening? Can you guess the story? Look at Julie, Mina, and Minsu. What would they say? Look at the screen and review the story. Speak in a real situation (While walking around the classroom, the teacher picks up a student's cap and puts it on his/her head.) EX) Teacher: OO, can I try on your cap? Student 1: Yes. Teacher: Thank you. (wearing the cap) It's too small. (Giving the cap back to the student) Put on your cap.

✎ Closing ✎ Development Let's Role-play Look at the picture Open your book to page 87 and look at the pictures. Who are they? What story is it? What's happening? Listen to the dialogue What's the story about? What did the grasshopper say to the ant? What did the ant give the grasshopper when he was cold? Listen and repeat Please repeat each sentence. Role play Tips

Students take a role and practice the dialogue by acting it out. Students do the role-play with their group members in front of the class.

Let's Review Listen and find the right pictures Listen carefully, and choose the correct picture. Write down the number in each circle. Let's check how well you did. These are the answers. Are your answers correct?

Check-up Wrap up Lesson 8 You did a good job. When you're in the fourth grade, you will learn listening, speaking, and reading with more interesting topics. Good-bye Take care! Good-bye, everyone! EXTRA

Rock-Scissors-Paper ◷ 10' 【Materials】Picture cards (p.105) 【Grouping】Pair work 【Expressions】Put on your gloves, etc. ▸Have students choose 3 clothing cards and have them walk around the classroom. ▸When a teacher says 'Stop', students get into pairs and do Rock-paper-scissors. ▸The winner says, 'Put on your ____' and gives the card to the other student. ▸The other student says, 'Okay' and takes the card. ▸Students who give all of their cards away go back to their seats.

❙• 109 •❙

Lesson 8 It's Snowing Look and Listen (1)

Let's Sing : It's so Cold

(Julie is dressed in a coat, leaving the house, when her mom says:)

Put on your sweater.

Julie's mom: It's cold. Put on your gloves.

It so cold.

Julie: Yes, mom.

It so cold.

(Trying the gloves on) Too small!

It so cold.

(Puts them aside. Then Zeeto puts the gloves

Put on your sweater. It so cold.

on his feet.)

Yes, Mom. Yes, Mom. OK!

Look and Listen (2)

Put on your gloves.

(Children are watching the snow fall outside

It so cold.

though a window outside.)

It so cold.

Kid: It's snowing.

It so cold.

Julie: I like snow.

Put on your gloves. It so cold.

Minsu: Me, too. Let's go outside.

Yes, Mom. Yes, Mom. OK!

Julie: OK. Let's make a snowman. (She makes a snowman.) (Zeeto

comes

covered

Role-play: The Ant and The Grasshopper

with

snow

like

a

(In the cold day of winter, Ants who worked

snowman.)

very hard during the summer get together and

Zeeto: Hi, everyone.

have a good time.)

Minsu: You're a snowman?

Ant 1: Wow! It's snowing.

(Children fall flat on their backs.)

Ant 2: I like snow.

Zeeto: No, no, no, I'm Zeeto.

Ant 3: Let's make a snowman.

Let's Chant : It's Snowing

(At this moment, Grasshopper is shivering cold next to the ant house.) Grasshopper : It's cold. I don't like snow. I'm

Snowing, snowing, it's snowing.

hungry.

Snowing, snowing, it's snowing.

Ant 1, 2, 3: (They are giving their gloves to

I like snow.

the poor grasshopper.) Put on my gloves. Grasshopper: (Trying to put the gloves on)

Raining, raining, it's raining.

Thank you. Oh! Too small.

Raining, raining, it's raining.

Ants: Sorry. Let's go.

I like rain.

(Ants take the grasshopper into their house.) Grasshopper: Thank you.

Oh! It's snowing. No! It's raining. Oh! It's snowing. No! It's raining! I like snow. I like rain. (Repeat) ❙• 110 •❙

Lesson 8. It's Snowing (2/4)

Picture cards

❙• 111 •❙

Lesson 8. It's Snowing (3/4)

Dice Game

❙• 112 •❙

PART

Appendix 1. 2. 3. 4. 5. 6. 7.

Communicative Functions and Sample Sentences Vocabulary Useful Websites Related Story Books Hangul, the Korean Alphabet Korean Folk Tales Frequently Asked Questions

Communicative Functions and Sample Sentences

Friendship Activities Greetings Meeting and saying good-bye Hello!(Hi)

Appreciation Expressing one's appreciation Thank you (very much). Thanks a lot.

Good morning/afternoon/evening. Good-bye. (Bye-bye.) So long. See you later. Take care.

Replying to one's appreciation Sure. You're welcome. (It's) My pleasure.

Have a nice day. Saying hello How are you? How's it going? How's your family? How are things? Replying to hello

Drawing attention Look Listen Excuse me. Pardon me. Hello, can you help me?

Fine, thanks. I'm okay, thanks. Not (too/so) bad, thanks. Not (too/so) good.

Compliment, Congratulation, Interjection Compliment (Very) Good (for you)! Well done!

Introduction Self-introduction I'm Jiyoung. My name's Jiyoung. Introducing other person This is my friend, Minho. Replying to someone's introduction Nice to meet you.

Congratulation Happy birthday (to you)! Congratulations! Replying to compliment and congratulation How nice (of you)! You're so kind. Interjection What a nice bag! How pretty she is! ❙• 115 •❙

Encouragement

Is this your book?

Good luck!

Aren't you Mr. Lee?

Don't worry.

Yeah, that's mine. No, it's on the third floor.

Appointment Making an appointment How about tomorrow? Replying to someone's suggestion

Describing a fact She has big brown eyes. My mother is a teacher.

Sure. No problem. Sorry, I can't. Wishing good luck Good luck!

Habits I get up at seven every day. Experience Asking

about

someone's

experience

answering Offering food and Replying

What did you do yesterday?

Offering food

I met Sumi yesterday.

Go ahead. Help yourself. Do you want some more cake? What will you have?

Plan I'll play baseball tomorrow.

Accepting and declining Yes, thank you. Yes, please.

Exchanging factual information Factual information How many apples (are there)?

Comparing I'm taller than you.

Expressing one's attitude Agreement and disagreement Agreement

Do you have a pen?

Me, too.

What time is it?

Same here.

Does he work in a store?

That's right.

Whose pencil is this?

That's a good idea. Disagreement

Checking a fact Checking and answering ❙• 116 •❙

I don't think so.

and

Suggestion and invitation

Confirmation

Suggestion and invitation

Asking about someone's confirmation

Can you join us? Would you like to come? Will you help me with my homework?

Are you sure? Expressing uncertainty I'm not sure (about that).

Accepting someone's suggestion or invitation OK.

Permission

Yes, I can.

Asking for someone's permission

Yes, I'd love to.

May I go now?

(That) Sounds good.

Can I have some more?

Declining someone's suggestion or invitation (I'm) Sorry, I can't.

Giving order and prohibition Order

Suggestion Suggesting Let's go swimming.

Open your book Prohibition No, don't do that.

Accepting Great.

Opinion

Sounds good.

Asking for someone's opinion

Sure, you can.

What do you want (to do)?

Of course (you may). Declining

Saying one's own opinion I have no idea

Sorry, I can't. I'm sorry, but I have other plans. Can or Can't Asking if someone can do something and answering Can you swim? Sure, I can. He can swim.

