Grade 4 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. Nice to Meet You ··································································································· 49 2. Don't Do That ·········································································································· 57 3. How Old Are You? ································································································· 65 4. What Time Is It? ··································································································· 73 5. Who Is She? ············································································································· 81 6. Is This Your Cap? ·································································································· 89 7. Sorry, I Can't ··········································································································· 97 8. How Much Is It? ·································································································· 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 ⑤ read a simple story about daily lives and know if it is true or Advanced

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's 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's 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 ▪ Understands what the teacher is asking about without difficulty ▪ Speaks fluently

A

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

B

▪ Uses learned vocabulary ▪ Uses structures accurately ▪ Uses the simple past tense relatively correctly ▪ Does not understand well what the teacher is asking

C

▪ Speaks with a lot of hesitation ▪ Uses limited vocabulary ▪ Does not use the simple past tense ▪ Understands little or no English

D

▪ 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.

▪ Present the objectives ▪ Explain the learning order ▪ Monitor and control students' work ▪ Model an activity ▪ Give instructions for difficult expressions In-Class

▪ Give instructions for students' questions

▪ Review the last lesson ▪ Present the target language ▪ Present the examples in real situation ▪ Model an activity ▪ Model pronunciation or expressions ▪ Explain cultural differences ▪ Assist the other teacher in a game or an activity

Korean English Teacher leads the lesson flow and Native Speaking English Teacher assists the lesson in various ways (e.g., giving instructions, giving examples, correcting pronunciation errors, explaining culture, etc.) at appropriate times. ▪ 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

Native Speaking English Teacher ▪ 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 ▪ Model the game or the activity

▪ 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 ▪ Demonstrate the game or the activity

Let's Play

Let's Read

▪ 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 Review Test

▪ Ask questions helping students' comprehension

▪ 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

Native Speaking English Teacher

- talk about weather or current

- talk about weather or current

events

events

- review the last lesson

- ask some questions

- do a small activity with NSET

- 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 Key words

I will watch TV.

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

Presentation (7′)

Production (13′) Wrap-up (5′)

∘ Listen to the story of Cinderella ∘ Present the objectives ∘ New verb tense ∘ Listening activity: Blue and White Flag Games ∘ Speaking practice: Making sentences with Time and Verb cards

Practice (10′)

Warm-up

I watch TV.

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

Warm-up (5′)

Procedure

I watched TV.

∘ Speaking activity:

Mission Completion

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

Check up

5'

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

․ 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

1 ▪ Congratulation Happy birthday!

․ 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

▪ Appreciation Thank you.

3

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

4

․ Role-play

2

▪ Greetings Hi, Hello, Bye.

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.

9

5

10

11 12

❙• 34 •❙

Major content

-

1

3

Communicative Period functions

3. Happy Birthday!

․ Speak after listening ․ Greeting game

․ Review the lesson

․ Review the lesson

․ Review the lesson

Month Week

Topic

Communicative Period functions

13

14

6 15

4. Wash Your Hands

▪ Giving order Wash your hands. • Accepting O.K., Mom.

16

17

9

18

5. I Like Apples

19

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

20

21

10

22

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

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

Major content

1

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

2

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

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

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

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

․ ․ ․ ․

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 Period functions

1 ▪ Confirmation How's the weather?

2

3

Nice to meet you.

4

5 2. Don't Do That

4 6

❙• 36 •❙

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

▪ Prohibition 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 Period functions

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

▪ Asking for a help Can you help me?

9

10 5

3. How Old Are you?

▪ 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 Period functions 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

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

21 11. What Are You Doing? 22

▪ Factual information What are you 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 functions

Period 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

11 5

12

13

Topic

▪ 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!

7. My Father Is a Pilot 15

16

7

❙• 44 •❙

functions

▪ 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.

14

6

Communicative

▪ 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.

Period

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

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

Period 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.

▪ Prohibition Don't go that way.

29

30

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

12 ▪ Congratulation Congratulations!

31 16. So Long, Everyone! 32

❙• 46 •❙

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

Major content

PART

Teaching Plan 4th Grade

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

Nice To Meet You Don't Do That How Old Are You? What Time Is It? Who Is She? Is This Your Cap? Sorry, I Can't. How Much Is It?

1

Nice to Meet You In this chapter, students learn expressions they use to introduce their friends to

Aims

a new friend. They also practice how to ask and answer questions about the weather. Listening

Objectives

Speaking

Reading

Communicative Communicative Functions and Structures

functions Language structures

Vocabulary

To listen to and understand expressions about the weather and how to introduce people for the first time To ask and answer questions about the weather To introduce and greet people they meet for the first time To read Aa ~ Mm 1. Confirmation 2. Introduction 3. Greeting

How's the weather? It's sunny. This is Julie. Nice to meet you. Nice to meet you, too.

How is ____? It's ______. This is _______.

cloudy, day, hot, king, meet, Mr., Mrs., nice, see, teacher, to, weather Period

Page

Procedure

◦Look and Listen⑴ 1

6~7

8~10

Teaching Plan

3

11~12

◦Look and listen to CD-ROM title

◦Listen and Repeat⑴ ◦Listen and repeat ◦Let's Play⑴ ◦Look and Listen⑵

2

Activities

◦Weather Bingo ◦Look and listen to CD-ROM title

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

◦Chant: 'Hello, Zeeto'

◦Let's Play⑵

◦Introducing game

◦Let's Sing

◦Sing along: 'How's the weather?'

◦Let's Read

◦Reading Alphabet: Aa~Mm

◦Let's Play⑶

◦Completing the weather chart ◦Role-play: 'The Turtle and the Rabbit'

4

13~15

◦Let's Role-play

◦Listen and do

◦Let's Review

◦Look at the pictures and speak ◦Activity in a real context ❙• 49 •❙

4-1-1 Nice to Meet You

Objectives

• To understand and use expressions about the weather • To ask and answer questions about the weather by playing a game

✎ Warm up Greetings Hi, class! Nice to meet you. Nice to meet you. I'm your English teacher. Listen and do as I say Close`your book. Open your book. Take out your book. Take out your pencil. Tips

Apply this as a 'Simon Says' game.

Objectives Present the objectives

✎ Development Look and Listen⑴ Look at the picture Who are they? What are they doing? Listen to the dialogue Who are the characters? To whom did Julie, Thomas, and Zeeto say "Hello"? Listen again How's the weather where Anne is? How did Minsu say the weather is there? Tips

Try to do your best to ask easy questions so that as many students as possible can reply.

Listen and Repeat⑴ Listen and repeat Practice (Showing the weather cards) Watch me and repeat after me. Let's play 'True or False' game. Tips

Ask students to tap on the desk twice if the teacher's right. If he/she is wrong, ask them to clap twice.

I'll say a sentence, and you repeat after me: It's raining. Let's Play⑴: Weather Bingo ◷ 10' 【Materials】Flash cards (p.7) 【Grouping】Whole class 【Expressions】How's the weather? It's sunny. It's cloudy. It's raining. It's snowing. It's hot. It's cold.

❙• 50 •❙

pp. 6-7

【Pre-activity】Ask students to listen and mime what the weather is like. ▸Have students ask about the weather ▸Show the correct picture card and say the sentence. ▸Have them repeat the sentence, and draw the weather onto a bingo grid. ▸Tell students what shape they need to make for Bingo; choose a straight line, 'L' or 'X' shape. ▸The winner is the first person who gets the shape and shouts "Bingo!" ▸The game goes on until the teacher hears "Bingo!" Tips

Ask the winner to say what expressions were part of the Bingo to check if he/she has the right answers.

✎ Closing Review Review today's lesson Let's listen to the dialogue one more time. How's the weather where Anne is? Good-bye Next time we will learn how to greet people in English when we meet them for the first time. Good-bye everyone. EXTRA

Snatching Game ◷ 10' 【Materials】Weather cards 【Grouping】Whole class 【Expressions】Same as Let's Play⑴ ▸Place the cards on the table. ▸When students ask the question "How's the weather?", the teacher answers "It's ___." Then the students snatch the right card as soon as possible, repeating what the teacher said. ▸The first person who snatches the card first takes the card. ▸The winner is the one who gets the most cards in his/her group.

4-1-2 Nice to Meet You

Objectives

• To understand and use expressions of introducing and greeting someone • To practice the expressions by playing a 'Introducing' game

✎ Warm up Greetings Good morning, class. How are you today? How's the weather today? Review Ask about the weather by using sound effects or showing picture cards. Tips

Prepare flash cards or audio materials representing various kinds of weather for the activity.

Objectives Present the objectives

✎ Development Look and Listen⑵ Look at the picture Who are the characters? Can you guess what they're doing? Listen to the dialogue What did they call their teacher? Who did Minsu introduce to Anne and vice versa? Listen again What did Ms. Green say to Mr. White? What did Mr. White say to Ms. Green? (Ask listening comprehension check questions.) Tips

Try to elicit as many words or phrases as possible.

Listen and Repeat⑵ Listen and repeat Practice (Have the students practice the new expressions, while doing a 'Hand Puppet Play'. Key expressions are the following; "This is~.", "Nice to meet you.", "Nice to meet you, too.") (Introduce the hand puppet.) ___, this is Zeeto. (Shake hands with the puppet) Nice to meet you. (Moving the puppet) Nice to meet you, too. Draw a face on the inner side of your forefinger. Make a group of three and practice the key expressions moving your finger puppets. Tips

pp. 8-10

Try not to spend too much time on the activity.

Let's Chant Listen to the chant Do the chant Girls chant Anne's part, and boys chant Zeeto's part.

Let's Play⑵: 'Introducing' Game ◷ 10' 【Materials】None 【Grouping】Whole Class 【Expressions】I'm ____. This is . Nice to meet you. Nice to meet you, too. ▸Have students make groups of six or eight. ▸Everybody claps four beats. (For one, slap on their knees, for two, clap their hands, for three, stretch out their right thumbs and for four, stretch out their left thumbs.) ▸The first student should introduce him/herself during third and fourth beat. Then introduce the next person during the next third and four beat. S1: (Slap, clap) I'm ___. (Slap, clap) This is ____. ▸The rest of the students look at the person who was introduced and greet him/her. Ss: (Slap, clap) Nice to meet you. ▸The student who was introduced responds to the greeting. S2: Nice to meet you, too.

✎ Closing Review Review today's lesson Can you introduce MS. ____ (NSET) to ____? Nice to meet you. Good-bye Next time we'll learn page.11 and 12. See you later. EXTRA

Say 'Hello' ◷ 10' 【Materials】Name card on the sticky paper 【Grouping】Whole class 【Expressions】Same as Let's Play⑵ ▸Students put their name card on their chest. ▸They stand in two concentric circles. ▸The teacher plays the 'Hello' chant. ▸When the teacher stops the chant, two people face each other, say their name and introduce each other by using the expressions.

❙• 51 •❙

4-1-3 Nice to Meet You

Objectives

• To sing along with the song, 'How's the Weather?' • To read letters 'A/a' to 'M/m'

✎ Warm up Greetings Hello, everyone. How are you today? How's the weather? Listen and do as I say Pick up the pencil. Put down the pencil on the desk/the book. Tips

Show motions, the first time you do this activity.

Review Play a song containing greeting expressions and ask students to repeat what they have heard in the song. Objectives Present the objectives

✎ Development Look and Speak Let's listen to Dialogue One How do you ask about the weather in English? How's the weather where Anne and Minsu are? How's the weather here in Seoul? Let's listen to Dialogue Two How did Minsu introduce Ms. Green to Anne? To whom did Anne introduce Mr. White? What did Mr. White say to Ms. Green? How do you introduce your teacher to your friend? Tips

Questions should begin with the dialogue they studied and progress to real life situations. When students have difficulty answering, help them to produce proper answers and encourage students to participate in the activity.

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 Read Look and listen carefully Open your books to page 11. Let's listen how to pronounce the letters. Listen and do Listen and point to the right letter. (Read the words clearly.) Listen and read after me. Read them yourself Open your book to page 11 and find the correct letters.

❙• 52 •❙

pp. 11-12

Let's Play⑶: Completing the Weather Chart ◷ 10' 【Materials】Paper dice with weather icons, pencils 【Grouping】Pair work 【Expressions】How's the weather? It's sunny/cloudy/raining/ snowing/hot/cold. ▸Do 'Rock, paper, scissors' and the winner chooses one of the cities on the map and calls out the city. ▸Your partner who lost rock-paper-scissors asks the weather question to the winner. ▸After rolling the dice, the winner answers the question and draws the weather for the city. ▸Take turns playing the game. ▸The student who completes the chart first wins the game.

✎ Closing Review Review today's lesson Have students put 2-3 Finger Puppets on their fingers and practice introducing people by using different voices. Good-bye Listen to 'The Turtle Story' on the CD-ROM. Good bye, everyone.

EXTRA

Spin Game ◷ 10' 【Materials】Weather spin board, paper clip 【Grouping】Pair work 【Expressions】Same as Let's Play⑶ ▸Do 'Rock, paper, scissors' ▸A winner flicks the clip. ▸The partner asks "How's the weather?" ▸If the person says the correct sentence, mark ○ or ☆ on the space. ▸The player who marks more spaces is the winner.

4-1-4 Nice to Meet You

Objectives

pp.13-15

• To speak confidently about their daily routines • To consolidate the contents of the lesson in real situations Tips

✎ Warm up Greetings Hello, class. How are you? How's the weather outside? Is it warm? Review Sing the song with motions, 'How's the weather?' Objectives Present the objectives

✎ Development

The teacher gives questions with CD-ROM title by clicking the 'Play' button.

Look at the pictures and speak Look at the pictures on page 15 and think about what will be in the story. Present your story to the class Tips

Ask students to do a role-play with their partner. Speak in a real situation How do you greet someone when you meet a new friend at a birthday party?

Let's Role-play: The Turtle and the Rabbit

◷ 20'

Motivate Show up to class, wearing a mask of a rabbit or a turtle in a traditional Korean costume. Listen to the story What is the rabbit's name? What does Toto answer when King Yong asks about the weather? How can the king know how the weather is outside? Why is the king upset? Listen and repeat Watch me and repeat after me. (Do the motions with the NSET.) Tips

✎ Closing Review Wrap up Lesson 1 We've learned expressions about the weather and what to say when you meet someone for the first time. Can you talk about it confidently? What will we learn in lesson 2? We are going to learn about rules which we should follow. Good-bye You did a good job. Have a nice day. EXTRA

Do demonstration of how to perform motions based on the characters and their circumstances.

Practice in your group. Make it more interesting by using the chant and song. Present your role-play to the rest of the class. Listen and choose which group does the best job. Role play Practice in your group. Who wants to be Turtle? Present your role-play to the class. Tips

Teach students about proper manners when they watch their friends' performances.

