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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. English has grown in importance in Korea in
recent years. 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.
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.
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
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
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
Appendix
5. Evaluation
7. Co-teaching
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 accordingly. Second, repetitive teaching is
recommended since they learn quickly but forget 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
Language Skills
Students will gradually learn how to build up their ability covering four functions of language
: listening, speaking, reading and 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 functions and example sentences'.
Activities - Choose and use 'Communicative functions and examples' to achieve each
grade/step level.
Written Language
- For written language activities, refer to [Appendix 1].
Activities
【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
- Appropriate contents consider theme, situation, etc.
Topics
- 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
3rd Grade: 80 〜 120 words 4th Grade: 80 〜 120 words
Vocabulary
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
【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
【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
❙• 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
❙• 10 •❙
Skills Levels Standards
【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
【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
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.
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.
❙• 16 •❙
5 Evaluation
▪ 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.
❙• 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.
Name Date
Check the box that best describes your oral report. Add comments.
I spoke clearly.
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.
I listened to others in
my group.
I agreed/disagreed.
I answered my peers'
questions.
I helped my group
members.
❙• 19 •❙
▪ Holistic Oral Language Scoring Rubric Sample
Goals: Students will be able to talk about what they did on the weekend using the simple
past tense.
Rating Description
Comments
❙• 20 •❙
6 Composition Principles and Features of Textbook
Period
Period 1 Period 2 Period 3 Period 4
Grade
Look and Listen⑴ Look and Listen⑵ Look and Speak Role-Play
3rd Listen and Repeat⑴ Listen and Repeat⑵ Let's Sing Review
Grade Let's Play⑴ Let's Chant Let's Play⑶
Let's Play⑵
Look and Listen⑴ Look and Listen⑵ Look and Speak Role-Play
4th Listen and Repeat⑴ Listen and Repeat⑵ Let's Sing Review
Grade Let's Play⑴ Let's Chant Let's Read
Let's Play⑵ Let's Play⑶
5th Listen and Repeat⑴ Listen and Repeat⑵ Let's Write Review
Grade Let's Play⑴ Let's Sing/Chant Let's Play⑶
Let's Play⑵
6th Listen and Repeat⑴ Listen and Repeat⑵ Let's Write Review
Grade Let's Play⑴ Let's Read 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.
❙• 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.
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.
Pre-Class Korean English Teacher is responsible for designing and writing lesson plans,
shares ideas with Native Speaking English Teacher and understands cultural and
linguistic backgrounds.
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.
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.
❙• 27 •❙
Roles of Co-teachers by Activity
❙• 28 •❙
Roles of Co-teachers in Teaching a Unit
Period 1
Period 2
Look and
- provide the story - ask questions about the story
Listen
Look and
- provide dialogues - ask questions about dialogues
Speak
Development Listen and - model and check the main
2nd - provide main expressions
Repeat expressions
❙• 30 •❙
Steps Procedure Korean English Teacher Native Speaking English Teacher
Both model the activities and games, then monitor students' work
❙• 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
Objectives different verb tense (past/present/future tense).
∘ Students will be able to use the sentences with different verb tense.
Key expressions I watched TV. I watch TV. I will watch TV.
Key words will, watched, studied, went, played, listened, visited, met, cooked, etc.
∘ Daily Routines: Greetings, Weather, Date, Day
Warm-up (5′) ∘ Motivation: Ask and answer about what students did yesterday.
Brainstorm the story of Cinderella.
∘ Listen to the story of Cinderella
Presentation (7′) ∘ Present the objectives
∘ New verb tense
∘ Listening activity: Blue and White Flag Games
Practice (10′)
∘ Speaking practice: Making sentences with Time and Verb cards
Production (13′) ∘ Speaking activity: Mission Completion Time Travel Game
∘ Check up: Quiz
Wrap-up (5′) ∘ Assignment: Writing a diary using different verb tense
∘ Assesment: Self assessment for participation and attitude in the class
Teaching-Learning Activities
Procedure Time
( Korean English Teacher, Native Speaking English Teacher)
Warm-up Greetings & Daily Routines 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 10'
(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 •❙
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 NOW 2020
watched watch will watch
studied study 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?
❙• 33 •❙
8 The Yearly Plan of Teaching
The following plan is only an example, each school can reorganize it depending on school
conditions.