Expressing one's feelings Likes and dislikes Asking about someone's likes and dislikes Do (Don't) you like pears? Saying one's likes and dislikes I (don't) like apples. I like to play baseball.

Expressing when someone can't do something Sorry, I can't

Feelings Happiness and sadness I'm happy. ❙• 117 •❙

I'm sad.

Warning Be careful!

Anger

Watch out!

He is angry. Surprise What a surprise! What someone wants Asking about what someone wants What do you want? Saying what one wants I want a new cap. Sympathy

Problem solving Asking for and giving directions Is this Main Street? Where's the bus stop? Turn right. It's over there. Shopping

Expressing one's sympathy That's too bad.

How much is it? May I help you? I'll take it.

Moral attitude Asking again Apology and excuse

Excuse me?

Apology

What (did you say)?

Sorry (about that).

Pardon (me)?

Excuse me.

I'm sorry

Replying to someone's apology/excuse That's OK.

Calling and answering the phone

That's all right.

Hello?

Don't worry (about it).

Is Minho there? This is Mina speaking.

Persuasion and advice Asking for help Asking for help Help me, please. Answering Sure,

I can.

I'm sorry, I can't. ❙• 118 •❙

. Vocabulary back

box

close

backward

boy

clothes

a/an

bad

bread

cloud

able

bag

break

cold

about

ball

breakfast

color/colour

absent

balloon

bring

comb

across

bank

brother

come

act

basket

brown

cook

address

bat

brush

cookie/cookey

after

be

but

cool

afternoon

bean

buy

corner

again

bear

by

count

ago

beautiful

bye

country

air

because

airplane/plane

become

airport

bed

all

bee

alone

beef

always

before

a.m./A.M.

begin

and

behind

animal

bell

another

belt

answer

between

ant

bicycle/bike

any

big

apple

bird

arm

black

around

blanket

arrive

blue

as

boat

ask

body

at

book

aunt

boot

away

borrow

A

both

B baby

bottle bowl

cousin

C call can candy cap

cover cow cry cut cute

car carry cat catch chair chalk change cheap check chess chest chicken child chin church city class clean clock

D dad/daddy dance dark daughter day deep dentist desk die dinner dirty dish do doctor/Dr dog doll dolphin ❙• 119 •❙

door

fish

down

flag

draw

floor

hair

jacket

drink

flower

half

jam

drive

fly

hand

jean

dry

follow

happy

jump

duck

food

hard

just

foot

hat

for

hate

each

fox

have

keep

ear

free

he

friend

kill

early

head

frog

kind

east

heavy

from

king

easy

helicopter

front

kitchen

eat

hello

fruit

knee

egg

help

full

knife

either

here

fun

know

elephant

hi

E

end

H

G

enjoy

J

K

L

high hobby

lady

evening

garden

hold

every

get

home

excuse

girl

hope

expensive

give

horse

eye

glad

hospital

glass

hot

go

hour

face

goat

house

fall

gold

how

family

good

hungry

far

grandma/grandmother

farm

grandpa/grandfather

fast

gray/grey

I

great

like

fat

idea

green

lion

father

if

listen

field

grow

ill

little

find

in

live

fine

inside

long

finger

into

look

finish

it

loud

F

❙• 120 •❙

lamp land late laugh learn left leg lesson let letter

I

life light

love

neck

park

refrigerator/fridge

low

need

pass

rest

lunch

nephew

pay

rice

never

pear

rich

new

pencil

ride

mad

nice

people

right

mail

niece

pepper

ring

make

night

person

river

man

no/nope

pick

road

many

noon

pig

room

map

north

play

round

market

nose

please

run

may

not

pocket

maybe

now

point

meat

number

police

sad

meet

nurse

poor

safe

pork

same

post

sandwich

of

potato

say

off

pretty

school

office

problem

sea

often

pull

season

oh

puppy

seat

okay/OK

purple

see

old

push

sell

mother

on

put

send

mouse

once

mouth

open

move

or

queen

she

movie

other

question

ship

Mr.

out

quick

shoe

Mrs.

outside

quite

shop

Ms.

over

M

milk

O

minute mirror miss/Miss mom/mommy money monkey month morning

much

Q

P

music

S

R

set shall

short shoulder

rabbit

shout

page

rain

show

paint

read

sick

pants

ready

side

name

paper

rectangle

sing

near

parent

red

sister

must

N

❙• 121 •❙

sit

supper

tomorrow

week

skirt

sure

tonight

welcome

sky

sweet

too

well

sleep

swim

tooth

west

slow

switch

towel

what

town

when

toy

where

small

T

smile snake

table

train

which

snow

take

tree

white

so

talk

triangle

who

soap

tall

true

why

soccer

tea

try

wide

sock

teach

turn

will

some

telephone/phone

son

television/TV

song

tell

ugly

winter

sorry

tennis

uncle

with

sour

than

under

woman

south

thank

understand

word

speak

that

until

work

spoon

the

up

world

spring

then

use

worry

square

there

stairs

they

stand

thick

star

vegetable

thin

start

very

think

station

visit

thirsty

stay

this

stop

through

store story street strong

thumb tie tiger time

student

tired

study

to

subway

today

sugar

toe

summer

together

sun

toilet

❙• 122 •❙

U

wind window

wow

V

write wrong

Y yard

W wait walk want warm wash

yes/yeah/yup year yellow yesterday you young

watch

Z

water way

zebra

we

zero

weak

zoo

wear

. Useful Websites Website Address

www.barryfunenglish.com

Contents

Rating

Vocabulary viewer, flash card maker, games and worksheets ★★★★★ ※ the same with Korean English textbook of fifth & sixth grade

www.britishcouncil.org/kids. Games, songs, stories and lots of activities htm

★★★★★

www.englishraven.com/main .html

Free educational resources & materials for teachers ★★★★★ of EFL/ESL to young learners and teenagers

www.english-4kids.com

Word puzzle, power-point and flashcards download

www.mes-english.com

Free flashcards for download, games and worksheets ★★★★

www.toolsforeducators.com

Dice, board game, word search, crossword puzzle, ★★★★ and domino maker

www.senteacher.org

Classroom labels, word cards, photo cards, hand★★★★ writing maker and connective tiles maker,

sitesforteachers.com

Lists of famous web-sites for teachers

★★★★

weekstudy.coolschool.co.kr/ study/pops/pops_list2.htm

Pop songs are available

★★★★

www.esl-kids.com

Printable flashcards, worksheet generator, games, children's songs and nursery rhymes

★★★

www.eslflashcards.com

Free ESL flashcards

★★★

www.atozteacherstuff.com

Word shape worksheet generator, word search maker handwriting worksheet generator and printable books

★★★

www.abcteach.com

Teacher helpers-calendars, forms etc. Reading comprehensions

★★★

www.kizclub.com

Crafts

★★★

www.teacherplus.co.kr

Printable worksheets (members only) and flashcards

★★★

www.dltk-kids.com

Printable children's crafts, coloring pages and more ★★★ including projects for educational themes

reading-z.com

E-books for reading (level A~Z) and related worksheet.