Let's Review Listen and write the correct number Listen to the dialogue and write the correct number (p.14). Let's check the answers.

Survey ◷ 10' 【Materials】None 【Grouping】Whole class 【Expressions】Same as Let's Play⑴ ▸Form lines. ▸Students in the first row come up to the teacher and do rock-paper-scissors. ▸The winner introduces the other two, using "(name), this is ____." ▸The other two greet each other saying "Nice to meet you." and "Nice to meet you, too" ▸The line with the most players who won rock-paper-scissors and whose players have have successfully greeted wins the game.

❙• 53 •❙

Nice to meet you.

Lesson 1 Nice to Meet You

Nice to meet you.

Look and Listen(1) (Minsu's class is greeting children of the foreign

sister

school

by

chatting

in

a

computer room.) Julie, Lisa, Thomas: (Shaking hands) Hello. Anne, Anne's friends: (Shaking hands) Hello. Minsu: Hello, Anne. Anne: Hello, Minsu. Minsu: How's the weather? (Zeeto is looking at the picture with curiosity and flies away.) Anne: It's snowing. Minsu: Oh, it's sunny here. (Zeeto appears in Anne's classroom.) Zeeto: Oh, it's snowing. I like snow. Look and Listen(2) (Minsu introduces Ms. Green to Anne.) Minsu: Anne, this is my teacher, Ms. Green. Anne: Nice to meet you, Ms. Green Ms. Green: Nice to meet you, too. Anne. (Anne introduces Mr. White to Minsu.) Anne: This is my teacher, Mr. White. Ms. Green: Nice to meet you. Mr. White: Nice to meet you, too. Let's Chant: Hello, Zeeto Hello, Minsu. (clap, clap) Hello, Anne. (clap, clap) Nice to meet you. Nice to meet you. Nice to meet you, too. Yeah ! Nice to meet you. Nice to meet you. Nice to meet you, too. Yeah ! Hello, Zeeto. (clap, clap) Hello, Anne. (clap, clap)

❙• 54 •❙

Nice to meet you, too. Yeah ! Nice to meet you. Nice to meet you. Nice to meet you, too. Yeah ! Let's Sing: How's the Weather? How's the weather? Ding-a-ling, ding-a-ling, ding-a-ling. How's the weather? Ding-a-ling. Oh! It's sunny. How's the weather? Ding-a-ling, ding-a-ling, ding-a-ling. How's the weather? Ding-a-ling. Oh! It's cloudy. How's the weather? Ding-a-ling, ding-a-ling, ding-a-ling. How's the weather? Ding-a-ling. Oh! It's raining. Let's Role-play: The Turtle and the Rabbit (A Turtle takes a rabbit to a kingdom under the sea.) Toto: (Looking at king's guards) Hi! Hi! Turtle: King, this is Toto. Toto,

this is

King. Toto: Nice to meet you. King: Nice to meet you, too. How's the weather outside? Toto: Ummmm. I don't know. King: (Rubbing the magic ball) Let's see. It's sunny. Toto: (With a smile) I like sunny days. (The magic ball is out of order and the king is upset.) King: Oh, no. It's raining. Oh, no. It's snowing.

Lesson 1. Nice to Meet You(3/4)

Weather Spin Board

How to play: 1. Do rock-paper-scissors. 2. A winner flicks the clip and say about the weather: It's ________. 3. If the person says a correct sentence, mark ○ or ☆ on the space. 4. The person who marks in each space first wins the game. ❙• 55 •❙

Lesson 1. Nice to Meet You (3/4)

Boards Game

Start!

Go ahead 2 spaces.

Go back 3 spaces.

Finish!

How to play: 1. Do rock-paper-scissors. The winner throws a die and moves his/her marker. 2. The partner asks the winner, "How is the weather?" 3. The winner answers according to the weather picture. ex) It's sunny. 4. If the answer is right, he/she can move the marker. If the answer is wrong, he/she can't move the marker. 5. The person who arrives at 'Finish!' first wins the game. ❙• 56 •❙

2

Don't Do That Teaching what students should do or not do in English in public places is

Aims

necessary to teach the students discipline. Students learn expressions they use to introduce their friends to a new friend. They will also practice how to ask and answer questions about the weather. To listen to and understand the expressions of forbidding Listening

Objectives

Speaking Reading Communicative

Communicative Functions and Structures

functions Language structures

Vocabulary

someone to do something and asking for help from other people To forbid from doing something and ask for help from other people To read Nn ~ Zz 1. Prohibition

Don't do that

2. Asking for help

Help me, please

Don't ____.

beautiful, bird, classroom, flower, good, in, oops, ouch, rice, watch Period

Page

Procedure

◦Look and Listen⑴ 1

2

16~17

18~20

Teaching Plan

3

21~22

Activities

◦Look and listen to CD-ROM title

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

◦Cards in Order

◦Look and Listen⑵

◦Look and listen to CD-ROM title

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

◦Chant: 'Watch Out'

◦Let's Play⑵

◦Card game

◦Let's Sing

◦Sing along: 'Don't Do That'

◦Let's Read

◦Reading Alphabet: Nn~Zz

◦Let's Play⑶

◦Board game ◦Role-play: 'Hungboo and Nolboo'

4

23~25

◦Let's Role-play

◦Listen and do

◦Let's Review

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

4-2-1 Don't Do That

Objectives

pp. 16-17

• To understand and use the expression, "Watch out." when giving caution • To understand and use the expression of concern for other people, "Are you OK?" Watch out! Are you OK? Yes, I'm OK.

✎ Warm up Greetings Good morning, class. What day is it today? Listen and do as I say Clap your hands two times. Clap your hands four times. Tips

Give the commands using numbers 1 to 10.

Review (Showing a weather picture) How's the weather? Objectives Present the objectives

▸Ask students to listen to what the teacher says. ▸First say only one sentence and display the picture card on the board, so that the students can confirm the expression. ▸Say the four sentences. Have the students arrange the cards in order, and then check the order with the students. ▸Mix up the picture cards, and repeat the same activity.

✎ Closing ✎ Development Look and Listen⑴ Look at the picture Look at the picture and guess the story Have you ever seen a person in danger? What should you say to a person in danger? Listen to the dialogue Why did Julie lose her balance and fall down? Who asked Julie if she was OK? Listen again What did Julie say pointing at the bird? What did Lisa say to Julie when she lost her balance? Tips

Ask KT to explain this question in Korean so that students can figure out the answer.

Listen and Repeat⑴ Listen and repeat Practice (Showing the picture cards) If I'm right, clap your hands five times. If I'm wrong, clap your hands once. If I'm right, repeat after me. If I'm wrong, please be silent. Tips

Prepare four picture cards. Each one shows a different situation.(p.99)

Let's Play⑴: Cards in Order ◷ 10' 【Materials】Situational cards for students (p.99) 【Grouping】Whole class → Pair work 【Expressions】Look at the bird.

❙• 58 •❙

Review Review today's lesson Look at the card and say the right sentence Ask "What will Minsu say to Julie?" Good-bye Next time, we will learn how to greet people in English when we meet for the first time. Good-bye everyone. EXTRA

Hopscotch Game ◷ 10' 【Materials】Situational cards (2sets) 【Grouping】Pair work 【Expressions】Same as Let's Play⑴ ▸Have students put two sets of cards on the board in the shape of 'Hopscotch'. ▸Ask them to listen to the teacher carefully and touch the cards with their forefinger and middle finger. ▸Ask them to repeat after the teacher and touch the correct card. ▸Let students take turns saying the sentence with their partners. Rearrange the cards and repeat the activity. Tips

Diversify the activity by asking students to say the sentences from a slow pace to a fast pace while measuring the time using a stopwatch.

4-2-2 Don't Do That

Objectives

• To understand and use expressions to order someone not to do something "Don't do that." • To understand and use expression for asking for help, saying "Help me, please."

✎ Warm up Greetings Hello everyone. How are you today? Is it cold outside? Listen and do as I say Clap your hands five times. Jump three times. Review Mime a sentence and ask students to say the sentence. Tips

Drawing is another way of reviewing the last lesson. Allow students to guess as you draw a picture bit by bit.

Objectives Present the objectives

✎ Development Look and Listen⑵ Look at the picture What did Zeeto look at? Why did the photographer yell out with fright? Tips

Try to ask the questions with as many gestures as possible.

Listen to the dialogue What's the story? Why was Zeeto going to pick a flower? Listen again What did Julie say to Zeeto to prohibit him from picking a flower? What did Zeeto say to ask for help when running away from the bee? Tips

Try to make your questions short and easy. Or KT can explain in Korean to help students' understanding.

Listen and Repeat⑵ Listen and repeat Practice Present four situational picture cards (Wow! Beautiful!/Don't do that!/Help me, please!/Watch out!) on the board and put a number next to the each card. If I say a sentence, please say the matching number. If I say a number, please say the matching sentence. Let's Chant Listen to the chant Do the chant

pp. 18-20

'Chuga chuga' is the sound of a train, and implies a tense atmosphere in which something dangerous is about to happen. Put all the parts together and let's chant using nice voices. Let's Play⑵: Hot Envelope ◷ 10' 【Materials】4 situational cards(2sets), Big envelopes(2) 【Grouping】Whole class 【Expressions】Wow! Beautiful!/Don't do that!/ Help me, please!/Watch out! ▸Have students sit in two circles, so that they can pass the cards around. ▸Put four cards in each envelope. ▸Sing the song together. When the music stops the student with the envelope stands up. ▸The student takes out a card, says the sentence. ▸If she/he says the right sentence, give a point.

✎ Closing Review Review today's lesson Girls take Julie's role and boys take Zeeto's role. What will you say to friends who do naughty things in the classroom? Good-bye Next time we'll learn the song 'Don't Do That!' See you next time. EXTRA

Snowball Game ◷ 5' 【Materials】None 【Grouping】Group work 【Expressions】Jump/Don't jump. Run/Don't run. ▸Let students think of some commands (e.g., Cry, Close your book, Don't run, etc.). ▸The first player starts the game by giving a command with a gesture (Cry). Then the next person repeats to the next player and adds a command (Cry and run). ▸The team with the most commands in the alloted time without failure is the winner. ▸Try prohibitive commands in the same way.

❙• 59 •❙

4-2-3 Don't Do That

Objectives

• To sing along with the song, 'Don't Do That' • To read letters 'N/n' to 'Z/z' and play a board game using the prohibitive expressions, request and warning

✎ Warm up Greetings Hi, everyone. How are you this morning? Let's start our lesson. Listen and do as I say Stand up, please. Hop five times, please. Sit down, please. Review Draw a picture and ask students to say the expression which correspond to the pictures. Objectives Present the objectives

✎ Development Look and Speak Let's listen to Dialogue One What do you say when you need to warn someone? How do you ask if someone is alright or not? Let's listen to Dialogue Two What do you say when you see beautiful flowers? What do you say when you want to stop someone from doing something dangerous or bad? What do you say when you want help? Let's Sing Listen to the song Sing the song Let's sing one part at a time. Face your partner and sing along with the song while clapping (slap own laps, clap own hands, slap partner's right hand, and slap partner's left hand). Let's sing using your own motions Tips

It is a good idea to let students create their own motions in their groups. Give some time to practice.

Let's Read Look and listen carefully Open your books to page 21. (Showing the upper and lowercase of letters from N to Z) Let's listen to how to pronounce the letters. Listen and point (Changing the location of the cards often) Listen and point to the right letter.

❙• 60 •❙

pp. 21-22

Read them I'll show Look at the small

yourself a letter. Read it aloud. page 21 and match the big letters with letters.

Let's Play⑶: Board Game ◷ 10' 【Materials】Dice, 2 markers(per team) 【Grouping】Pair work 【Expressions】Watch out! Don't do that, Wow! Beautiful!, Help me, please. ▸The game starts by doing rock-paper-scissors. ▸Winners roll the dice. ▸If students roll an odd number, they move 1 space. They move 2 spaces with an even number. ▸The students should say the correct expression corresponding to the picture on which their marker landed. ▸The student who reaches 'Finish' first is the winner.

✎ Closing Review Review today's lesson Let's sing the song, 'Don't do That' with motions. Look at the picture and say the right expression. Good-bye Play this game with your friends. Good bye, everyone. EXTRA

Memory Match ◷ 10' 【Materials】2 sets of picture cards (p.99) 【Grouping】Group work 【Expressions】Same as Let's Play⑶ ▸Place the cards face down on the desk. ▸Choose 2 cards and turn them over one by one. ▸Say the correct expression. ▸If you turn over two matching cards, take them. ▸The student with the most cards wins the game.

4-2-4 Don't Do That

Objectives

pp. 23-25

• To do a role-play using the expressions of prohibition and request • To use the expressions in real situations What's the answer to number 1?

✎ Warm up Greetings Good afternoon. How are you? What day is it today? Listen and do as I say Turn around, please. Hop four times. Review First, follow teacher's instructions by miming. Then change teacher's instructions into negative commands (e.g., Jump-Don't jump). Objectives Present the objectives

Let's Role-play:

◷ 20'

Let's look at the pictures Tell a story related to the role-play to motivate students. Show the screen without sound. Listen to the story What does Hungboo say when Nolboo's wife hits him? What does Nolboo's wife say to her husband after she hits him? Listen and repeat Watch the screen and repeat after the dialogue line by line. (Showing examples) Try to use lots of exaggerated voices and gestures. Tips

Ask the students to watch the screen and repeat the dialogue scene by scene by clicking on the 'Pause' button of the CD-ROM title.

Role play Practice in your group. Who wants to be Hungboo? Present your role-play to the class. Tips

Tips

Help the students express their own ideas about each picture.

Speak in a real situation Imagine you have a friend who looks sad today. What can you say to her? Let's talk about the things you are not allowed to do in the classroom.

✎ Closing

✎ Development Hungboo and Nolboo

Look at the pictures and speak Look at the pictures on page 25. Who are the characters in the story? What's in the story?

Have students practice the dialogue using a different version of the story based on their levels.

Let's Review Listen and write the correct number Listen to the dialogue and mark O if it matches with the picture. If not, mark X.

Review Wrap up Lesson 2 What will you say to me when I run in the classroom? What will we learn in lesson 3? We are going to learn about someone's age. Good-bye Time's up. Bye. See you on Thursday. Have a nice day. EXTRA

Be the Frog ◷ 10' 【Materials】None 【Grouping】Whole Class → Group work 【Expressions】Same as Let's Play⑴ ▸Divide the class into 2~4 teams. ▸Each team lines up. ▸Students do the opposite of what the teacher says. (e.g., T: If I say "Don't jump", you should jump. If I say "Jump", don't jump.) ▸Students sit down if they are wrong. ▸After playing it a few times with the teacher ask them to take turns doing in their groups taking turns. Tips

Have a student with a higher level of understanding start the game so that others can practice or get used to how to play the game.

