Grade 3 Part 1 General

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

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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