★★★★

★★★ ❙• 123 •❙

Website Address

Contents

Rating

www.schoolhousetech.com

Crossword, wordsearch, matching and missing words ★★★ maker

bogglesworldesl.com

Worksheets, complete lesson plans and lots of other ★★★ materials

www.eslprintables.com

Sharing web site for English teaching materials. Very useful for a variety of topics! ★★★ ※ You must upload worksheets you created in order to download worksheets from the website.

www.ac-nancy-metz.fr/ensei gn/anglais/Henry/voc.htm

Activities and resources for almost any topic in ESL ★★★ ※ It is listed by topic.

www.genkienglish.net/game s.htm

Many game ideas that are simple and useful for ★★★ different age groups

www.starfall.com

Good for teaching ABCs and simple reading to ★★★ younger learners

www.de.mingoville.com/co ntent/view/13/29/lang,ko/

Interactive site for learning vocabulary & using it with games & activities ★★★ ※ Good for students to use on their own, at home, or in the computer lab.

pbskids.org

Website for students to use to practice English with ★★★ games, stories, and videos

www.karafun.com

Pop songs are available

★★★

www.esl-galaxy.com

Printable worksheets and word search

★★★

www.diaryproject.com

Numerous diaries whose topics are various.

★★

schoolexpress.com

Free worksheet for Phonics, reading, language arts, ★★ and handwriting

kids-space.org

UCC made by children from the world

jr.naver.com/english

Many English songs and games good for young ★★ students

www.stickersandcharts.com

Printable stickers

★★

www.esltower.com

Grammar and vocabulary worksheets

★★

❙• 124 •❙

★★

. Related Story Books 3rd Grade Lesson

Story book

Published by

People say 'Hello'

Will Barber

Goodnight, moon

Margaret Wise Brown

1. Hello, I'm Minsu.

2. What's This?

Brown bear, brown bear, what Bill Martin, Jr do you see? It looked like spilt milk

Charles G. Shaw

Happy birthday, Sam

Pat Hutchines

Happy birthday, Moon

Frank Asch

From head to toe

Eric Carle

Clap your hands

Lorinda Bryan Cauley

The very hungry caterpillar

Eric Carle

What do you eat?

Rick Wetzel

How many?

Rozanne Lanczak Williams

Ten black dots

Donald Crews

Can you read a map?

Rozanne Lanczak Williams

I'm special

Kimberly Jordano

Barney bear gets dressed

Rozanne Lanczak Williams

The jacket I wear in the snow

Shirley Neitzel

What's the weather like today?

Rozanne Lanczak Williams

3. Happy Birthday!

4. Wash Your Hands.

5. I Like Apples.

6. How Many Cows?

7. I Can Swim.

8. It's Snowing.

❙• 125 •❙

4th Grade Lesson

1. Nice To Meet you.

Storybook

Published by

How's the weather?

Rozanne Lanczak Williams

What's the weather like today?

Rozanne Lanczak Williams

What will the weather be like today?

Paul Rogers

Go away, dog

Joan L. Nodset

Get off your train

John Burningham

I'm older than you are

Young Mi Kim

Ten, nine, eight

Molly Bang

What time is it?

Rozanne Lanczak Williams

Time to...

Bruce Mcmillan

I love my family

Kathleen Beal

Do you want to be my friend?

Eric Carle

A color of his own

Leo Lionni

Little blue, Little yellow

Leo Lionni

Henny Penny

H.Werner Zimmermann

Rooster's off to see the world

Eric Carle

Good choices for cat and dog

Rozanne Lanczak Williams

On market street

Arnold Lobel

2. Don't Do That.

3. How Old Are you?

4. What Time Is It?

5. Who is She?

6. Is this your cap?

7. Sorry, I can't.

8. How much is it?

❙• 126 •❙

5th Grade Lesson

1. How Are You?

2. What Day Is It Today?

3. It's Under the Table

4. What a Nice Day!

5. Where Is Namdaemun(Sungnyemun)?

6. I Get Up at Seven Every Day.

Storybook

Published by

Bambi

Disney (Story teller series)

The snowman

Raymond Brigg

Little red riding hood

Classic Tales (Oxford)

Today is Monday

Eric Carle

Cookie's week

Cindy Ward

Cat on the mat

Brian Wildsmith

Pigs

Learn to read (Creative Teaching Press)

Rosie's walk

Pat Hutchins

Caps for sale

Esphyr Slobodkina

Amelia Bedelia

Peggy Paarish

On the go

Learn to read (Creative Teaching Press)

City Sounds

Jean Marzollo & Sophia Latto

Time/Seasons and Weather

Ladybird

Time

Ladybird

Clocks and more clocks

Pat Hutchins

Goldilocks and the three bears Classic Tales (Oxford) 7. She's Tall.

8. Let's Go Swimming.

9. Whose Boat Is This?

10. Do You Want Some More?

11. What Are You Doing?

What am I?

N. N. Charles, Leo & Diane Dillon

The ugly duckling

Classic Tales (Oxford)

Let's pretend

Harper Collins Publishers

The shoemaker and the elves

Classic Tales (Oxford)

My river

Shari Halpern

It's mine!

Leo Lionni

In the night kitchen

Maurice Sendak

The very hungry caterpillar

Eric Carle

Strawberries are red

Candlewick Press

The snowman

Raymond Briggs

Brown bear, brown what do you see?

bear,

Eric Carle ❙• 127 •❙

5th Grade Lesson 12. This Is a Bedroom.

13. What Did You Do Yesterday? 14. Is Peter There?

15. Can You Join Us?

Storybook

Published by

In a people house

Theo. LeSieg

Look-alike Jr.

Joan Steiner (A Look-Alike Picture Puzzle Book)

My friends

Taro Gomi

Scary cat runs away

Learn to read (Creative Teaching Express)

Fireman Bill and the dragon

Paul Mcguire (Oxford Storyland Readers)

I'm special

Learn to read (Creative Teaching Express)

Clap your hands

Lorinda Bryan Cauley

Our pumpkin

Learn to read (Creative Teaching Express)

16. Did You Have a Nice Barney bear, world traveler Vacation?

Learn to read (Creative Teaching Express)

6th Grade Lesson

Storybook

1.Where Are You From?

Snow white and the seven dwarves

Classic Tales (Oxford)

2. Is This York Street?

Home alone 2 - Lost in New York

adapted by Jordan Horowits

Round and round the seasons go

Learn to read (Creative Teaching Express)

A tree is nice

Janice Mary Udry

The four seasons

Rozanne Lanczak Williams

Flower Garden

Eve Bunting & Kathryn Hewitt

When this box is full

Patricia Lillie & Donald Crews

What's going on?

Learn to read (Creative Teaching Express)

The elephant rock

Paul McGuire

Peanut butter and jam

Angela shelf Medearis

What do we need?

Learn to read (Creative Teaching Express)

3. I Like Spring.

4. When is Your Birthday?

5. May I Help You?

6. Can I have Some water?

❙• 128 •❙

Published by

6th Grade Lesson

Storybook I love my family

Kathleen Beal

The biggest dad

Rosemary Border (Oxford Storyland Readers)

On our vacation

Anne Rockwell

Dinosaurs travel

Laurie Krasny Brown & Marc Brown

The picnic

Alma Flor Ada and F. Isabel Campoy

7. My Father Is a Pilot.

8. What Will You Do This Summer?

Published by

9. How Was Your Vacation?

The treasure hunt - The pet sitters Barbara Hoskins I'm as quick as a cricket

Audrey Wood & Don Wood

The hare and the tortoise

Aesop's fable (Brimax Classics)

The Three Billy Goats Gruff

Favorite Bedtime Tales

I want to see...