❙• 61 •❙

Watch out, Zeeto. Watch out.

Lesson 2 Don't Do That

Ouch! Ouch! Oh, no!

Look and Listen(1) (This is the picnic day of Julie's class. Julie is walking on the mountain path and finds the poor baby bird struggling to escape from the kite string.) Julie: (Pointing at the bird) Look at the bird. (Julie stands on tiptoe to save the bird but she loses her balance.) Julie:

Watch

out!

(After

Julie

sets

the

bird free, she falls down.) Lisa: Are you OK? Minsu: Are you OK, Julie? Julie: Yes, I'm OK. (The baby bird flies away with the mommy bird. The children clap their hands with pleasure.) Look and Listen(2) (On a picnic day, the children are playing together joyfully. Julie and Zeeto are looking at flowers.) Julie: Wow! Beautiful! I like flowers. (Zeeto thinks for a while about what to do with flowers.) Zeeto: Me, too. (Zeeto is going to pick a flower for Julie.) Julie: Oh, no! Don‘t do that! (A bee comes out of the flower.) Watch out! Zeeto: Oops. Help me, please! (Zeeto runs away shaking its hands but gets stung by a bee.) Ouch! Julie: (Comes to Zeeto) Are you OK? Zeeto: Yes, I'm OK. (Children laugh at Zeeto's swollen nose.) Let's Chant: Watch Out Chuga chuga, boom boom. Chuga chuga, boom boom. Watch out, Zeeto. Watch out.

❙• 62 •❙

Ouch! Ouch! Oh, no! Waaaaah! (repeat) Let's Sing: Don't Do That

Oh, no. Don't do that. Oh, no. Don't do that. Oh, no. Don't do that. It's not okay. Oh, don't do that. Don't run. Don't run. Don't run in the classroom. Don't jump. Don't jump. Don't jump in the classroom. Oh, no. Don't do that. Oh, no. Don't do that. Oh, no. Don't do that. It's not okay. Oh, don't do that. (repeat) Let's Role-play: Hungboo and Nolboo (Hungboo is going to Nolboo's to get some food.) Hungboo: (Rubbing his stomach) Oh, I'm hungry. (Seeing Nolboo and his wife eating) Please. Nolboo: (Sneering at Hungboo) Do you like rice? Hungboo: (With a big smile) Yes, yes. I like rice. Nolboo's wife: Good! (Raising her hand with big spoon to hit Hungboo) Here. Hungboo: Oh, no. Don't do that. Hungboo's son: Watch out, Dad! (Because of this caution, Nolboo got hit instead of Hungboo.) Nolboo: Ouch! Nolboo's wife: Oh, no. Are you OK? Hungboo: (Eating the rice on Nolboo's cheek) Mmm, it's good. (To Nolboo's wife) Please! Nolboo's wife: (With an astonished look) Huh!

Lesson 2. Don't Do That(1/4)

Hopscotch

󰁽 ❙• 63 •❙

Lesson 2. Don't Do That(3/4)

Name _________________

Alphabet Matching Activity A

a

B

d

m

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b

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j

C

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F

p

t

w

q

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H

h

G

s

b

I

O

a

P

d

m

o

b

p

R

r

Q

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k

d

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b

S

e

T

p

h

t

s

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f

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l

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k

w

❙• 64 •❙

3

How Old Are You? Asking for help from friends or neighbors is an essential part of students'

Aims

school life. Comparing their age makes it particularly fun. Learning about how to ask for help and talking about their age will allow them to apply the expressions in real situations. To understand the expressions of asking for help and talking Listening about age

Objectives

Speaking Reading Communicative

Communicative

functions

To ask for help and answer the questions To ask about age and answer the question To read the letters Aa~Zz 1. Asking for help

Can you help me, please?

2. Actual information

How old are you?

Functions and Structures

Language structures

Vocabulary

Can you ____? I'm __________ years old.

afternoon, evening, friend, morning, much, old, strong, very, year Period

Page

Procedure

◦Look and Listen⑴ 1

2

26~27

28~30

Teaching Plan

3

31~32

Activities

◦Look and listen to CD-ROM

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

◦Asking help activity

◦Look and Listen⑵

◦Look and listen to CD-ROM

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

◦Chant: 'How Old Are you?'

◦Let's Play⑵

◦Dice game

◦Let's Sing

◦Sing along: 'Can You Help Me?'

◦Let's Read

◦Reading Alphabet: A~Z(a~z)

◦Let's Play⑶

◦Pair-up Game ◦Role-play: 'The Great Big Enormous Radish'

4

33~35

◦Let's Role-play

◦Listen and do

◦Let's Review

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

4-3-1 How old are you?

Objectives

pp. 26-27

• To understand and use expressions about responding to the help they receive • To understand and use expression of thanks

✎ Warm up Greetings Good morning, class. What day is it today? Listen and do as I say Clap your hands three times, please. Put your book in your bag. Review (Miming one of the situational pictures) Take a guess and say the correct expression. Objectives Present the objectives

asking

for

help

and

【Expressions】Can you help me? Sure I can. Thank you. ▸Separate the 6 asking-for-help cards from the 6 problem-solving cards, and put them face down. ▸When a student turns over an asking-for-help card, the rest of the group members say "Can you help me?" ▸The student turns over a problem-solving card. If the card is a solution to the card, he/she says: Sure, I can. Then he/she takes the two cards. ▸If it is not the right solution, he/she puts the card back and says: I'm sorry. ▸The student who gets the most cards is the winner.

✎ Development Look and Listen⑴ Look at the picture Take out your English book and look at the picture on page 26. (Presenting the main expressions to the class by playing the CD-ROM title) What's the story? Listen to the dialogue What did Minsu and Julie do? What did the foreign tourist say to Minsu and Julie? Listen again How did Minsu answer the foreigner? Right. He said "Sure." Tips

Ask KT to explain this question in Korean so that students can figure out the answer.

Listen and Repeat⑴ Let's watch the screen Listen and repeat Practice Let's say the correct greeting for each picture representing morning, afternoon and evening. Well done. Thank you. Tips

Make materials in advance, so that they come in handy for the lesson.

Let's Play⑴: Asking Help Activity ◷ 10' 【Materials】6 Situational cards for students 6 problem solving cards(p.101, 103) 【Grouping】Group work

❙• 66 •❙

✎ Closing Review Review today's lesson Look at the picture and say the right greeting. Ask for help from your friend and answer the request. Good-bye Next time, we will learn how to ask about age. That's all for today. Good-bye everyone. EXTRA

Snake Game ◷ 10' 【Materials】None 【Grouping】Group work 【Expressions】Good morning/afternoon/evening. ▸Divide the class into four. ▸Choose a leader from each team. ▸Ask the leaders to choose one of the four greetings as their team name, and to form a line to move around the classroom. ▸When two teams meet each other, the two leaders do rock-paper-scissors. ▸The winning team says their own team name to the other team who repeats the name, and yields the first person in their line. ▸The longest team is the winner.

4-3-2 How old are you?

Objectives

• To understand and use the expressions of asking about age • To ask about age using the expression, "How old are you?" and chant

✎ Warm up Greetings Good morning, Mr.(Mrs.)___. Good morning. Listen and do as I say Put your pen in the bag. Put your book in the bag. Review Present the photo or picture of asking for help and ask students to guess what the picture is saying. Objectives Present the objectives

✎ Development Look and Listen⑵ Look at the picture (Asking a puppet) How old are you? (Moving the puppet) I'm ___ years old. Open your book to page 28. Listen to the dialogue What did Tony say to Zeeto? How did Zeeto respond to Tony? Tips

Play the pre-listening function on CD-ROM title before getting to the main dialogue.

Listen again What did the man ask Tony? What happened between the foreigner and Tony? Listen and Repeat⑵ Listen and repeat Have the students repeat after the native English Teacher as they watch the paused scene. Practice I will divide you into two teams. This team asks the question, "How old are you?" and the other team should answer according to the number I will show you. Now, please ask and answer questions about age with your partner. Let's Chant Listen to the chant Tips

pp. 28-30

Before playing the chant, let the students guess what the characters in each panel will say.

Do the chant Let's chant one part at a time. Let's chant with motions. Let's Play⑵: Dice Game ◷ 10' 【Materials】Two dice for each group 【Grouping】Group work 【Expressions】How old are you? I'm nine. ▸Have students count numbers from one to ten. ▸Divide the students into groups of 6. ▸Divide a group of 6 into boys and girls. ▸When the boy's team asks about age, the girls' team rolls two dice and adds the two numbers they got and then says the total. ▸The team that gets the most points is the winner.

✎ Closing Review Review today's lesson Let's do the chant one more time. Pick the card with age, and ask your partner about his/her age. Good-bye Next time we'll learn the song 'Can you help me?' See you later. EXTRA

Guessing Game ◷ 5' 【Materials】None 【Grouping】Whole class → Group work 【Expressions】How old are you? I'm __ years old. ▸Invite one student to the front. ▸Write a number ranging from 1 to 12 on the person's back and ask the question, "How old are you?" ▸Give three chances to answer, "I'm ___ years old." ▸When done with a few students, tell the class to play this game with their group members.

❙• 67 •❙

4-3-3 How old are you?

Objectives

• To sing a song about asking for help • To read letters 'A/a' to 'Z/z' and to practice asking and answering questions about age through pair work activity

✎ Warm up Greetings Good morning, everyone. What day is it today? Listen and do as I say Point to the window. Point to the door. Pick up the trash. Review Write number 9 with your finger in the air. Ask students to guess how old you are. Objectives Present the objectives

✎ Development Look and Speak Let's listen to Dialogue One What do you say when you meet your friend in the morning? How can you ask for a favor? How can you express thankfulness? Let's listen to Dialogue Two What do you say when you ask about age? How do you say that you are 10? Let's Sing Listen to the song Sing the song Let's watch the screen and listen to the song carefully. Let's sing one part at a time. Tips

You can use many variations with chants since most chants are interactive

Let's Read Look and listen carefully Choose the correct letter with your finger when I say it. Listen and do (Changing the cards' location often) Look at the small/big letters in your book and connect the dots. What can you see? Read them yourself I'll show a letter. Read it aloud. Read the alphabet from A to Z loudly.

❙• 68 •❙

pp. 31-32

Let's Play⑶: Pair-up Game 10' 【Materials】Pair cards with a name and age (Four different names and ages will be written on the cards) 【Grouping】Group work 【Expressions】How old are you? I'm ten years old. Good morning. ▸Distribute the cards for each student. ▸Start conversations with each other to find the person who has the same age and name on the card. ▸Have students greet each other, introduce themselves to the interlocutor, and ask ages. ▸If a student finds the right person, they exchange a high-five, and come to the teacher to show what they said. Tips

To encourage them to meet more people, you can have different names and ages.

✎ Closing Review Review today's lesson Let's sing the song, 'Can you help me?' with motions. Let's read the alphabet cards in rotating order. Good-bye Practice reading the alphabet letters at home. That's all for today. Good bye, everyone. EXTRA

Team Race Game ◷ 5' 【Materials】Worksheet with the alphabet letters 【Grouping】Individual work 【Expressions】Find the big 'A' or small 'a' ▸Write a selection of letters from A/a to Z/z. ▸Select two teams who line up, one behind the other, facing the board. Give the first person of each team a different colored pen. ▸Read a letter from the board. The teams circle it ▸The first team to circle it will get a point. ▸The players rotate so that everyone has a turn.

4-3-4 How old are you?

Objectives

• To do a role-play using the expressions of asking for help and talking about age • To make a story using the expressions in real situations

✎ Warm up Greetings Hello, class. How are you? How's the weather today? Listen and do as I say Put your hands up. Move the desk/chair. Review Let's sing the song 'Can you help me?' Objectives Present the objectives

✎ Development Let's Role-play: The Great Big Enormous Raddish ◷ 20' Let's look at the pictures Tell me about the fairy tales you know. Take a look at the picture on page 33. What is the story? Who are the main characters? Listen to the story What is the farmer doing? What does the farmer say to the dog? What does the cat say to the mouse? Listen and repeat Let's watch the screen and repeat. Can you repeat just what the dog said? Tips

Ask students to repeat the role play scene by scene using the pause function. Team A, you are the Dog. Team B is the Cat. Team C is the Farmer. Now put your voices into the scene. (Rotate each team's role, so that every team can practice all roles.) Role play Let's take a role and role-play with your group. Present your role-play to the class. Tips

pp. 33-35

With regard to the time management, divide the class into two and give an opportunity for half of the class to perform the play. Make sure that the other team gets the opportunity next time.

Let's Review Listen and draw a line between two pictures Listen to the dialogue and draw lines on your book. Let's watch the screen and check the answers. Look at the pictures and speak

Look at the pictures on page 35. What's this story about? Make up a story with your partner. Tips

Let students check the story by playing the CD-ROM. title.

Speak in a real situation Let's say hello to your friends. Let's ask and answer questions about age with your friends.

✎ Closing Review Wrap up Lesson 3 What will you say to me when you want to know about my age? What will you say when you get up in the morning and see your mother? Good-bye Next class, we'll learn 'What time is it?' Before you go, why don't we sing the Alphabet song by reading the letters on the board. Good job! Bye, everyone. Have a nice day. EXTRA

Guessing Game ◷ 7' 【Materials】Number cards 【Grouping】Whole class 【Expressions】How old are you? I'm ___ years old. ▸Divide the class into two teams. ▸Each team chooses four players. ▸The first student of each team stands in front of the class. ▸Choose a card and put it on the first students' heads. ▸Let the class ask the question, "How old are you?" to the player. ▸The player guesses the number on his/her for head and answers "I'm ___ years old." ▸The player gets three points if their first guess is correct, the second guess for two and the third for one point. ▸The team that gets the most points wins.