Jim Henson's Muppet babies

Little Red Hen

Ladybird

Henny Penny

H.Werner Zimmermann

The good bad cat

John Sandford

D. W. thinks big

Marc Brown

Homestay friends-kid power

Barbara Hoskins (Oxford)

10. I'm Stronger than You.

11. What Do You Want to Do? 12. Will You Help Me, Please?

13. That's too Bad.

14. Would You Like to Come to My House?

The town mouse and the country Classic Tales (Oxford) mouse Hanukkah lights, Hanukkah lights

Leslie Kimmelman & John Himmelman (A Trophy Picture Book)

Time to...

Bruce Mcmillan (Scholastic)

15. It's Time to Go Home. What time is it?

Judith Grey (A Giant First-Start Reader)

The ten-second race

Diana Tomko

Look-alike Jr.

Joan Steiner (A Look-like Picture Puzzle Book)

Friends

Helme Heine

16. So Long, Everyone!

❙• 129 •❙

. Hangul, the Korean Alphabet

1 Official name The modern name Hangul (한글) was coined by Ju Sigyeong in 1912. Han (한) meant "great" in archaic Korean, while geul (글) is the native Korean word for "script".

2 History Invented and promulgated by Sejong the Great, the fourth King of the Josun Dynasty in 1446, Hangul, or the Korean alphabet, originally had 28 letters. Four letters of the original 28 disappeared from use in the long history of more than 500 years, and at present, only 24 letters are in use. King Sejong explained the need for the new script by saying that the Korean language was different from Chinese; Chinese characters (known as Hanja) was too difficult for the common people to write. Likewise, only privileged aristocrats (Yangban), usually male, could read and write fluently. The majority of Koreans were actually illiterate before the invention of Hangul. Hangul was designed so that even a commoner could learn to read and write; a document called Haerye says, "A wise man can acquaint himself with them before the morning is over; a fool can learn them in the space of ten days."

3 Characteristics The Korean letters are phonetic symbols, not hieroglyphs, and the language

has an abundant

vocabulary of sensitive and emotional expressions. Thus, the abundance of onomatopoeic, simulation, adjective and exclamatory words are distinguishing characteristics of the Korean language.

4 Letters There are 24 letters in the Korean alphabet, ten vowels as medials and fourteen consonants used both as initial and final letters. Besides these, there are also double consonants, formed by and based on the original single consonants. The Korean alphabet can be written not only side ways but also vertically. The design of the vowels can be explained according to the principles of yin and yang and vowel harmony. The consonant letters were designed according to articulatory phonetics. ❙• 130 •❙

5 Phonetic value The individual letter has a phonetic value and an independent form. When two or more letters are written together, they form syllables, just as in Latin. It is very helpful for foreign readers to note the spelling rules and the manner in which the symbols are combined to make syllables and words. The table below illustrates the vowels and consonants. Vowels

ㅏ

ㅑ

ㅓ

ㅕ

ㅗ

ㅛ

ㅜ

ㅠ

ㅡ

ㅣ

(모음)

(a)

(ya)

(eo)

(yeo)

(o)

(yo)

(u)

(yu)

(eu)

(i)

ㄱ

ㄴ

ㄷ

ㄹ

ㅁ

ㅂ

ㅅ

ㅇ

ㅈ

ㅊ

Consonants

(g,k)

(n)

(d,t)

(r,l)

(m)

(b,p)

(s)

(ng)

(j)

(ch)

(자음)

ㅋ

ㅌ

ㅍ

ㅎ

(k)

(t)

(p)

(h)

6 Expressions Thank you. 감사합니다. (Gam-sa-ham-ni-da.) I'm sorry. 미안합니다. (Mi-an-ham-ni-da.) Excuse me. 실례합니다. (Sil-rye-ham-ni-da.) Good morning? 안녕하십니까? (An-nyong-ha-sim-ni-ga?) Please speak more slowly. 좀 더 천 천 히 말 씀 해 주 십 시 오 . (Jom-deo-cheon-cheon-hi-mal-seum-hae-ju-sip-si-o) How's the weather today? 오늘 날씨가 어때요? (o-neul-nal-si-ga-eo-dae-yo?) Let's review the last lesson. 지난 수업을 복습해 봅시다. (Ji-nan-su-eop-eul-bok-seup-hae-bop-si-da) Open your books to page 10. 책 10쪽을 펴세요. (chaek-sip-chok-eul-pyeo-se-yo) Let's watch the video. 비디오를 봅시다. (bi-di-o-reul-bop-si-da) Look at the blackboard. 칠판을 보세요. (chil-pan-eul-bo-se-yo) Come up here./Come to the front. 앞으로 나오세요. (ap-eu-ro-na-o-se-yo) Let's play a game. 게임을 해 봅시다. (ge-im-eul-hae-bop-si-da) Is everything clear? 이해했나요? (i-hae-haet-na-yo?) Try again. 다시 해 보세요. (da-si-hae-bo-se-yo)

❙• 131 •❙

. Korean Folk Tales

The Myth of 'Dan-Gun', the First King of Korea Once upon a time, there lived Hwan-in, the lord of Heaven. He had many sons and one of them was Hwan-woong. Hwan-woong wanted to come down to Earth so he could have the whole world under his control. "If I ruled the Earth, I would make a great country." So he asked his father, Hwan-in, "Let me go down to the Earth and take care of the human world." "Well, that's a great idea. I'll let you go. Go to Taeback Mountain and take these gods with you." Hwan-in gave him the God of Rain, the God of Clouds, the God of Wind and 3,000 people from heaven. When he reached Tae-back Mountain, he found a city and named it Sinsi which means 'City of God'. He became the king of one country and took care of it. Hwan-woong let the three gods control the wind, rain, and the light on Earth. He instilled moral codes, laws and taught the people various arts and agriculture. In other words, he taught people the difference between right and wrong and how to farm and fish for their food. One day, two animals, a bear and a tiger, visited Hwan-woong and begged him to help them become humans. "Your Majesty! We want to be humans. Let us know how to be humans," said the bear. "Please advise us. How can we become humans?" said the tiger. "Well, it is very difficult," Hwan-woong replied. "Don't worry, your Majesty! We would do anything if we could become humans." "Okay, I'll give you a chance," Hwan-woong said. "You must stay in a cave for one hundred days to become humans. You have to stay out of the sunlight. Can you do that?" "Of course," the tiger and the bear said with a smile. "It is an easy thing to do," they said earnestly. "And one more thing! You must eat twenty heads of garlic and a bundle of mugwort everyday for 100 days. Only the garlic and the mugwort!" said Hwan-woong. The tiger and the bear made up their mind and entered the cave. ❙• 132 •❙

Not long after, the tiger became completely exhausted and decided to leave the cave. "I can't eat them anymore. This is ridiculous," said the tiger. "We have to endure this to become humans. Just hold on a bit longer," said the bear. But despite the bear's advice, the tiger gave up and ran away. So the bear was left alone in the cave. Though it was dark and uncomfortable, the bear remained patient. Twenty one days had passed since the bear entered the cave. Moved by the bear's sincerity and its firm determination, Hwan-woong visited the bear and turned him into a beautiful woman. Hwan-woong named her 'Woong-nyuh'. At first Woong-nyuh was very grateful and overjoyed about becoming a human but soon, she got disappointed that she didn't have a child. So she prayed under a tree that she could someday soon have a baby. Hwan-woong was touched by her prayer and married her. Woong-nyuh gave birth to a son, who was named Dan-gun. He surpassed all the other children in every way. And he took after his father, Hwan-woong. One day, he went to his father. "I'd like to make a wonderful country for all people to live in," Dan-gun said. "That's a great idea. Set up a new country and rule it wisely. Go and find a much bigger piece of land," said Hwan-woong. He left his father's land with many people and animals to take to the new land. Dan-gun established the country in Asadal, which is in the northern area of Pyeong-Yang in North Korea, in 2333 B.C. He became the first human king of Korea. His land was named 'Go-Jo-Sun' which is the first kingdom of Korea.