❙• 69 •❙

Lesson 3 How Old Are You? Look and Listen(1) (Tony, Julie and Zeeto are at the entrance to an amusement park, and Tony and Zeeto enter first.) Julie: Tony! (At the moment Minsu appears wearing sunglasses.) Minsu: Good morning, Julie. Julie: Good morning, Minsu. (Minsu and Julie see a foreign tourist and his daughter. They are perplexed because they don't know how to use the automatic information system.) Man: Can you help me, please? Julie & Minsu: Sure. (Minsu helps them by using the automatic information system.) Man: Oh! (Found the toilet on the map) Great! Thank you very much. Julie & Minsu: You're welcome. Look and Listen(2) (There is an interesting sight to see in the amusement park. Zeeto can see it in the air, but Tony is too small to see it.) Tony: Can you help me? Zeeto: Sure I can. (Zeeto puts Tony on his shoulders and lengthens his legs. A surprised man at the front of the line says to Tony.) Man: How old are you? Tony: I'm eight. Man: (Surprised) Eight years old? (As a bird sits on Tony's head, Zeeto thinks it is a bee, so Zeeto runs away leaving Tony behind.) Let's Chant: How Old Are You? Heigh-ho, heigh-ho. How old are you, Minsu? I'm ten. I'm ten. I'm ten years old. Heigh-ho, heigh-ho. How old are you, Minsu? I'm ten. I'm ten. I'm ten years old. Heigh-ho, heigh-ho. How old are you, Tony? I'm eight. I'm eight. I'm eight years old. Heigh-ho, heigh-ho. How old are you, Tony? I'm eight. I'm eight. I'm eight years old.

❙• 70 •❙

Let's Sing: Can You Help Me? Can you help me, help me? (X 2) Sure, I can. (X 2) Sure, I can help you. Sure, I can. (X 2) Sure, I can help you. Great! Can you help me, help me? (X 2) Sure, I can. (X 2) Sure, I can help you. Sure, I can. (X 2) Sure, I can help you. Great! Let's Role-play: The Great Big Enormous Radish (Farmer is trying to pull a radish out of the soil.) Farmer: (Rubbing the sweat from his forehead on his sleeve) Ahh! Whew! (A dog comes to him) Farmer: (To the dog) Good morning, my friend! Can you help me? Dog: Sure, I can. (The farmer and dog try to pull the radish out of the soil together but it slips out of their hands and they fall down on the ground.) Farmer, Dog: Oops! (A cat comes to them.) Dog: (To the cat) Good morning, my friend! Can you help me? Cat: Sure, I can. (Farmer, dog and cat try to pull the radish out of the soil together but it slips out of their hands and they fall down again.) Farmer, dog, cat: Ahhh(It is afternoon, now. A mouse comes to them.) Cat: (To the mouse) Good afternoon, my friend! Can you help me? Mouse: Sure, I can. (Farmer, dog, cat and mouse try to pull the radish out together and they succeed.) Farmer, dog, cat:　Wow! You're strong! Farmer: How old are you? Mouse: I'm three. Farmer, dog, cat: Three? Mouse: (To the dog) How old are you? Dog: I'm ten. (To the cat) How old are you? Cat: I'm ten, too. (The dog and cat feel embarrassed and run away.)

Lesson 3. How Old Are you?(3/4)

Name _________________

Team Race Game

❙• 71 •❙

Lesson 3. How Old Are you?(4/4)

Guessing Game

❙• 72 •❙

1

2

3

4

5

6

7

8

9

10

4

What Time Is It? In this chapter, students will learn how to ask about the time and answer using

Aims

numbers they learned. Since asking and checking the time is one of the most common topics, students will be motivated to apply the expressions to the real life situations. Listening

Objectives

Speaking Reading Communicative

Communicative

To listen to and understand the expressions of time To ask about the time To answer questions about the time To read words with pictures 1. Factual information

What time is it?

functions

2. Confirmation

It's eight (o'clock). It's time for school.

Language

What time is it?

structures

It's ________(o'clock). It's time for _____.

Functions and Structures

Vocabulary

bed, breakfast, dinner, late, now, o'clock, school Period

Page

Procedure

◦Look and Listen⑴ 1

2

38~39

40~42

Teaching Plan

3

43~44

Activities

◦Look and listen to CD-ROM

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

◦Time Bingo

◦Look and Listen⑵

◦Look and listen to CD-ROM

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

◦Chant: 'What time is it?'

◦Let's Play⑵

◦Guessing the time

◦Let's Sing

◦Sing along: 'What time is it?'

◦Let's Read

◦Match the words with pictures

◦Let's Play⑶

◦Time-filling game ◦Role-play: 'Cinderella'

4

45~47

◦Let's Role-play

◦Listen and do

◦Let's Review

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

4-4-1 What time is it?

Objectives

• To say the time using numbers 1 to 12 • To listen to and understand expressions of asking and answering about the time

✎ Warm up Greetings Hi, everyone. How's the weather? Listen and do as I say Take out your book, please. Write your name on your book. Review Let's count form 1 to 10. Let's count backwards. Objectives Present the objectives

✎ Development Look and Listen⑴ Look at the picture Excuse me. What time is it, Mr./Mrs___? (Pointing to the clock on the wall) It's ___ o'clock. Now, open your books to page 38 and think about what the story is about. Tips

Note that pre-listening 1 on the CD-ROM title which provides three different situations will help students understand the main dialogue.

Listen to the dialogue What expressions did you hear? How did Minsu ask about the time? How did Minsu's Mom answer? Listen again What time was it in fact? Why did Minsu rush out of the house? Listen and Repeat⑴ Let's watch the screen Let's watch the story first. Listen and repeat Tips

Have students practice over and over again by clicking the numbers of difficult expressions.

Practice (Have students ask a question, "What time is it?") It's ___ o'clock. (Showing the number cards to students so that they can answer) Now it's your turn to say the time. What time is it?

❙• 74 •❙

pp. 38-39

Let's Play⑴: Time Bingo ◷ 10' 【Materials】Textbook, pencil(p.39) 【Grouping】Whole class 【Expressions】What time is it? It's _____ o'clock. ▸Use the bingo board on page 39. ▸Listen to the teacher and write the times in the bingo board square. Write them in any square. ▸After filling in the nine squares, draw circles on the numbers as you listen to the teacher. ▸The person who gets an 'L' shape with five squares and shouts “Bingo!” is the winner. ▸The winner will have a chance to lead the game.

✎ Closing Review Review today's lesson (Hiding one of the number cards at the back) Guess what time it is. Well done. Look at the clock on the wall. Ask and answer the time with your partner. Good-bye Next time, we will learn more about asking and answering questions about the time. It's time to say good bye. See you later. EXTRA

Let's Make Ten ◷ 5' 【Materials】None 【Grouping】Whole class 【Expressions】one, two, three, four, five, six, seven, eight, nine, ten ▸Make groups of six or eight. ▸Everybody claps four beats. (For one, slap on their knees, for two, clap their hands, for three, stretch out their right thumbs and for last beat four, stretch out their left thumbs.) ▸Teachers says one at the fourth beat. Then students say nine to make ten. Teacher: (Slap, clap, right thumb) Three. Students: (Slap, clap, right thumb) Seven. ▸Change the speed. It's a good exercise for numbers.

4-4-2 What time is it?

Objectives

• To ask the time using the expression, "What time is it?" and to answer the question • To respond to the given time using the expression, "It's time for ~."______

✎ Warm up Greetings How are you, everyone? How's the weather? Listen and do as I say Pick up the pen write your name. Draw an apple in the air. Review Have students guess the time by making two clock hands with arms spread out Objectives Present the objectives

✎ Development Look and Listen⑵ Look at the picture What's happening in the picture? Watch the screen and listen to pre-listening. Tips

Use pre-listening function on the CD-ROM title.

Let's listen to the dialogue What expression was repeated the most? What is Minsu doing? Tips

pp. 40-42

Check the times (ten, two, twelve o'clock) of the three scenes shown in the dialogue.

Let's Play⑵: Guessing the Time ◷ 10' 【Materials】A model clock 【Grouping】Whole class → Group work 【Expressions】What time is it? It's ___. ▸Set the time on the model clock. Don't show it. ▸Ask "What time is it?", and have students guess the time. ▸Give a point if their answer is correct. If they're wrong, give hints by saying "Up." or "Down." ▸After finishing the activity with the whole class, have the students do the activity in groups.

✎ Closing Review Review today's lesson Let's do the chant one more time. Who can do the chant for me? I need two volunteers. One will chant the question part, the other will do the answering part. The rest of the class will do the last two lines. Good-bye Review today's lesson at home. You did a good job. See you later.

Listen again How did Minsu know about lunch time? How did he say it's lunch time? Listen and Repeat⑵ Listen and repeat Have the students repeat the native English Teacher as they watch the paused scene. Practice Look at the picture. If I am right, repeat after me. If I'm wrong, be silent. First, you ask me the question, "What time is it?" Let's Chant Listen to the chant Tips

After playing the chant, let the students repeat what they have heard in the chant. 2. Explain what 'tick tock' means.

Do the chant Now, lip synch the chant with me. Let's chant one part at a time.

EXTRA

Board Game◷ 10' 【Materials】Board with clock pictures, coin 【Grouping】Group work 【Expressions】What time is it? It's __ o'clock. It's time for ____. ▸Make groups of four. ▸The first player of each team flicks the coin. ▸When the coin lands on a space, the rest of the team ask, "What time is it?" ▸The player should answer the time along with the expression, "It's time for ____." based on the picture. ▸If the answer is right, write his/her name in the grid. ▸The student who has the most spaces wins. Tips

Before the game begins, the other rules can be decided by group members.

❙• 75 •❙

4-4-3 What time is it?

Objectives

• To ask and answer questions about time while singing the 'What time is it' song • To read words aloud and match them with the pictures

✎ Warm up Greetings Good morning, class. What day is it today? Listen and do as I say Pick up the pen and write your name on the board. Put the pen on the table. Review Show pictures through the power point presentation and ask students to guess the time. Objectives Present the objectives

✎ Development Look and Speak Let's listen to Dialogue One How do you ask about time? What did Minsu's mom say when she was surprised? What did Minsu say when he was leaving home? Let's listen to Dialogue Two What does 'It's time for lunch.' mean? Can you make a sentence about breakfast? Let's Sing Listen to the song Sing the song Let's watch the screen and listen to the song carefully, following the beat. Let's sing one part at a time. Tips

Ask students to talk about the song after watching the picture.

Let's put them all together and sing merrily. Let's sing together with your partner while asking and answering questions about the time. Let's sing using a different time. Let's Read Look and listen carefully It's time to read. There are four words on page 43. Read and do (Showing the word cards) Read after me. Now read after me only when I read it correctly. Read them yourself Let's match the word with the correct picture. Tips

Check the students' answers before using the CD-ROM title.

❙• 76 •❙

pp. 43-44

Let's Play⑶: Time-filling Game 10' 【Materials】Text book 【Grouping】Pair work 【Expressions】What time is it in _____? It's ____ o'clock. ▸Two people work together to fill in the information. ▸Each one chooses one world map in the book. ▸Ask students not to look at their partner's map. ▸Ask questions about the time to know what time it is in ___ and fill in the blanks. ▸Take turns. ▸Confirm the answers after the activity is over. Tips

It's more efficient to show examples inviting children to participate than explaining verbally.

by by

✎ Closing Review Review today's lesson (Showing the world map through the Internet) What time is it here? Now, who wants to read the four words? Good-bye Listen to dialogue 1 and 2 one more time. It's time to say goodbye. Bye. EXTRA

Grid Bingo ◷ 7' 【Materials】Bingo board 【Grouping】Whole work → Group work 【Expressions】What time is it? It's _____. Time for _____. ▸Everyone has a section with 8 grids. ▸Ask the teacher "What time is it?" ▸When the teacher answers "It's nine. It's time for bed." and you have the answer on the bingo board, cut off the grid. The grid can only be at either end of the paper. ▸The student who cuts off all grids first wins. ▸Once students learn with the whole class, ask them to play the game in their groups.

4-4-4 What time is it?

Objectives

pp. 45-47

• To ask and answer questions about the time by doing a role play • To consolidate the expressions in real situations Make up a story with your partner.

✎ Warm up Greetings Hi, everyone. How are you doing? How's the weather outside? Listen and do as I say Girls, stand up and come here. Touch your mouth. Review Let's sing the song 'What time is it?' Objectives Present the objectives

✎ Development Let's Role-play: Cinderella

◷ 20'

Let's look at the pictures Open your book to page 45. Who do you see in the picture? Can you guess what they are talking about? Listen to the story What did you hear? What did Cinderella say to her fairy godmother when she asked about the time? Listen and repeat Let's watch the screen and repeat the dialogue line by line. Let's take a role and repeat after the CD-ROM title. Put your voice into the scene. Tips

Use the 'Screen off' function to reduce the boredom of the repetition.

Role play Let's practice in a group. Volunteers, come forward and present your play. Tips

Sometimes it is efficient to put the dialogue of the role-play on the blackboard or the wall.

Let's Review Listen and mark the correct time for each clock Listen to the dialogue and mark the correct time to match with the pictures on page 46. Are you done? Let's check the answers. Look at the pictures and speak Look at the pictures on page 47. Think about the story.

Tips

Let students check the story by playing the CD-ROM. title.

Speak in a real situation Let's ask and answer about the time with your partner.

✎ Closing Review Wrap up Lesson 4 I will show you the time with my arms stretched out. Guess the time. Good-bye Next class, we'll learn a new lesson. That's all for today. Have a nice day. Good bye everyone.

EXTRA

Time for Lunch ◷ 7' 【Materials】None 【Grouping】Whole class 【Expressions】What time is it? It's _____. Time for _____. ▸Choose a student who will be 'It'. ▸Draw a line as the starting line. ▸Let students ask the question "What time is it?" to the player who is 'It'. ▸When 'It' answers "It's three o'clock.", the others should go three steps toward 'It' while he/she is watching them. In other words, the players need to walk the same number of the steps as the time said by 'It'. ▸As the players get close to 'It', 'It' says "It's time for lunch." instead of answering "It's ___ o'clock." ▸On hearing this, the players should run as fast as they can to reach the starting line. ▸If one of the players is caught, he/she will be 'It'.

❙• 77 •❙

Let's Chant: What Time Is It?

Lesson 4 What Time Is It?

What time is it? Tick tock.(x2)

Look and Listen(1)

It's twelve. Tick tock. (x2)

(Minsu is preparing to go to school.)

Tick tock tick tock tick tock.

Minsu: What time is it? (Minsu's mom is on the

It's time for lunch. Yeah!

phone. She glances at the clock.) Minsu's with

mom: the

It's

eight.

computer

(Minsu

because

he

What time is it? Tick tock. (x2) is

playing

It's nine. Tick tock. (x2)

has

enough

Tick tock tick tock tick tock. It's time for bed. Yeah!

time. After a while) Minsu: (Playing a computer game)

Let's Sing: What Time Is It?

What time is it?