More about Dan-gun and Go-Jo-Sun Dan-gun is known as Dan-gun-wang-gum as well. Dan-gun means a "priest" and Wang-gum means a "king". The government of 'Go-Jo-Sun' was very different from today's because Dan-gun, the king of 'Go-Jo-Sun', was also a priest. We call this kind of government a theocracy. Dan-gun is still respected as the first King of Korea, the founder of Korea. Korea celebrates it's National Foundation Day on Oct 3rd, when Dan-gun established the first kingdom of Korea, 'Go-Jo-Sun'. There is still a temple which commemorates Hwan-in, Hwan-woong, and Dan-gun's souls.

❙• 133 •❙

The Golden Axe and the Silver Axe Once upon a time there lived a good woodcutter. He was very poor, so he used to go to the forest to cut down trees in order to make a living. One day while he was chopping a tree near a pond, his old axe fell into the pond by mistake. He said to himself, "Oh, no! If I don't have that axe, I can't cut down trees. Then I will not be able to earn any money. How can I take care of my parents?" He was so sad and upset that he cried. The pond god listened to the woodcutter's crying and arose from the pond. "Why are you sad?" the god asked the woodcutter. "I am a woodcutter. While I was chopping the tree, my axe fell into the pond. If I don't have the axe, I won’t be able to earn any money," the woodcutter answered. The pond god disappeared. A little later the god soon appeared with a silver axe. "Is this silver axe yours?" the god asked. "No, it isn't," the woodcutter answered. The god disappeared again. This time he came back with a golden axe and asked, "Is this golden axe yours?" The woodcutter answered, "No it isn't." Finally, the pond god showed him an old rusty iron axe. "Is this yours?" The woodcutter answered, "Yes, yes, yes! That's an iron axe. That's mine." He was so happy to find his old iron axe. The pond god was so happy with his honesty that he said "You are very honest. I will give you all three axes as a reward." The god gave him all three axes. The woodcutter and his parents lived happily ever after.

❙• 134 •❙

The Tale of Shim Cheong Once upon a time, there lived an old blind man, Mr. Shim. He had a daughter named Shim Cheong. Her mother died three days after she was born, so Mr. Shim lived alone with his daughter. Even though Shim Cheong was very young, she worked so hard to serve her blind father. She was well-known as a devoted daughter in the village. One day, Mr. Shim was crossing the stream. When he was trying to cross a narrow wooden bridge over the stream, he lost his footing and fell into the water. A Buddhist monk was passing by at that moment and he pulled Mr. Shim out of the water. The monk looked at him for a second and told him softly, "I pity the blind. If you donate 300 bags of rice to Buddha, you will be able to see." After the monk left, Mr. Shim began to worry. When Cheong got home late that night, she saw her father's worried face. Cheong asked what happened to her father. Mr. Shim told her the whole story. One day, a group of sailors came into the village. They were sailing to China with their cargo, and wanted to buy a maiden so that they could sacrifice her to the angry sea dragon. Shim Cheong heard that these men would pay any price for a maiden. She immediately went to the sailors and told them that she would sell herself to them. People in the village were so sad, but they were so impressed by her devotion. A strong wind began to blow and high waves rocked the ship. The ship was lost in a terrible storm in the middle of the sea. Cheong threw herself into the angry waves. The sailor prayed for her. Suddenly, the sea became quiet. After several days, When Shim Cheong opened her eyes, she found herself lying in a beautiful room she'd never seen before. The sea dragon king was so impressed by her love and devotion to her father that he saved Cheong and wanted to do something wonderful for her. He put her in a big lotus flower and sent her back into the world. Some fishermen saw the big lotus flower floating in the sea and they took it to the king. When the fishermen delivered the lotus flower to the king he was stunned by its beauty. Then the ❙• 135 •❙

lotus flower opened and Cheong appeared. Everyone was surprised. The king heard the story of what Cheong had done and he was determined to make her his wife. Cheong became the queen, but she couldn't stop worrying about her blind father. The king pitied his wife and wanted to help Shim Cheong find her father. So he invited all the blind in the country to his palace and held a month long feast. On the last day of the feast, an old dirty man entered the palace and Shim Cheong called to him, "Father!" Mr. Shim was so shocked that he opened his eyes. Finally Mr. Shim could see his daughter. Shim Cheong and her father hugged each other and cried tears of joy for a long time, and they lived happily ever after.

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The Mysterious Spring An old couple lived in a small village. Although they were poor, they always shared everything with their neighbors. Their only wish was to have a child. There was another old man living in the same town. He was rich and had children, but nobody liked him because he was so greedy One day, when the poor old man was cutting firewood in the forest, he heard a beautiful twitter from above. He followed the blue bird to a small, bubbly spring under a tree. He gulped a handful of water because he was so thirsty. And he fell asleep under the tree. When he woke up, it was already dark. The old man hurried home. The old man’s wife was worried about him. Just then the old man arrived. “What happened to you? No wrinkles on your face! You’ve become young.” The wife shouted with surprise. The next day, the old man took his wife to the mysterious spring in the forest. The miracle happened to her, too. The greedy old man heard of this and could not wait to drink the mysterious water himself. As soon as he saw it, he started to drink as much water as he could. By the next day, the greedy man hadn't come back home. The young couple were worried about him, so they we went to the forest to find him. They saw a baby wearing the greedy man's big clothes. The young couple brought the baby home and took good care of him. The baby grew up to be a good man. The young couple lived happily with their lovely son until they grew old again.