What time is it? (x2)

Minsu's mom: (Hang up the phone) It's eight. (Suddenly

she

recognizes

something

is

wrong,

and picks up the watch on the table.) Minsu's mom: Oh, no. It's nine. Minsu: Nine. (Surprised) Nine? Oh, I'm late. (In a hurry) Oh, I'm late. (Minsu rushes out of the house. His mom is looking at him with a lot of concern.) Look and Listen(2)

What time is it, Mina? Eight o'clock, eight o'clock. It's eight o'clock. Ticktock! What time is it? (x2) What time is it, Minsu? Twelve o'clock, twelve o'clock. It's twelve o'clock. Ticktock! Let's Role-play: Cinderella (Cinderella is crying because she can't go to the

(This is the fantastic clock world. Julie and a

party at the palace. Then her fairy godmother pops

rabbit are playing in a cave, and Minsu looks at

up.)

them and follows them into the cave.)

Cinderella: Can you help me?

Minsu: What time is it?

Fairy godmother: (Nodding with a smile)

Julie: It's ten. Minsu: (Looking at the other clock) What time is it? Julie: It's two o'clock. Minsu: What time is it now? Julie: (With her shoulders shrugged) I don't know. (At that time, their stomachs rumble with hunger.) Julie: Oh, I see. Minsu: It's twelve.

Sure, I can. (When the fairy godmother waves her wand, a nice car pops up. A touch of the wand transforms Cinderella's clothes into a beautiful dress.) Cinderella: Oh! Thank you! (Riding in the car) Good-bye! Fairy godmother: Good-bye! (Cinderella is dancing with the prince.) Cinderella: What time is it? Prince: It's eleven. (After a while) Cinderella: What time is it now?

Minsu, Julie: (Laughing) It's time for lunch.

Prince: It's twelve o'clock.

Minsu: (With a dream-like voice)

(The clock strikes twelve.)

It's time for lunch. Minsu's mom: (Waking up Minsu) It's time for

Cinderella: (Running out of the palace) Oh, I'm late. Good-bye.

lunch. (He woke to find that he fell asleep

Prince: Wait, wait! What's your name?

while reading the book, 'Alice in wonderland'.)

(The prince picks her glass slipper up.)

❙• 78 •❙

Lesson 4. What Time Is It?(2/4)

Board Game Question: What time is it? Answer: It's ____o'clock. It's time for ____.

4:00

Good!

12:00

2:00

Good! Do it gain.

4:00

Do it gain.

Sorry! Miss your turn.

12:00

7:00

6:00

Sorry! Miss your turn.

10:00

Good!

3:00

5:00

9:00

6:00

11:00

Do it again.

8:00

8:00

7:00

Sorry! Miss your turn.

Flick a coin ❙• 79 •❙

Lesson 4. What Time Is It?(3/4)

Bingo Question: What time is it? Answer: It's ___ o'clock. It's time for _____.

It's 10.

It's 5.

It's 4.

It's 3.

It's 7.

It's 2.

It's 8.

It's 12.

It's 5.

It's 2.

It's 4.

It's 7.

It's 3.

It's 8.

It's 12.

It's 11.

It's 10.

It's 5.

It's 7.

It's 8.

It's 4.

It's 3.

It's 11.

It's 2.

It's 2.

It's 3.

It's 5.

It's 3.

It's 7.

It's 8.

It's 4.

It's 11.

It's 4.

It's 10.

It's 5.

It's 2.

It's 11.

It's 7.

It's 3.

It's 8.

It's 5.

It's 2.

It's 4.

It's 7.

It's 3.

It's 8.

It's 12.

It's 11.

It's 7.

It's 3.

It's 2.

It's 10.

It's 12.

It's 11.

It's 8.

It's 5.

It's 5.

It's 2.

It's 7.

It's 8.

It's 12.

It's 11.

Cut this line. Tear this line.

❙• 80 •❙

5

Who Is She? In this lesson, students will learn how to ask about people that they don't

Aims

know and introduce new people to their friends. This lesson, therefore, will help students build good relationships with others. To listen to and understand the expressions about asking and Listening

Speaking Reading Communicative Functions and Structures

Vocabulary

To listen to and understand the expressions about introducing their family or friends

Objectives

Communicative

answering who they are

functions

To ask and answer about someone's name To introduce their family and friends to others To read words about family members

Introducing people

Language

Who is _________?

structures

He/She is _________.

Who is she? She is Mina.

boy, brother, father, girl, he, mother, pretty, puppy, right, she, sister, who Period

Page

Procedure

◦Look and Listen⑴ 1

2

50~51

52~54

Teaching Plan

3

55~56

Activities

◦Look and listen to CD-ROM title

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

◦Pointing a Right Picture

◦Look and Listen⑵

◦Look and listen to CD-ROM title

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

◦Chant: 'Who Is This?'

◦Let's Play⑵

◦Guessing Game

◦Let's Sing

◦Sing along: 'Who Is She?'

◦Let's Read

◦Read words for family members

◦Let's Play⑶

◦Survey ◦Role-play: 'Shim Cheong'

4

57~59

◦Let's Role-play

◦Listen and do

◦Let's Review

◦Look at the pictures and speak ◦Activity in a real situation ❙• 81 •❙

4-5-1 Who Is She?

Objectives

pp. 50-51

• To listen to and understand the questions "Who is this/that/he/she?" and to answer them • To use the expressions of agreement

✎ Warm up Greetings Good morning, class. How are you today? How's the weather today? Listen and do as I say Listen carefully and do as I tell you. Put your hands up, please. Put your hands down, please. Put your left hand up, please. Put your left hand down, please. Put your hands on your knees, please. Review Count numbers from 1 to 12 for telling time. Ask and answer about what time it is. Tips

Flash cards or clocks are needed to teach how to say time.

Objectives Present the objectives

✎ Development Look and Listen⑴ 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? Listen to the dialogue What does Thomas have in his hands? What does he ask? Listen again Who is it in the picture? Ask listening comprehension check questions. Listen and Repeat⑴ Listen and repeat Practice Now, let's repeat the dialogue line by line. Listen and repeat again. Let's Play⑴: Pointing a Right Picture ◷ 10' 【Materials】Pictures of famous people 【Grouping】Whole class 【Expressions】Who is this/that/he/she? He/She is____.

❙• 82 •❙

▸Have students bring pictures of famous people. ▸Have several students hold up their pictures and show them to the class. ▸A teacher reads out the dialogue about a person, and students point to the correct picture. T: Who is this/that/he/she? He is Lee Sunsin. ▸Change the pictures and play the game again. Tips

While changing pictures, let students sing a song, 'Walking Walking'.

✎ Closing Review Review today's lesson (Indicating a student) Who is this/that? She is ________. Who is he/she? He is ________. Good-bye Next time, we will learn a chant and practice the expressions more. Bye! Have a good day. Bye, class.

EXTRA

Truth Game ◷ 10' 【Materials】Pictures of famous people 【Grouping】Whole class 【Expressions】Who is this/that/he/she? He/She is____. ▸A teacher holds up a picture and reads a dialogue. T: Who is this? He is Lee Sunsin. ▸If the picture matches the dialogue, students can clap 5 times. If not, students can tap their desk 5 times. ▸Show a picture and say the person's name in the picture. If the picture matches the name, students can repeat after the teacher. If not, they will stay silent.

4-5-2 Who Is She?

Objectives

pp. 52-54

• To ask and answer the questions "Who is this/that/he/she?" • To learn the chant 'Who is this?' He/She is_________.

✎ Warm up Greetings Good morning, class. How are you today? How's the weather today? Review (Show a partially covered picture.) Take a guess who it is. She is a beautiful girl. She has a fin. She lives in the sea. She loves a prince. Who is she? She is a mermaid. Tips

Use the characters.

photos

of

celebrities

or

fairy

tale

Objectives Present the objectives

▸ Have students work in groups. ▸ Shuffle the baby pictures of students and put them in a bag. One student chooses a picture and shows it to others. ▸ When other students ask who he/she is, the students guess whose picture it is. ▸ Change the group members and play the game again. Tips

Students can draw a picture of themselves if they don't bring a photo. Use a photo projector to show the pictures and do this game as a whole class activity.

✎ Closing ✎ Development Look and Listen⑵ Look at the picture Who are they? What's happening? Let's watch the screen (After Pre-listening) What do people say? Listen to the dialogue Where does this happen? Who does Anne think the girl is? Who plays Alice? Listen again Let's listen again and check your answers. Listen and Repeat⑵ Listen and repeat Practice Listen and repeat the dialogue line by line. Listen and repeat again. Let's Chant Listen to the chant Chant Chant one part at a time. Now, let's chant together. Let's Play⑵: Guessing Game ◷ 10' 【Materials】Pictures of students when they were babies 【Grouping】Group work 【Expressions】Who is this/that/he/she?

Review Review today's lesson I'll tell you about someone in our class. (Describe a student in the class and have students guess who she/he is.) Guess who he/she is. He's wearing a red shirt. He has short hair. He can run fast. Who is he? Good-bye Time's up. Have a good day. Bye, class. EXTRA

Who Is This? ◷ 10' 【Materials】None 【Grouping】Group work 【Expressions】Who is this? He/She is_______. ▸Have students work in groups of six. ▸One student in each group takes a turn to imitate famous people, and asks "Who is this?" ▸The other students answer, "He/She's_____." ▸Whoever says the right answer gets a point. ▸The student who gets the most points wins the game.

❙• 83 •❙

4-5-3 Who Is She?

Objectives

pp. 55-56

• To sing the song 'Who Is She?' • To read family member words

✎ Warm up Greetings Good morning, class. How are you today? How's the weather today? Review Do you remember the last lesson? (Showing a student's baby picture) Take a guess, please. Who is this? Tips

If students cannot give the correct answer, give them hints like 'It's a boy or girl.'

Objectives Present the objectives

✎ Development Look and Speak Let's listen to Dialogue One Look at the screen and listen carefully, please. How did Thomas ask about the picture? Who is that snowman? Let's listen to Dialogue Two How did Thomas ask about the actor? How did Tony answer Thomas? If the boy's name is Minsu, how can you answer? Let's Sing Let's listen to the song Practice Let's sing the song part by part. Now, let's sing together. Tips

When the teacher points to a student, all the students sing the song using his/her name.

Let's Read Look and listen carefully (Putting the word cards on the blackboard) Listen carefully. Brother. This is my brother. Father. This is my father. Mother. This is my mother. Sister. This is my sister. Listen and do Repeat after me. Read them yourself Let's match the pictures with the words on page 55. Check the answers.

❙• 84 •❙

Let's Play⑶: Survey ◷ 10' 【Materials】Paper, pencil 【Grouping】Individual work 【Expressions】Hi, Mina. Who is she/he? She/He is my friend, Minsu. She is my mother/sister. He is my father/brother. ▸Ask students to draw a picture of their classmate or family member on a piece of paper. ▸When the teacher says "Go!", the students start the survey. ▸Students ask each other who they drew, and write down the answers on the survey sheet. ▸Ask students to meet as many friends as possible in a given time. Tips

Keep the pictures simple so they don't take a long time to draw.

✎ Closing Review Review today's lesson (The teacher goes around the classroom and asks a question to each student. All the students answer the teacher.) Who is this/that? Good-bye Next time, we will do a role-play and finish this lesson. Time's up. See you next week. Good-bye, class. EXTRA

Reading Activity ◷ 10' 【Materials】Word cards for family members 【Grouping】Whole class 【Expressions】Father, mother, sister, brother ▸Put the word cards on the blackboard, and write a number below each card. When the teacher says a word, students say the correct number. If the teacher says a number, students say the word.

4-5-4 Who Is She?

Objectives

pp. 57-59

• To do a role-play using "Who is he/she?, He/She is_______." • To listen and choose the correct answers • To use the expressions asking who he/she is in a real situation

✎ Warm up Greetings Good morning, class. How are you doing today? How's the weather outside? Review Let's sing the song, 'Who Is She?' Tips

The teacher points to one student, and all the students sing the song 'Who Is She?', using his/her name.

Objectives Present the objectives

✎ Development Let's Role-play: Shim Cheong ◷ 20' 【Materials】Props for the role-play 【Grouping】Group work 【Expressions】Who is this/that/she/he? She/He is_________. Look at the picture Open your book to page 57 and look at the pictures. Who are they? What story is it? What's happening? Listen to the dialogue What did the King say to Shim Cheong when she was surprised by her father? How did Shim Cheong answer him? How did she introduce her father to the King? How did the King and Shim Cheong's father greet each other? Listen and repeat Please repeat each sentence. Role play Tips

Students take a role and practice the dialog by acting 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? Look at the pictures and speak What's happening? Can you guess the story? Look at Minsu and Julie. What are they saying? Look at the screen and check the story. Speak in a real situation Look at the wall. There are many pictures on it. (Put some pictures of famous entertainers or classmates on the wall.) Walk around the classroom with your partner. Ask and answer, "Who is he/she?"

✎ Closing Review Wrap up Lesson 5 We've learned the expressions of "Who this/that/she/he?" and "She/He is_________." Good-bye Time's up. Next class, we'll study lesson 6. Good-bye, everyone. See you then.

is

EXTRA

BINGO ◷ 10' 【Materials】Bingo boards 【Grouping】Whole Class 【Expressions】Who is this/that/she/he? She/He is_________. ▸Have students write down their classmates' names on the bingo board. ▸The teacher asks "Who is that?" to the class pointing to one student. ▸The whole class answers, "He/She is____." ▸If students find his/her name on their bingo board, they draw an ○ or ☓ on the space. ▸Next, the student who was chosen by the teacher stands up and asks another student, "Who is that?" ▸Repeat the game until someone has two straight lines.

❙• 85 •❙

Lesson 5 Who Is She? Look and Listen(1) (People are lining up to see the school play. Julie's father, Mr. Brown, drops a photo from his

Let's Chant: Who is This? Who is This? Who is This? Who is This? Boom boom boom. It's a snowman. It's a snowman. It's a snowman. Boom boom boom.

bag, but he doesn't notice it. Julie and Zeeto are in the photo. Thomas picks it up and asks Tony

Who is that? Who is that?

some questions.)

Who is that? Arf!

Thomas: Who is she?

It's a puppy. It's a puppy.

Tony: She is Julie?

It's a puppy. Arf, arf!

Thomas: Oh! Julie! (Julie comes to Tony and Thomas.) Thomas: (Pointing at Zeeto in the picture with his finger) Who is this? Tony: It's a snowman. Julie: (With a smile) It's Zeeto. Thomas: Zeeto? Julie: Yes, that's right. (Julie misses Zeeto. Zeeto waves his hand in Julie's imagination.) Zeeto: Bye!

Let's Sing: Who is She? Who is she? Who is she? She is Julie. Julie is my friend. Who is she? Who is she? She is Julie. Julie is my friend. Who is he? Who is he? He is Minsu. Minsu is my friend. Who is he? Who is he? He is Minsu. Minsu is my friend.