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The Sun and the Moon Once upon a time there lived a mother with her son and daughter in a small house. Sadly, they were so poor that the mother had to go downtown to sell rice cake at the market. One day, mother was walking back home from the village. She didn't sell any rice cake on that day. So her basket was full. She heard a roaring sound. She was frightened. It was a huge tiger standing in front of her. And the tiger said, "Oh! You have a lot of rice cake. If you give me one, I'll let you go." Mother was so scared that she gave some rice cake to the tiger and hurried home. But the tiger soon reappeared and said, "I'm still hungry. If you give me one more, I'll let you go." Mother gave some more rice cake to the tiger and ran away. The mean tiger was still hungry so he waited for mother again. But this time he ate all of the rice cake and mother, too. At home, the big brother and the little sister were waiting for their mother. It became darker and darker. They worried about their mom. "Why is she so late? I'm hungry." The little sister started to cry. "Don't worry. She'll come soon," the big brother said. Suddenly, somebody knocked on the door and said, "Oh my babies, open the door. It's me, your mom." The little sister ran to the door and said, "Mom, is that you? Why are you so late?" But big brother stopped her and said, "Wait, something is strange. That's not Mom's voice." "I caught a cold and I have a sore throat," the tiger said. Big brother still didn't believe it, so he asked, "Then show me your hand." A big paw burst through the door. "Oh, no. It's not Mom's hand," the big brother said. "I worked so hard today that my hands are rough," the tiger said. This time they believed it and opened the door for their mom. "You must be very hungry. I'll cook for you," the tiger said, pretending to be mother. He was wearing mom's clothes. Just then big brother found the tiger's tail under his skirt. He noticed it was a tiger. Big brother quietly ran outside with his sister and they started to climb the persimmon tree in the backyard. "Where is my dinner?" The tiger looked around. But there was nobody in the room. He finally saw them in the tree. "Hey, come down." said the tiger. But they didn't move. ❙• 138 •❙

"Well, how did you get there?" the tiger asked. Big brother had a good idea and answered, "I poured sesame oil over the trunk of the tree." But it was not true. The tree was so slippery that the tiger couldn't climb it up. "Ha ha ha... such a fool! Why don't you use an ax?" little sister said. "Why did you tell him that?" big brother yelled at her but it was too late. The tiger started to climb up the tree with an ax and almost reached them. "Oh, God! please help us," the scared children said. God gave them a rope and they were able to escape. "Oh, God! give me a rope, too," the tiger asked like big brother and little sister. God gave him a rotten rope and the tiger fell down to the ground when he gripped it tightly. God was so impressed with them that he asked big brother and little sister to be the Sun and the Moon. Little sister was so timid and didn't like being alone at night. So big brother became the moon, and little sister became the sun.

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The Old Bumpy Man Long ago, an old man lived in a small town. He had a big ugly bump on his face. Everybody called him "The Old Bumpy Man". All the children in the town made fun of him. He hated the bump on his face. He really wanted to get rid of it. It was his only wish. One day he was coming back home from the mountain very late. It was very dark, so he lost his way home. It was too dark to see anything. Luckily, he saw a light coming from a small house in the distance. "Hello, is anybody here?" Nobody answered. There was no one home. "Ooh.. This house looks like a haunted house. It's scary." He tried to sleep but he couldn't. He decided to sing a song because he was so scared. He had a beautiful voice. His song spread across the mountain. Just then, The Old Bumpy Man heard voices talking outside. "Hey, I think it came from around here," someone said. "Right, the beautiful song came from this house," said another voice. Three scary ogres went into the house and found the old man trembling with fear. "Ooh.. I'm sorry. Please don't hurt me! I just wanted to sing because..." stammered the old man. "Don't worry, old man. We don't want to hurt you." "We heard your beautiful song and we really like your voice. Can you sing the song one more time?" The Old Bumpy Man was scared, but he sang the song and the ogres danced around merrily. "Wow, you're a really good singer. Where is that beautiful voice coming from?" The Old Bumpy Man had a good idea. "My voice comes from this bump on my face, of course." "Really? Let's trade your bump for our gold," the ogres told him happily. "Are you joking? You can get rid of my bump?" "That's easy. It's magic. You just close your eyes for a second." "Boom-Boom-Bang" The Old Bumpy Man's bump was gone, and he got a bunch of gold! It was his lucky day. He walked away, singing his song happily.

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The story of The Old Bumpy Man and the ogres spread around his small town. There lived another bumpy old man in the next town. He heard the story, too. "Ogres will trade bumps for gold? Now, it's my turn to get rid of my bump!" He went to the mountain to find the haunted house. He started singing a song loudly, but he was not a good singer. He had a terrible voice. Suddenly, he heard the ogres coming. "A-Ha! They are coming. I will be rich pretty soon." "Hey, old man. Does your voice come from your bump too?" The ogres asked him angrily. "Of course. Just like the other bumpy old man. Do you want to trade it for something?" The greedy old man asked. "What? These bumps don't help me sing songs at all!" shouted one of the ogres, "YOU ARE A LIAR! We came here to give you back your bump! We don't want it." "Boom-Boom-Bang" A new bump became magically stuck to the other side of his face. "Oh, no. It is not fair. This is not even my bump. Please take it back." "Get out of HERE, right now!" the ogres shouted. Ever since then, everyone called him 'The Bumpy Bumpy Old Man', because he was a greedy liar. He was the only man who had two ugly bumps on his face.

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A Tale Of Brotherly Love A long time ago, there lived a father and two brothers in a small village. The two brothers loved each other so much that they shared almost everything. One day, their father sadly passed away. With his last breath, he proclaimed his dying wish to his sons: "You should love each other forever." So the elder brother divided the rice pads and other fortunes that his father left into two and handed one half to his younger brother. As time passed by, both of them grew up and got married. When the younger brother got married, his older brother said "I'm really proud of you. If you need any help, you should let me know." It meant that their bond was still strong even though they no longer lived together. The two men worked on the farm really hard for their families. There was never enough food, however, because they had to support their own families with the divided rice pads and the shared fortune. It was Fall and the harvest started. "Brother, thanks to your help, we will have more rice than last year. I'm happy," said the younger brother. "I don't think so. You work harder than me. I am the one who should say thank you," said the elder brother. Each of them piled bundles of rice on their own rice pads to make a heap. When it was dark both of them went back to their own home. The elder brother couldn't sleep late at night. He tossed and turned, thinking that his younger brother should have more rice than him. So the elder brother went to the heap of rice which stood over the middle of his rice pad. He took a few bundles of the rice and carried it to his brother's. He left the rice there, carefully without a sound. His heart became filled with joy. What he wasn't aware of, is that his dear brother was doing the same thing that very night, when he did not see. The next day, he noticed something very strange. It was hard to believe that there wasn't any difference in his rice heap. So he whispered, "I will go to brother's rice heap again, and bring him more tonight. He has a wife and a baby. He needs more rice than I do."

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After everyone in his family fell asleep, he sneaked out of his house and headed for his younger brother's rice pad. It was the blackest of nights. On the way there, he saw someone walking in the dark. When the person got closer, the full moon which had been hidden by thick clouds revealed itself and shone brightly. When their profiles became illuminated by the moonlight, they suddenly recognized each other. The one standing in the dark dropped bundles of rice, and so did the elder brother. "It was you, Brother! What are you doing here?" "It was you who put the rice onto my heap last night!" They began weeping and hugged each other. The moon, watching over what they had been doing, smiled upon them and touched them with its gentle light, like a soft and fragrant breeze. From that day on, of course, the brothers worked even harder helping and loving each other and they lived happily ever after.

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The Boy Who Became a Cow Long ago, there was a boy who was as lazy as a sloth. He wouldn't even lift a finger. He took a nap whenever he wanted and he day-dreamed while lying on his back all day long. He sometimes skipped meals because he didn't want to get up. So his mother nagged him a lot by shouting, "Wake up! How could you live without eating any food? You should feed yourself." But he didn't budge an inch. His mom got so worried about him and said, "If you act like a lazy cow you'll become a cow." "A cow? Would I rather be a cow?" asked he. In fact he was curious about becoming a cow because he thought that if he became one he would not have to work, eat or listen to his mom. His mom became speechless with his reply for a moment then yelled, "Do you know what you are saying? If I were you I would go to the mountain to gather some firewood." The boy was annoyed so he decided to leave his home. After walking a long distance, he found an old man making cow masks. He asked him if he could try one on. The old man said "You should beware. If you put on this mask, you will certainly become a cow!" What the old man said made him happy, so he put on the mask. After bringing the mask to his face, it became stuck there. Suddenly, his arms turned into cow's legs. Surprisingly his own legs turned into hind legs. He trembled with joy. The old man took the boy, who was now a cow, to the cattle market and sold him to a farmer. The farmer slapped his back and said "You look strong. You will work hard for me, won't you?" The old man said to the farmer, "Do not feed the cow with radish. If it eats radish, it will die." On arriving to the farmer's farm, the cow, who was the lazy boy, had to work from early morning all day until evening. The farmer lashed angrily at his back with a whip, saying, "Faster, faster, such a lazy cow." The boy who was now a cow wanted to tell the farmer that he was just a boy and that he wanted to go back home. But all he could say was "Moo moo". ❙• 144 •❙

He cried over and over again. He missed his mom and regretted his laziness and not listening to her. He became exhausted and thin. The farmer made the boy work so hard, he felt that he wanted to die. Then one day, he luckily found a radish in the field. So he pulled it out and ate it up remembering the words that the old man spoke to the farmer. Amazingly, he did not die, but instead became a boy again. Eating radish was the only way to dispell the magic. He was so happy that he rushed all the way home and became a diligent man who helped with the house chores and worked on the farm for his mom. He was never lazy again.

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A Tale Of Heungbu and Nolbu A long time ago, there lived two brothers, Heungbu and Nolbu, in a small town. Nolbu, the elder brother, was greedy and unkind. Heungbu, the younger brother, was kind and honest. After their parents passed away, greedy Nolbu kicked Heungbu and his large family out of the house without giving him any money. Heungbu's children couldn't help but suffer from hunger all the time. One day, Heungbu went to ask for some food from Nolbu's wife. "We have no food for you! Get out of here!" she screamed. Nolbu's wife hit Heungbu's face with a rice scooper. The long Winter passed and finally, Spring came. A hungry snake was about to eat a baby swallow that had fallen from the tree. Luckily, Heungbu saw this and pushed the snake away with a stick, but the baby swallow was hurt. Heungbu took the baby bird and raised it until the next Fall. By that time the swallow was ready to fly south for the Winter. Soon, it was Spring again. Heungbu's family was excited to see the swallow return. The swallow gave Heungbu's family a gourd seed. Heungbu planted the seed in his garden. The gourds grew so quickly and got bigger and bigger every day. Heungbu was so pleased. His family took a gourd and cut it in half. As the big gourd was cut in half, it suddenly made a loud noise. "Bang! Pop!" Two beautiful angels appeared from inside the gourd and told Heungbu, "You and your family are so kind and honest. We came here to give you treasure." And from then on Heungbu's family was not poor any more. Nolbu was surprised to hear that Heungbu became rich. Nolbu was so greedy and jealous of his brother. He came up with an idea to get rich like Heungbu. He caught a swallow and broke its leg deliberately. He took care of the swallow pretending to care about it. Winter came and went. It was Spring again, and the swallow returned to Nolbu. The swallow dropped a seed into Nolbu's hand. Nolbu's gourds grew quickly, too. They got bigger and bigger every day. Nolbu couldn't wait to cut one in half to see what it would bring. When the gourd was cut in half, it suddenly made a ❙• 146 •❙

loud noise. "Bang! Pop!" Lots of scary goblins and terrible monsters appeared and shouted angrily, "We're here to take all your treasure from you. You are so mean and greedy." Nolbu's family was shocked. Kind and honest Heungbu felt sorry to hear the terrible news about his elder brother and wanted to help him. "Oh, my poor brother! Don't worry! I'll take care of you." "I'm sorry, Heungbu! Forgive me, I should have treated you well.

I'll be a good brother from

now on, I promise," he said, honestly. "Of course, we are brothers," Heungbu agreed. The two brothers hugged and laughed happily.

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Kongji and Patji Once, there lived a good couple. They had a beautiful daughter named Kongji. Kongji was such a nice girl. One day her mother passed away after a long illness. Her father remarried because he thought that Kongji was lonely. The stepmother had a daughter of her own, Patji who was lazy and greedy. The stepmother was nice when Kongji's father was around. But behind his back, she treated her badly. A few months later, her father became sick and died. The stepmother gave good food and nice clothes to Patji, her step sister. The stepmother kept Kongji hard at work. "Kongji, fill this jar with water, until I come back." No matter how hard Kongji tried, the jar was still empty, because there was a big hole at the bottom of the jar. When Kongji began crying with sorrow, a big toad appeared and blocked the hole so that she could fill the jar with water. The stepmother was surprised, "How could she have filled the jar?" she wondered. The next day the stepmother called up Kongji again. "Kongji, pull out all the weeds from the field." Kongji worked very hard but she couldn't finish even half of it. When she was crying, a cow appeared and pulled out all the weeds from the field. "It is impossible to finish all that in one day," thought the stepmother. She got really angry when she knew Kongji finished the job on time. One day, a handsome prince was passing through their village. Everyone went out to see the prince. The stepmother and Patji dressed up nicely and went out to see the prince. "Kongji, if you want to see the prince, pound all this rice on the mat, then cut the millet. But you will never finish it in time. Ha Ha Ha...." Kongji couldn't pound all the rice by herself. When she was crying desperately, a large flock of birds flew in and pecked the rice at a great speed and got the work done in a second. "Now I can go see the prince but I have nothing to wear," she said to herself sadly. Suddenly, some mice appeared and brought a pretty dress and shoes. Kongji put on the dress and was running quickly not knowing that the prince was passing by. She accidentally left a shoe behind. The prince recognized Kongji's sweetness and kindness. "Who is that girl? Find the owner of the shoe." The prince's servants searched for the owner of the shoe all around the country. Many girls ❙• 148 •❙

argued for the ownership of the shoe. But the shoe didn't fit anyone's foot. Finally the prince came to Kongji's house. "It's surely Patji's shoe." the stepmother shouted. But Patji couldn't fit her foot in the shoe because her foot was too big. The prince finally asked Kongji to put on the shoe. The shoe fit her foot perfectly. The prince realized that Kongji was the one who lost her shoe. The prince and Kongji got married and lived happily ever after.

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. Frequently Asked Questions Q1. In what ways should grammar be taught in the Korean Elementary English class? Grammar is an important part of learning English. However, in the past, grammar has been over-emphasized

and

communicative

competence

has

been

neglected.