Julie: Zeeto!

Let's Role-Play: Shim Cheong (After Shim Cheong became the King's wife, she

Look and Listen(2)

hosted a big feast for the blind people to find

(Julie plays the Rabbit and Minsu plays Alice in

her father. Shim Cheong stands up with a

their school play, 'Alice in Wonderland.')

surprised face when she sees her father appear.)

Julie: Oh, I'm late.

King: Who is he?

Thomas: Oh, that girl is pretty!

Shim Cheong: He is my father. (Running to him) Father!

Who is she? Tony: I don't know. Who is she? Anne: She is Julie. Mr. Brown: No, she is Mina. (Minsu's wig slips off as he takes a bow when the play is finished.) Minsu: Oops!

Shim Cheong's father: Who is she? Subject: She is Shim Cheong. Shim Cheong's father: Shim Cheong? Shim Cheong: (Hugging him) Father! Shim Cheong's father: (Surprisingly, his eyes open slowly.) Oh, Shim Cheong! Shim Cheong: King, this is my father.

Thomas, Mr. and Mrs. Brown: Oh, that's a boy!

King: Nice to meet you.

Anne: Who is he?

Shim

Tony: I don't know. Thomas: He's Minsu!

❙• 86 •❙

Cheong's

father:

(His

eyes

are

very

wide-open with surprise.) Nice to meet you, too.

Lesson 5. Who Is She?(3/4)

Word Cards

father mother sister brother ❙• 87 •❙

Lesson 5. Who Is She?(4/4)

❙• 88 •❙

Name _________________

6

Is This Your Cap? The students will learn how to ask and answer questions about possessions and

Aims

about how to describe objects using colors. They will also have chances to use these expressions in real situations. To listen to and understand expressions about identifying Listening

ownership To listen to and understand expressions about color

Objectives

Speaking

Reading Communicative Communicative

functions

To ask and answer the expressions about ownership To describe objects To read words about objects

Checking facts

Is this your cap? This is my cap. It's green.

Functions and Structures

Vocabulary

Language

Is this your ________? This is my ________.

structures

It's ________.

bat, color, cute, green, notebook, pencil case, red, white Period

Page

Procedure

◦Look and Listen⑴ 1

2

60~61

62~64

Teaching Plan

3

65~66

Activities

◦Look and listen to CD-ROM title

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

◦Ladder Game

◦Look and Listen⑵

◦Look and listen to CD-ROM title

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

◦Chant: 'Is This Your Cap?'

◦Let's Play⑵

◦Find the Owner

◦Let's Sing

◦Sing along: 'Is This Your Puppy?'

◦Let's Read

◦Match the pictures and the words

◦Let's Play⑶

◦Lost and Found ◦Role-play: 'A God and a Boy'

4

67~69

◦Let's Role-play

◦Listen and do

◦Let's Review

◦Look at the pictures and speak ◦Activity in a real situation ❙• 89 •❙

4-6-1 Is This Your Cap?

Objectives

pp. 60-61

• To listen to and understand the expressions about identifying ownership • To ask the question, "Is this your _______?" Yes, it is./No, it isn't.

✎ Warm up Greetings Good morning, class. How are you today? How's the weather today? Listen and do as I say Listen carefully and do as I say. (To a student with a ball) Throw the ball to me, please. (Throwing the ball to another student) Catch the ball. Review Sing the song, 'What's This?' Objectives Present the objectives

✎ Development Look and Listen⑴ Look at the picture What does Julie have in her arms? Is Julie happy? Let's watch the screen (After Pre-listening) What do people say? Listen to the dialogue What is a puppy? Whose puppy is this? Listen again Can you tell me what you heard? Do you understand "Is this your puppy?" (Ask listening comprehension check questions.) Tips

Try to elicit as many words or phrases as possible.

Listen and Repeat⑴ Listen and repeat Practice Watch me and repeat after me. (Holding a student's book) Is this your book? (Listen and repeat after the teacher.) Is this your book? Tips

Practice the sentences by using students' objects.

I'll say a sentence. Do as I say. Is this your book? Look at me and say the sentence. Let's Play⑴: Ladder Game ◷ 10' 【Materials】None 【Grouping】Whole class, pair work 【Expressions】Is this your ?

❙• 90 •❙

▸A teacher says "Is this your dog?" and students follow the ladder from the dog until they reach a face at the bottom of the ladder. ▸If they reach a happy face, students say "Yes, it is." If they reach a sad face, students say, "No, it isn't." ▸The teacher changes the question with different items such as an eraser, cat, notebook, etc. Tips

After the class activity, have students work in pairs.

✎ Closing Review Review today's lesson (Holding up a student's item) Is this your _____? (Showing a positive or negative sign) Yes, it is. No, it isn't. Good-bye Time's up. Good-bye. Take care, everyone. EXTRA

Guessing Game ◷ 10' 【Materials】Pencils and erasers 【Grouping】Group work 【Expressions】Is this your pencil/eraser? Yes, it is./ No, it isn't. Thank you. ▸Two groups sit face to face. ▸Group A closes their eyes first. Group B takes out all their pencils. Group A opens their eyes and looks at the pencils for a while (about 5 seconds). Then Group A closes their eyes again. Group B mixes up all the pencils. ▸Group A students discuss who is the owner of each pencil. After the discussion, Group A students take turns asking questions one by one to find the owner of each pencil. ▸Group B students do the activity in the same way. After finishing the activity, ask the students to do the activity again with erasers. ▸Count how many pencils each team matches with their owners. The team that matched the most items correctly wins the game.

4-6-2 Is This Your Cap?

Objectives

• To ask and answer the question "Is this your ____ ?" • To understand expressions about colors and describe colors of objects

✎ Warm up Greetings Hello, everyone. How are you doing? How's the weather outside? Review Review the previous lesson Objectives Present the objectives

✎ Development Look and Listen⑵ Look at the pictures Who are they in the picture? What are they doing? What are they looking for? Let's watch the screen (After Pre-listening) What are the people saying? Listen to the dialogue Where was Julie's cap? What color is Julie's cap? Listen and Repeat⑵ Listen and repeat Practice (Showing some colors) It's red/blue/yellow/green/blue. Listen carefully and say what color it is. What color is it? Is it yellow? Let's Chant Listen to the chant Chant Let's chant one part at a time. Tips

pp. 62-64

Chant with motions during the 'this' and 'that' part.

Let's Play⑵: Find the Owner ◷ 10' 【Materials】Classroom objects 【Grouping】Group work 【Expressions】Is this your ? Yes, it is./No, it isn't. ▸One student ('It') goes outside the classroom and waits for a while. Choose one item from students and put it on the table.

▸All the students in the classroom call 'It' to come back into the classroom. ▸'It' picks up the item on the table and looks for its owner. Students sing a song loudly if 'It' comes close to the owner. If not, their voices get softer and softer. ▸When 'It' chooses someone as the owner, students ask him/her together, "Is this your pencil?" The chosen student answers, "Yes, it is./No, it isn't."

✎ Closing Review Review today's lesson (Showing a student's items to the other student) Is this your pencil? (The student answers "Yes." or "No.") (Giving the item to the owner) Is this your pencil? Good-bye You did a good job today. Have a good day. See you. EXTRA

What Color Is It? ◷ 10' 【Materials】Colored pencils, student's cards 【Grouping】Individual work 【Expressions】Color the cap green. What color is it? It's green (red, yellow, blue, purple, black, etc). ▸Teacher says "Color the cap green." ▸Students color a cap on their card with a green pencil. ▸After coloring all the items, the teacher asks students a question, "What color is the cap?" ▸Students answer "It's green." ▸After the activity, have students sing a song, 'Sing a Rainbow' together. Tips

Visit a website below for 'Sing a Rainbow'. http://www.britishcouncil.org/kids-songs-little-kids.htm

❙• 91 •❙

4-6-3 Is This Your Cap?

Objectives

pp. 65-66

• To sing along and use the expressions which they learned in previous lessons • To read words and match them to the right pictures

✎ Warm up Greetings Hello, class. How are you today? What day is it today? Review Let's chant together using the names of these things. (The teacher shows a cap, an eraser, a pencil, a notebook, a ruler and so on one by one.) Objectives Present the objectives

✎ Development Look and Speak Let's listen to Dialogue One What did Julie ask Mina? What did Julie say about the puppy? Let's listen to Dialogue Two When Mina asked Julie the color of her cap, how did Julie answer? When Minsu found the cap, what did Mina ask Julie?

▸Make groups of ten. ▸Students put one school item and one picture card in a basket. ▸When the teacher says "Go.", one student from each group comes up to the front. ▸They close their eyes and choose one thing or card in each basket, and find the owner. ▸If the team find the owner, the next person comes up and does the same thing. ▸The team that finds the most owners will be the winner.

✎ Closing Review Review today's lesson I'll show you a word and a time. Say a question with these words. Is this your bat/book/pencil/cap? Good-bye Did you have fun today? So long, everyone.

Let's Sing Listen to the song Sing the song Let's sing one part at a time. Let's Read Look and listen carefully Open your books to page 65. Let's listen to how to pronounce the words. Listen and do Listen and repeat the words after the teacher. Listen carefully and pick up the right card. Read them yourself Let's read the words aloud. Match the hidden objects with the correct words. Let's Play⑶: Lost and Found ◷ 10' 【Materials】School supplies, Picture cards (p.105), Baskets (for each group) 【Grouping】Whole class 【Expressions】Is this your pencil? Yes, it is. Thank you. You're welcome.

❙• 92 •❙

EXTRA

Word Search ◷ 10' 【Materials】Worksheets 【Grouping】Individual work ▸A student finds the hidden words in the grid and circles them. Tips

Students can work in pairs.

▸Worksheet answers

a b c b a tib o o k jg r p e n c ilb d u c a p z p

e

n

c

i

l

b

e

c

d

e

c

g

o

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f

a

k

h

i

o

p

j

l

n

o

g

k

i

m

b

a

t

r

p

s

4-6-4 Is This Your Cap?

Objectives

pp. 67-69

• To ask and answer questions about possession through role-play • To use the expressions in a real situation

✎ Warm up Greetings Hello, class. Is everyone here? Who is absent today? Is he/she okay? Listen and do as I say Listen carefully and do as I say. (Student's name)! Throw the ball to me, please. Catch the ball. Drop the ball, please. Well done. Review Chant 'Is This Your Cap?' together. Sing the song 'Is This your Puppy?' Objectives Present the objectives

✎ Development Let's Role-play: A God and a Boy ◷ 20' 【Materials】Bats, a cap 【Grouping】Whole class, Pair work 【Expressions】Is this your bat? Yes, it is. No, it isn't. My bat is white. Thank you. Look at the picture Open your book to page 67 and look at the pictures. Who are they? Let's listen to the story together. Listen to the dialogue What is this story about? What's happening? Listen and repeat Please repeat each sentence. Role play Let's Review Listen and match the items with their owners Listen to the dialogue and match the items with their owners. Let's check the answers. Look at the pictures and speak What's happening? Make up a story with the pictures.

Watch the screen and compare the story with yours. (Show the story with the CD-ROM title.) Speak in a real situation Close your eyes. Don't open your eyes, please. (When the students close their eyes, the teacher picks up several school items.) Now, open your eyes, please. (Showing an eraser) Is this your eraser? Work in groups. Ask and answer one another.

✎ Closing Review Wrap up Lesson 6 We've learned expressions of how to ask and answer about possessions. What will we learn in the next lesson? We are going to learn about making a suggestion in lesson 7. Good-bye Thanks for your attention. Good-bye. Thank you. See you. EXTRA

Musical Chairs ◷ 10' 【Materials】Chairs, School objects 【Grouping】Whole class 【Expressions】red, yellow, green, blue, orange, pink, white, black, pencil, pen, eraser, ruler, book ▸Have students sit around in their own chairs. ▸A teacher says one color. ▸All the students who are wearing that color stand up and sit on an unoccupied chair. The teacher also has a seat. ▸The student who doesn't have a chair will be 'It'. He/She says the next color. Tips

After playing this game using colors, have students play the game with school supplies. Have students hold school items like pencils, pens, erasers, rulers and so on.

❙• 93 •❙

Lesson 6 Is This Your Cap? Look and Listen(1) (Julie visits Minsu's house. Mina, his sister, opens the door and welcomes her.) Mina: Hi. Julie: Hi. (Julie sees a puppy in Mina's arms.) Julie: (Touching the puppy) It's cute. Is this your puppy? Mina: Yes, it is. (Passing the puppy to Julie) Here! Julie: Hey, puppy... puppy... umm. (Mina notices the puppy is going to pee.) Mina: Oh, oh! Julie: Oh, no! Look and Listen(2) (Julie says good bye to Minsu and Mina in front of their house.) Julie: Bye. Minsu, Mina: Bye. (Julie finds out she lost her cap.) Julie: Oh, my cap! (Julie, Minsu and Mina look for the cap. Mina picks up a cap and asks Julie.) Mina: Is this your cap, Julie? Julie: No, it isn't. Mina: What color is it? Julie: My cap is green. Minsu: (Pointing to something under the bed) Look! It's here. Mina: Is this your cap? Julie: Yes, it is. (A puppy is under the bed with the cap in his mouth.) Let's Chant: Is This Your Cap? Toot, toot, toot, toot, toot Toot, toot, toot, toot, toot Is this your cap? Is this your cap? No, it isn't. No, it isn't. (X2)

❙• 94 •❙

Toot, toot, toot, toot, toot Toot, toot, toot, toot, toot Is that your cap? Is that your cap? Yes, it is. Yes, it is. (X2) Let's Sing: Is This Your Puppy? Is this your puppy? Yes, it is. Is this your puppy? Yes, it is. It's so cute. Oh, wow! Thank you. It's so cute. Oh, wow! Thank you. Wow! Is this your puppy? Yes, it is. Is this your puppy? Yes, it is. It's so cute. Oh, wow! Thank you. It's so cute. Oh, wow! Thank you. Wow! Let's Role-Play: A God and a Boy (A boy is playing baseball. He drops the bat into the pond. He is crying.) Boy: (Crying) My bat, My bat... Help me, please. Can you help me? (Suddenly, it's very foggy and a mountain god comes up from water. He is watching the boy.) Mountain god: Sure, I can help you. (The mountain god disappears into the water. After a while, he appears holding a golden bat.) Mountain god: Is this your bat? Boy: No, it isn't. My bat is white. Mountain

god:

No?

Umm...(He

disappears

into

the water again. After a while he comes up with a white bat.) Is this your bat? Boy: (With a bright smile) Yes, it is. That's my bat. (Receiving the bat from the mountain god) Thank you!

Lesson 6. Is This Your Cap?(2/4)

What Color Is It?

❙• 95 •❙

Lesson 6. Is This Your Cap?(3/4)

Name _________________

Word Search A. 1.

Please find words in the box.

a b c b a t ib o o k j g r p e n c ilb d u c a p z

2. Please write the words that you found.

_____________

_____________ _____________ _____________

B. 1.

Please find words in the box.

p

e

n

c

i

l

b

e

c

d

e

c

g

o

n

f

a

k

h

i

o

p

j

l

n

o

g

k

i

m

b

a

t

r

p

s

2. Please write the words that you found.

_____________

❙• 96 •❙

_____________ _____________ _____________

7 Aims

Objectives

Communicative Functions and Structures

Sorry, I Can't In this lesson, students will learn how to make suggestions and they also learn how to accept or refuse by making an excuse.

Listening

To listen to and understand the expressions about suggestions To listen to and understand the expressions about accepting a suggestion or refusing it by making an excuse

Speaking

To make a suggestion and respond to a suggestion To accept or refuse an invitation and make an excuse To sing a song

Reading

To read words about sports

Communicative

1. Suggesting

Let's play soccer.

functions

2. Declining

Sorry, I can't.

Language structures

Vocabulary

Let's play _______. Sorry, I can't. I'm _______.

all, badminton, baseball, basketball, play, sick, soccer, table tennis, tired Period

Page

Procedure

◦Look and Listen⑴ 1

2

70~71

72~74

Teaching Plan

3

75~76

Activities

◦Look and listen to CD-ROM title

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

◦True or False

◦Look and Listen⑵

◦Look and listen to CD-ROM title

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

◦Chant: 'Let's Play Badminton'

◦Let's Play⑵

◦Whispering game

◦Let's Sing

◦Sing along: 'Sorry, I can't'

◦Let's Read

◦Match the pictures and the words

◦Let's Play⑶

◦Card game ◦Role-play: 'The Ant and the Grasshopper'

4

77~79

◦Let's Role-play

◦Listen and do

◦Let's Review

◦Look at the pictures and speak ◦Activity in a real situation ❙• 97 •❙

4-7-1 Sorry, I Can't

Objectives

pp. 70-71

• To listen to and understand the expressions about making suggestions and to say them • To accept or say "No" nicely to a suggestion Sorry, I can't. I'm tired. Sure./ OK.

✎ Warm up Greetings Good morning, class. How are you today? Look outside. How's the weather? Listen and do as I say Listen carefully and do as I say. Close your eyes, please. Open your eyes, please. Blink your eyes, please. Review (Showing a soccer ball) Is this your ball? What color is it? Objectives Present the objectives

✎ Development Look and Listen⑴ Look at the picture Who are they? What does Minsu play? Let's watch the screen (After Pre-listening) What did the people say? Listen to the dialogue What's happening? What is Minsu's suggestion? Listen again How does Thomas answer Minsu? Why does Thomas say "Sorry, I can't."? Listen and Repeat⑴ Listen and repeat Practice Watch me and repeat after me. (Showing a picture of playing soccer) Let's play soccer. (Holding a picture of a happy face) Okay. (Showing a sad face) Sorry, I can't. Tips

Practice the sentences by using sports pictures such as baseball, badminton, tennis, and so on.

Let's Play⑴: True or False ◷ 10' 【Materials】Picture cards for sports 【Grouping】Whole class 【Expressions】Let's play soccer/baseball/basketball/ table tennis/badminton.

❙• 98 •❙

▸Teacher shows a picture card and says a sentence. ▸If the sentence is correct, students repeat the sentence. ▸If the teacher says the wrong sentence, students stand up and say "No." Tips

When the teacher says a sentence, students mime it. When the teacher mimes a sentence, students say the correct sentence. One of the students can be a volunteer to mime.

✎ Closing Review Review today's lesson Please ask your partner to join a sport in English. Please review today's lesson using the CD-ROM title at home. Good-bye Time's up. Good-bye. Take care, everyone. EXTRA

The Miming Game ◷ 10' 【Materials】Picture cards for sports 【Grouping】Group work 【Expressions】Same as Let's Play⑴ ▸Divide the class into two groups (there may be two groups or more). ▸Students in each group stand in a line. ▸A teacher shows a picture to the first student in each line and he/she mimes it to the next student. This continues to the last student. ▸The last student in the group has to say the sentence. If he/she is right, the group says "OK." ▸If the answer is incorrect, they start from the first student until they get the right answer. ▸The first student goes to the end of the line and starts a new game from the second student.

4-7-2 Sorry, I Can't

Objectives

pp. 72-74

• To understand the expression, "Sorry, I can't. I'm sick." and to say "No." nicely to someone with an excuse • To understand and say the expression, "That's too bad."

✎ Warm up Greetings Good morning, everyone. How are you doing? How's the weather outside? Review Review the previous lesson I'll mime. Try to guess what I'm doing. (Kick a ball) (Wave a hand to say "No.") Objectives Present the objectives

✎ Development

Listen and Repeat⑵ Listen and repeat Practice (Prepare 4 sentence cards such as "I'm tired.", "I'm sick.", "I have a cold.", "I'm hungry." and ask questions.) (Showing a picture "I'm sick.") Are you all right? (Help students answer "I'm sick.") Let's Chant Listen to the chant Chant Let's chant part by part. Let's chant together. Chant with motions 'Let's play basketball.' and 'Sorry, I can't.' part.

▸Students stand in a line. ▸Teacher whispers a message to the first person in each group and passes a doll to them. ▸The first student whispers the message and gives the doll to the next player in his/her group until the last player gets the message. ▸The last player has to pick up the correct card and give it to the teacher.

✎ Closing

Look and Listen⑵ Look at the pictures Who is in the picture? What are they doing in gym class? Let's watch the screen (After Pre-listening) What do people say? Listen to the dialogue What does Julie say to Minsu? Why can't Minsu play badminton with Julie? (Ask listening comprehension check questions.)

Tips

【Expressions】Let's play badminton. Sorry, I can't. I have a cold.

badminton/

Let's Play⑵: Whispering Game ◷ 10' 【Materials】A doll, Picture cards 【Grouping】Whole class

Review Review today's lesson (Showing pictures for sports) Please look here. What would you say to your friends? (The students say "Let's play badminton.") (Pretend to be tired/sick/hungry) Sorry, I can't. I'm tired/sick/hungry. Good-bye You did a good job today. Have a good day. See you.

EXTRA

Pair-up Activity ◷ 10' 【Materials】Picture cards about sports (Paired cards for each sport) 【Grouping】Whole class 【Expressions】Let's play _______. Ok, let's go. Sorry, I can't. ▸Have each student choose one card. ▸When the teacher plays a song, everybody moves around the classroom and has a conversation to find someone who has the same card. ▸Pairs with the same cards go to the front and sit down together. ▸The teacher checks their cards.

❙• 99 •❙

4-7-3 Sorry, I Can't

Objectives

• To sing along with a song, 'Sorry, I Can't.' • To read words about sports

✎ Warm up Greetings Hello, class. How are you today? What day is it today? Review Let's chant together. (Show different sports cards and have students change the lyrics of the chant.) Let's change 'badminton' to different sports. Objectives Present the objectives

✎ Development Look and Speak Let's listen to Dialogue One What did Minsu say to Thomas? How did Thomas answer Minsu? Let's listen to Dialogue Two What did Julie ask Minsu to play with her? When Minsu said "Sorry, I can't.", what did Julie ask Minsu? How did Minsu answer Julie? Let's Sing Listen to the song Sing the song Let's sing part by part. Let's make motions with the song. Let's sing the song using other sports. Let's Read Look and listen carefully Open your books to page 65. Listen carefully. Listen and do Listen and repeat after me. Now, if I'm right, read after me. If I'm wrong, please stay quiet. Read them yourself Please find the hidden words in the table. Now, let's check the answers. Let's Play⑶: Card Game ◷ 10' 【Materials】Sports picture cards (p.107) 【Grouping】Group work 【Expressions】Let's play _______. Ok, let's go./ Sorry, I can't.

❙• 100 •❙

pp. 75-76

▸Mix up all of the 36 cards and have each student take only four cards. Put the rest of the cards facing up on the desk. ▸First student throws one card down and says, "Let's play soccer." ▸Students who have the same card throw it down and answer "Okay." ▸The students who don't have the same card, say "Sorry, I can't" and take one card from the pile. ▸The student who throws down all the cards first wins the game.

✎ Closing Review Review today's lesson Let's sing the song 'Sorry, I Can't.' (One student chooses a sport card and the other student chooses a condition card.) Ask and answer each other. Good-bye Next week, we will do role play, 'The Ant and the Grasshopper'. So long, everyone. EXTRA

Reading Fast ◷ 10' 【Materials】Sports word cards 【Grouping】Whole class 【Expressions】Soccer, baseball, badminton, etc. ▸Post word cards on the board. ▸Choose two students and have them read from each end to the middle. ▸When they meet in the middle, have them do 'Rock, paper, scissors'. All the students shout together, 'Rock, paper, scissors'. ▸The winner keeps on reading the words in the same direction, and the loser goes back to the start. ▸When they meet in the middle again, they do 'Rock, paper, scissors' again. ▸The student who reads the all cards first will be the winner. Tips

After the students become familiar with the words, the teacher can change them to sentences.

4-7-4 Sorry, I Can't

Objectives

pp. 77-79

• To do a role-play using the expressions, "Let's ___." and "Sorry, I can't." • To understand and use the expressions of suggestion and refusal

✎ Warm up Greetings Hello, class. Is everyone here? Who is absent today? Is he/she okay? Listen and do as I say Listen carefully and do as I say. Put your hands up. Put your hands down. Put your hands on your head. Scratch your head. Review Chant 'Let's Play Badminton' together. Sing the song 'Sorry, I Can't' with motions Objectives Present the objectives

✎ Development Let's Role-play: The Ant and the Grasshopper ◷ 20' 【Materials】Pictures of food, a violin, a blanket 【Grouping】Whole class, Pair work 【Expressions】Can you help me? I'm sorry, I'm sick. I have a cold. Sure, I can. Look at the picture Open your book to page 77 and look at the pictures. Who are they? What story is it? Listen to the dialogue What is the story about? What's happening? Listen and repeat Please repeat each sentence. Role play Let's Review Listen and find the right pictures Listen to the dialogue. Find the right pictures and write the numbers in the circle. Let's check the answers. Look at the pictures and speak Look at the picture. Who comes out?

What's in the pictures? Make up a story with the pictures. Watch the screen and compare the story with yours. (Show the story with the CD-ROM title.) Speak in a real situation I'll ask you a question. Answer my question. Let's play soccer, (a student's name). (Help the student say "OK." or "Sorry, I can't.") Please ask your partner to play sports together this afternoon.

✎ Closing Review Wrap up Lesson 7 We've learned the expressions for "Let's play~." and "Sorry, I can't." What will we learn next lesson? We are going to study 'How much is it?' Good-bye Thanks for your attention. Good-bye. Thank you. See you. EXTRA

Go Fish ◷ 10' 【Materials】Sports picture cards 【Grouping】Group work 【Expressions】Let's play badminton/baseball/tennis/ basketball/table tennis/soccer. ▸Make groups of four students. Each student has four cards. ▸Mix up all the cards and each student gets four cards, without showing them to other players. ▸First student decides which card he/she wants to collect, and says "S2, Let's ______." ▸If the S2 has the card, he/she has to give the card to S1. If he/she doesn't have the card, he/she says "Sorry, I can't." ▸The student who answered now asks the next student. The student who collects four of the same cards first is the winner.

❙• 101 •❙

Lesson 7

Sorry, I Can't

Look and Listen(1) (Minsu is playing soccer with his friends. When he sees Thomas sitting on the bench, he says,) Minsu: (Kicking the ball to Thomas) Let's play soccer, Thomas. Thomas: (Kicking the ball back to Minsu) Sorry, I can't. I'm tired. Minsu: That's too bad. (Minsu is playing with the soccer ball and a boy is running toward him.) Thomas: Watch out! (Minsu and the boy bump into each other and fall on the ground. Thomas helps them.) Thomas: Are you OK? Are you OK? Minsu, Boy: (Pretending they are not hurt) I'm OK. Boy: Thank you. Minsu: Thank you. (Thomas laughs.) Look and Listen(2) (Children are playing badminton in the gym class. Minsu rips his pants when he tries to catch a shuttlecock.) Julie: Minsu, let's play badminton. Minsu: (Embarrassed) Ummm. Sorry, I can't. Julie: Are you all right? Minsu: Oh, I'm sick. I have a cold. Julie: That's too bad. Let's Chant: Let's Play Badminton Looby looby looby looby li. Looby looby looby li. Let's play badminton. Sorry, I can't (Sorry!) Let's play badminton. Sorry, I can't (Sorry!) Looby looby looby looby li. Looby looby looby li. Looby looby looby looby li. Looby looby looby li. Let's play basketball. Sorry, I can't (Sorry!) Let's play basketball. Sorry, I can't (Sorry!)

❙• 102 •❙

Looby looby looby looby li. Looby looby looby li. Let's Sing: Sorry, I can't Let's play badminton. Sorry, I can't. Sorry! Let's play badminton. Sorry, I can't. Are you okay? Cough! I have a cold. Are you okay? Cough! I have a cold. Cough! Let's play basketball. Sorry, I can't. Sorry! Let's play basketball. Sorry, I can't. Are you okay? Cough! I have a cold. Are you okay? Cough! I have a cold. Cough! Let's Role-Play: The Ant and the Grasshopper (It's a very hot summer. The ant is working hard to gather its food. The grasshopper is singing a song and playing the violin. The heavy food is slipping from the ant's back.) Ant: Hey, can you help me? Grasshopper: (Suddenly pretending sick) I'm sorry. I'm sick. Ant: That's too bad. (In a while, the ant falls down.) Can you help me? Grasshopper: (Suddenly coughing) I'm sorry. I have a cold. Ant: That's too bad. (One cold winter day, a beggar grasshopper is walking.) Grasshopper: (Collapsing) I'm hungry. (The door is open and the ant comes out.) Grasshopper: Can you help me? Ant: Sure, I can. (This is the ant's house. Ant gives the grasshopper a blanket and food.) Ant: This is for you. Grasshopper: (In tears) Thank you.