Now,

the

Korean

government is trying to pay more attention to communicative competence and less to grammar. This however, does not mean that grammar should be ignored. It is important for teachers to teach and explain simple grammatical concepts that students will use in every English class. For example, "I am", "She/He is". It is also essential to teach grammar when lack of grammatical knowledge causes communication problems. Teachers should keep the students' cognitive levels in mind when teaching grammar. Grammar becomes more important as the level of the student becomes higher. Q2. Fluency vs. Accuracy. Which one is more important? The communicative approach is the basis of the Korean English Curriculum. Therefore, the ultimate goal is to raise the ability of the students to communicate in English. So, the focus is to get students to speak in English in a way that is understood. While speaking accurately is desirable, it is highly recommended that teachers do not constantly correct errors. If teachers constantly correct students' mistakes, they risk losing the interest and confidence of their students. Q3. Which method of error correction is preferred? There are four basic types of error correction. They are explicit correction, recast, clarification request, and elicitation. ■ Explicit correction is when the teacher explicitly corrects an error. For example: S. I can run fastly. T. You should say, I can run fast. You should not add ly at the end of fast. ■ Recast is when the teacher repeats the sentence in its correct form. For example: S. Where you go yesterday? T. Where did you go yesterday? ■ Clarification request is when the teacher asks a student for clarification. For example: T. How long have you had your glasses? S. Two. T. What do you mean? Two what? ❙• 150 •❙

■ Elicitation is where a teacher encourages a student to say the correct sentence by asking some questions. For example: S. The rabbit ate. T. The rabbit ate what? S. The rabbit ate carrots.

Clarification and elicitation are the preferred methods of error correction. Through using either of these two methods, the teacher is not telling the student that he or she is wrong or that he or she has made a mistake. These methods also allow the students to think for themselves. Explicit correction, on the other hand, can prohibit the use of conversation and can also embarrass the students in front of their peers as they are being told that they have made a mistake. Using recast as a method of correction is not highly effective as students do not necessarily distinguish the difference between what they said and what the teacher said.

Q4. In what ways can a teacher motivate Korean Elementary students? Generally, students are motivated to study a foreign language when they feel that they are learning something useful and fun. It is important for an English teacher to promote English as valuable and useful. Students should be made aware of the fact that English is a worldwide language and that being able to speak English is regarded as highly important. There are various songs, chants and activities in the book.

If they are used in a fun, exciting

way, students will enjoy learning English and will therefore be naturally motivated.

Q5. What are appropriate ways to discipline students? It is important for the teacher to set the objectives, goals and rules of the class as soon as possible. Through doing this, students can immediately be aware of what is expected of them and this will limit misbehaviors. If students fail to follow the classroom rules and show a lack of effort, they should be disciplined. The Korean co-teacher will have training and experience in how to deal with such situations so it is important for the NSET and the Korean co-teacher to communicate well about any problems with students. The students' homeroom teachers are also able to help with any discipline problems.

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Q6. How should teachers approach teaching students of a variety of different levels in one class? There are usually many students in one class. This makes it difficult to give students individual attention. Teachers are required to develop ways to deal with the fact that there are students at different levels within one class. Group learning and/or peer learning is one way to overcome the problem. The teacher should also organize the seating arrangement in the class in a way that will work best for him/her. Teachers are advised to use a variety of teaching methods and materials as different students learn more effectively in different ways. The use of reading materials and worksheets can provide a good platform for the NEST to help the more advanced learners and for the Korean teacher to provide help for the students who need supplementary learning.

Q7. Is the use of phonics recommended in a Korean Elementary English class? Phonics refers to the relation between a sound and an alphabetical letter. But Korean students can not be exposed to enough language input to find out that relation inductively. Therefore teaching phonics explicitly is important. The teacher should dedicate appropriate amount of class time in teaching phonics.

Q8. How can the teacher teach culture in the English Class? The Korean English Elementary curriculum does require the NEST to provide some level of cultural content in the class. This should be taught in order to help the students communicate appropriately in social situations. The basis for teaching culture is that the students will have a deeper understanding of how to speak and behave in different social circumstances when using English.

Q9. How much emphasis should be placed on pronunciation? English is the common medium for communication between people from various countries. Since it is a worldwide language, it is spoken in many different accents. In Korean English Elementary schools, the focus is to ensure that students are speaking clearly and that their speech is comprehensible. The accent which they speak in is not a factor of high importance. Teachers should correct pronunciation only when it is not understandable.

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Q10. What are NSETs required to do during their non-teaching hours at school? Any time spent not teaching during working hours should generally be used to prepare for future classes. This time is an opportunity for the NSET and the Korean teacher(s) to discuss lessons, ideas etc. Also, during this time, teachers should make teaching materials (flashcards, games materials etc.)

and lesson plans. This time should be used wisely and teachers should ensure

that they are well prepared for the next day.

Q11. How can teachers motivate students to be active and answer questions in class? Students generally tend to not answer questions for two reasons: 1. the students do not understand the question 2. the students are not interested in the class It is important for teachers to try to be patient with students. The Korean teacher can help the NSET to distinguish whether students are not responding due to a lack of understanding or a lack of interest. Teachers should ask questions using simple language which will help the students to be comfortable in responding. Teachers can ask simple Yes/No questions to make the task easier for students. Also, small rewards such as stickers can also encourage and motivate students to participate.

Q12. How much translation by the Korean teacher is appropriate in a co-teaching class? The best co-teaching classes do not require any translation. The Korean teacher's role is not to translate everything the NSET says. Translation may occur in a class to simply confirm the students' listening comprehension. English should be the main language in the classroom and the teachers should speak clearly and at an appropriate level for the class. Teachers can ask advanced students to translate instructions in Korean and the Korean teacher can confirm whether or not the students understand.

Q13. How can a teacher include all of the students in a class? In any class, good students are usually active participants. However, not all students like to participate. Teachers must develop effective methods to motivate students to be active participants. One good method is for a teacher to learn students' names. Generally, students like to hear their name and it can help the teacher have a better relationship with a student. Dividing the class into groups can promote peer learning. The teacher can ask questions to individual groups and ask for every member of the group to answer together. This helps shy ❙• 153 •❙

students and slower learners to participate without feeling embarrassed. Teachers should always try to be patient with slow learners and praising them can help them to be more confident in the future. Rewards such as coupons, stickers and certificates are excellent ways to encourage learners. They are useful tokens of praise.

Q14. What is the dress code for Elementary school teachers in Korea? It is widely believed that teachers are role models for students. Also, Elementary Schools in Korea are professional environments. Therefore, teachers are required to dress semi-formally. While formal business attire is not required, teachers must be presentable and smart. Teachers should not wear clothes that are too revealing or too casual such as low cut tops, skimpy skirts, sweat suits etc.

Q15. What level of language should a teacher use in the classroom for communicating? The teacher should be aware of the overall level of the class and try to speak in a level of English most appropriate for that class. It is encouraged that teachers speak in exaggerated tones of voice and that they speak using simple sentences. English Elementary teachers should try to restrict their vocabulary and simplify their language so that the students can understand the teacher as much as possible. The use of physical movements such as gestures and miming is highly recommended as it can further enhance students' comprehension.

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References ● Arthur, H. 2003. Testing for Language Teachers (2nd ed.) Cambridge: Cambridge Language Teaching Library. ● Diane Larsen-Freeman. 2003. Techniques and Principles in Language Teaching. Oxford: Oxford University Press. ● Harmer, J. 1998. How to teach English: Longman. ● J. Michael O'Malley and Lorraine Valdez Pierce. 1996. Authentic Assessment for English Language Learners: Practical Approaches for Teachers. NY: Pearson Education. ● Lynne Cook, Ph.D. 2004. Co-Teaching: Principles, Practices, and Pragmatics. New Mexico

Public Education Department Quarterly Special Education Meeting.

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