Lesson 7. Sorry, I Can't(2/4)

Picture Cards

❙• 103 •❙

Lesson 7. Sorry, I Can't(2/4)

Name _________________

Find your friends! Friends' names

Go around and find 2 friends who can play __ with you. Ask your friend "Let's play __!" Write down your friend's name if he/she says "Okay." or "Sounds good." ❙• 104 •❙

8 Aims

How Much Is It? In this lesson, students will learn expressions about shopping such as asking and answering about prices of items in a store. To listen to and understand the expressions of asking and Listening

answering about what they want To listen to and understand the expressions about prices To understand the chant and the song To ask and answer about what they want

Objectives

Speaking

To ask and answer about prices To chant and sing a song

Reading Communicative Communicative Functions and Structures

functions Language structures

Vocabulary

To read the words used when shopping for items 1. Asking about what someone wants 2. Shopping

What do you want? I want a watch.

I want ________. It's _______ hundred won.

bike, black, blue, brown, candy, doll, hundred, pink, stop, there, want, yellow Period

Page

Procedure

◦Look and Listen⑴ 1

2

80~81

82~84

Teaching Plan

3

85~86

Activities

◦Look and listen to CD-ROM title

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

◦Card Game

◦Look and Listen⑵

◦Look and listen to CD-ROM title

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

◦Chant: 'What Do You Want?'

◦Let's Play⑵

◦Going Shopping

◦Let's Sing

◦Sing along: 'What Do You Want?'

◦Let's Read

◦Reading words

◦Let's Play⑶

◦Flea Market ◦Role-play: 'Animals in a Forest'

4

87~89

◦Let's Role-play

◦Listen and do

◦Let's Review

◦Look at the pictures and speak ◦Activity in a real situation ❙• 105 •❙

4-8-1 How Much Is It?

Objectives

• To listen to and understand expressions for asking and answering about what they want • To answer about what they want

✎ Warm up Greetings Good morning, class. How are you today? How's the weather today? Review (showing a pencil) Is this your pencil? Is this your watch? Objectives Present the objectives

✎ Development Look and Listen⑴ Look at the picture What is Tony doing? Who comes to Tony's room? Let's watch the screen (After Pre-listening) What did the people say? Listen to the dialogue What does Tony want? Why does the Santa give Tony a watch? Listen again How does Santa call Tony? Why does Tony want a watch? Tips

pp. 80-81

pictures, the teacher checks students' cards. ▸Students ask their teacher, “What do you want?”, and the teacher answers, "I want a _____." Students hold up the correct picture card. ▸The students put the 8 picture cards on their desk. When the teacher calls out a word, they grab the correct card quickly. Tips

✎ Closing Review Review today's lesson What do you want for Christmas? What do you say when you hand something to your friend? Good-bye Time's up. Good-bye. Take care, everyone.

EXTRA

Try to elicit as many words or phrases as possible.

Listen and Repeat⑴ Listen and repeat Practice Let's ask and answer questions about what you want. (Holding up a watch) What do you want? Let's Play⑴: Card Game ◷ 10' 【Materials】Picture cards(p.109) 【Grouping】Whole class, pair work 【Expressions】What do you want? I want ___________. (a yellow bag/black bike/white doll/ blue pencil/brown hat/yellow watch/ pink ruler/green eraser) ▸Students listen to a teacher and color the pictures. ▸When students finish coloring the eight

❙• 106 •❙

Don't spend too much time coloring the picture.

Slapping Game ◷ 10' 【Materials】Picture cards(p.109) 【Grouping】Pair work 【Expressions】Same as Let's Play⑴ ▸The students work in pairs and put 8 picture cards in the middle of their desks. ▸Students ask the teacher "What do you want?" ▸When the teacher says "I want a ___.", students slap the right cards with their hand. ▸After slapping the cards, they need to say the sentence "I want ______." If they can't say it, the other person gets the card and says the sentence. ▸The person with the most cards at the end will be the winner. Tips

Make sure that students use only one hand. If they hit the card at the same time, the person who says the sentence first gets the card.

4-8-2 How Much Is It?

Objectives

• To say what they want • To ask about prices using the expression "How much is it?"

✎ Warm up Greetings Hello, everyone. How are you doing? How's the weather outside? Review Review the previous lesson Objectives Present the objectives

✎ Development Look and Listen⑵ Look at the pictures Who is in the picture? What are they doing?

What's happening in the picture? Let's watch the screen (After Pre-listening) What did the people say? Listen to the dialogue What does Tony say when he asks about the price? (Ask listening comprehension check questions.) Listen and Repeat⑵ Listen and repeat Practice I'll count numbers by 100. Listen and repeat after me. (Count from 100 to 900.) Now let's take turns counting. One hundred. (Have students say two hundred) (Showing the colored paper) Red. Yellow. If I say a color, you hold up the correct paper. Show me blue. Let's Chant Listen to the chant Chant Let's chant one part at a time. Let's chant the whole song. Tips

pp. 82-84

Students can change words into the items they want instead of a watch or a bag.

Let's Play⑵: Going Shopping ◷ 20' 【Materials】Picture cards, Fake money 【Grouping】Group work 【Expressions】What do you want? I want a(an)_______, please. How much is it? It's _______ hundred won.

▸Students work in groups and they sit in a circle. ▸One of the students will be a clerk and the others will be customers. Clerk: What do you want? S1: I want a book. How much is it? Clerk: It's five hundred won. ▸Students take turns being the clerk and customers.

✎ Closing Review Review today's lesson (Showing a picture) What do you want? Good-bye We will read the words and sing a song for more practice next time. Have a good day. See you.

EXTRA

Guessing Game ◷ 10' 【Materials】Picture cards 【Grouping】Whole class 【Expressions】What do you want? I want a(an)_______, please. How much is it? It's _______ hundred won. ▸The teacher posts some pictures of items on the board. ▸Divide the class into two teams. Each team takes a turn to ask the price of an item. ▸First the teacher asks team A, "What do you want?" ▸Team A says "I want a watch." ▸The teacher asks "Can you guess how much it is?" ▸The team gets two chances to guess the price. The teacher can only answer "Up." or "Down." ▸If the team gets the answer right on the first try, they get two points. If they get it right on the second try, the students get one point. ▸The team with the most points at the end wins the game.

❙• 107 •❙

4-8-3 How Much Is It?

Objectives

• To sing the song, ‘What do you want?' • To read the words and do a coloring activity

✎ Warm up Greetings Hello, class. How are you today? What day is it today? Review Let‘s chant ‘What do you want?' together. (Holding an item with a price on it) How much is it? (Holding another item) How much is it? Objectives Present the objectives

✎ Development Look and Speak Let's listen to Dialogue One What did Santa ask Tony? Please answer with 'a watch'. Let's listen to Dialogue Two What did Mina ask Tony? How did Tony answer the question? When Mina was giving the watch to Tony, what did she say? Let's Sing Listen to the song Sing the song Let's sing one part at a time. Let's sing the song changing the shopping items. (ex) book, doll, bike, computer... Let's Read Look and listen carefully Listen carefully. (Showing the word cards) Bag. Listen and do Listen and find the words in your book. Read them yourself Listen and color the word. Let's read the words aloud. Let's Play⑶: Flea Market ◷ 10' 【Materials】Things to sell, Fake money 【Grouping】Group work 【Expressions】What do you want? I want a(an)_______, please. How much is it? It's _______ hundred won.

❙• 108 •❙

pp. 85-86

▸Display things to sell with price tags. ▸Two students from each group become clerks and the rest of the students become customers. The customers look around at items and buy something with their fake money(coin). ▸The clerk asks "What do you want?" when a customer visits them. ▸The customer points to one item that he needs and asks the price. ▸The clerk says the price, and gives the item to the customer. Then, the clerk collects the money. ▸Change the roles and do this activity again. Tips

Let the students have some money and buy as many things as possible. Instead of real things, let the students draw and sell their own creations. The teacher can give a prize to the student who sold the most items.

✎ Closing Review Review today's lesson Let's review today's lesson by singing the song, 'What Do You Want?'. Good-bye Did you have fun today? So long, everyone. EXTRA

How Much? ◷ 10' 【Materials】Worksheets 【Grouping】Pair work 【Expressions】How much is it? It's _______ hundred won. ▸Students work in pairs and have worksheets with different missing parts on the prices of items. ▸Students ask their partner about the price by saying "How much is _____?" and write down the price on the worksheet. ▸The partner takes a turn to ask the price. ▸When they have finished, students check their answers with each other.

4-8-4 How Much Is It?

Objectives

pp. 87-89

• To do a role play by asking and answering what they want • To listen to and write correct prices, and make a story by looking at the pictures

✎ Warm up Greetings Hello, class. Is everyone here? Who is absent today? Is he/she okay? Review Let's sing the song 'What Do You Want?' together. (Showing a thing with the price tag) What do you want? How much is it? Objectives Present the objectives

✎ Development Let's Role-play: Animals in a Forest ◷ 20' 【Materials】Role-play props 【Grouping】Whole class, Group work 【Expressions】What do you want? I want _______. This is for you. Look at the picture Open your book to page 87 and look at the pictures. Who are they? What story is it? Listen to the dialogue What's happening? What does a tiger/a bear/a wolf want? Listen and repeat Please repeat each sentence. Role play Let's Review Listen and match the things with their owners Listen carefully and write the prices. Let's check the answers. Look at the pictures and speak What's happening? Make up a story with the pictures. Watch the screen and compare the story with yours. (Show the story with the CD-ROM title.)

Speak in a real situation Think of something you want to have. Next, please ask your partner what he/she wants, using the expression, "Do you want a _____?" If you fail to find the answer after three chances, please ask "What do you want?"

✎ Closing Review Wrap up Lesson 8 Review today's lesson at home. Good-bye Thanks for your attention. Good-bye. Thank you. Good-bye. EXTRA

Shopping Fast ◷ 10' 【Materials】Pictures cards(books of three colors of yellow, red and blue/caps of the three colors/pens of the three colors), fake money 【Grouping】Whole class, Group work 【Expressions】What do you want? I want that yellow/red/blue____. How much is it? It's _____ hundred won. ▸Give numbers to each student in each group. ▸Have students put things to sell on the desk in groups. ▸Number 1 students of each group come to the front and a teacher shows them a shopping list with pictures. ▸When the teacher says "Go!", the number 1 students go to other groups and begin to buy things on the list. ▸The student who buys all the things on the shopping list first gets the most points. ▸The teacher sums up the points. The team which gets the most points wins the game.

❙• 109 •❙

Lesson 8

How Much Is It?

Look and Listen(1) (One snowy winter night, Tony is sleeping and he gets his sister's watch in his dream. Then he wakes up as Santa Clause comes into the room through the window. He is surprised and happy about this.) Tony: Oh, Santa! Santa: Good boy, what do you want? Tony: I want a watch. Santa: Here. This is for you. Tony: Thank you. (As Tony kisses the watch, he wakes up and finds himself holding his pillow.) Look and Listen(2) (Flea market is held in Julie's school and she donates her watch. Tony is happy to find his sister's watch at the flea market.) Mina: Can I help you? Tony: Yes, please. Mina: What do you want? Tony: That yellow watch, please. How much is it? Mina: Five hundred won. Tony: Oh, oh. I have four hundred won. Mina: OK. Here you are. (Tony runs to Julie and shows it.) Tony: Julie! Julie! Look at this watch. I like it. Let's Chant: What Do You Want? Walla walla walla dee. Walla walla walla dee. Ah-ha! Walla walla walla dee. Walla walla dee. What do you want? I want a watch. What do you want? I want a watch. Walla walla walla dee. Walla walla dee. Walla walla walla dee. Walla walla walla dee. Ah-ha! Walla walla walla dee. Walla walla dee.

❙• 110 •❙

What do you want? I want a bag. What do you want? I want a bag. Walla walla walla dee. Walla walla dee. Let's Sing: What Do You Want? What do you want, Minsu? I want a watch, please. This is for you. Oh, thank you! Hee! hee! hee! hee! hee! hee! What do you want, Julie? I want a ruler, please. This is for you. Oh, thank you! Hee! hee! hee! hee! hee! hee! Let's Role-Play: Animals in a Forest (In a mountain, a woman is walking with a round basket. She is facing a tiger.) Woman: (Frightened) Help me! Who are you? What do you want? Tiger: I want a cake. Woman: OK, OK. This is for you. (The tiger disappears. The woman begins to walk again. At this time a bear appears before her.) Woman: (Trembling) What do you want? Bear: I want an apple. Woman: (With her hands trembling) OK, OK. This is for you. (The woman begins to walk again. At this time a wolf appears before her.) Woman: (Trembling) What do you want? Wolf: (Making a horrible smile) I want a candy. (The woman puts her hand into the basket and covers the candy with a diarrhea remedy.) Woman: (With her hands trembling) OK, ok. This is for you. (The woman gets home safely. The wolf runs here and there, because of stomachache.)

Lesson 8. How Much Is It?(3/4)

How Much? A.

Name : _______________

bag

book

900 won

(

pencil (

) won

700 won

ruler

) won

200 won

cap

eraser (

doll

800 won

bat (

pen

(

watch ) won

600 won

orange ) won

) won

700 won

cake (

) won ❙• 111 •❙

Lesson 8. How Much Is It?(3/4)

How Much? B.

Name : _______________

bag (

book ) won

400 won

pencil 300 won

(

bat

❙• 112 •❙

) won

800 won

orange (

) won

) won

eraser 100 won

doll

) won

600 won

(

ruler

cap (

pen

watch (

) won

cake 900 won

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 Snow white dwarves

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

4. When is Your Birthday? When this box is full

5. May I Help You?

Classic Tales (Oxford)

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)

6. Can I have Some water?

❙• 128 •❙

the

seven

1.Where Are You From?

3. I Like Spring.

and

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!

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. 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)

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. 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. Not long after, the tiger became completely exhausted and decided to leave the cave. ❙• 132 •❙

"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.

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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.

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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. ❙• 150 •❙

T. What do you mean? Two what?

■ 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.

● 서울특별시교육연수원. 2005. Teacher training program for co-teaching with NSET in Elementary schools. ● 김인옥. 2008. Co-teaching Workshop. 서울특별시서부교육청 ● 나서영. 2007. 교실수업개선연구대회수업지도안. 서울특별시교육청 ● 노경희. 2002. 초등영어습득론. 서울: 한국문화사. ● 서지은. 2006. 초등 3,4학년을 위한 스토리텔링 활용방안. 한남대학교 교육대학원. ● 우지연. 2007. Analysis of Native Speaker Teachers and Korean English Teachers' Co-teaching Classes. 한국교원대대학원. ● 윤현진. 2007. The Effect of Team Teaching on Elementary English Education. 광주교 육대대학원. ● 이완기. 2000. 초등영어교육론(3rd ed.). 문진미디어: 서울용산구. ● Seo, Duk-Il. 2005. Gateway to Speaking Korean ● 이재근, 이은정. 2007. 동화를 활용한 의사소통기능 중심 학습자료 개발 연구. 초등영어교육(vol.13, No.1).

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