Communicative
Month Week Topic Period Major content
functions
- Pre-study - - ․ Learn words about things, animals, body parts, and fruits
․ Hear and understand expressions for greetings and in-
▪ Greetings troduction
1 1
Hi, Hello, ․ Speak after listening
Bye. ․ Throwing the ball game
3 1. Hello, ․ Introduce and greet ․ Speak after listening
2 2
I'm Minsu ▪ Introduction ․ Chant ․ Greeting game
I'm ___. ․ Greet and introduce while looking at the pictures
3 My name is 3 ․ Sing along: 'The Hello Song'
_______. ․ Bingo
4 4 ․ Role-play ․ Review the lesson
․ Hear and understand expressions for questioning and an-
swering the names of certain objects
5 1
․ Speak after listening
▪ Confirmation ․ Picking-up-cards game
What's this? ․ Hear and understand apology expressions and respond to
2. What's It's a/an____. an apology
4 6 2
This? ․ Speak after listening ․ Chant
▪ Apology ․ What's missing Game
I'm sorry. ․ Ask and answer the names of different things
7 3 ․ Sing a 'What's This?'
․ Guessing game
8 4 ․ Role-play ․ Review the lesson
․ Understand expressions of gratitude and respond to it
9 1 ․ Speak after listening
▪ Congratulation ․ Gathering presents game
Happy ․ Hear and understand expressions for giving presents
10 3. Happy birthday! 2 ․ Speak after listening ․ Chant
5 ․ Passing-the-shoes-bag game
Birthday!
▪ Appreciation ․ Speak expressions for celebration
11 Thank you. 3 ․ Sing along: 'Happy Birthday, Julie!'
․ Giving-and-taking-presents game
12 4 ․ Role-play ․ Review the lesson
❙• 34 •❙
Communicative
Month Week Topic Period Major content
functions
․ Hear and understand imperative sentences related to hu-
man body parts and follow directions
13 1
․ Speak after listening
․ Nose, nose, nose game
▪ Giving order
․ Understand imperative sentences and respond to them
Wash your
14 2 ․ Speak after listening ․ Chant
hands.
4. Wash ․ Guess-that-action game
6 Your ․ Look at the pictures and speak imperative sentences
• Accepting
15 Hands 3 ․ Sing along: 'Ally Bally'
O.K., Mom.
․ Passing words game
․ Role-play
16 4 ․ Review the lesson
․ Board game
․ Hear and understand expressions about foods that people
like or dislike
17 ▪ Likes and 1
․ Speak after listening
Dislikes ․ Rock, Paper, Scissors game
Do you like
․ Ask and answer questions about favorite food
apples?
18 5. I Like 2 ․ Speak after listening ․ Chant
9 Yes, I do.
Apples ․ Guessing game
No, I don't.
․ Speak favorite food while looking at the pictures
19 3 ․ Sing along: 'I Like Apples'
▪ Agreement
․ Survey game
Me, too.
․ Review the lesson
20 4
․ Making the book about favorite food
․ Hear and understand expressions how to ask and answer
questions related to the numbers of animals
21 1
․ Speak after listening
▪ Factual ․ Animal cards game
information
․ Hear and understand expressions for size and sugges-
How many
tions
6. How cows?
22 2 ․ Speak after listening
10 Many I have two
․ Chant
Cows? cows.
․ Coloring animals game
․ Speak number and size while looking at the pictures
▪ Suggesting
23 3 ․ Sing along: 'How Many Cows?'
Let's go.
․ Survey
․ Role-play
24 4
․ Review the lesson
▪ Can or Can't ․ Hear and understand what they can or can't do
25 Can you swim? 1 ․ Speak after listening
Yes, I can. ․ Guessing game
7. I Can No, I can't.
11 ․ Ask and answer what they can or can't do
Swim
․ Speak after listening
26 ▪ Asking for a 2
․ Chant
help
․ Mime-chain game
Help!
❙• 35 •❙
Communicative
Month Week Topic Period Major content
functions
․ Speak what they can do while looking at the pictures
27 3 ․ Sing along; 'Can You Swim?'
․ Board game
․ Role-play
28 4
․ Review the lesson
․ Hear polite commands for putting on clothes and under-
▪ Giving order standing those commands
29 1
Put on your ․ Speak after listening
gloves. ․ Changing clothes game
8. It's
12 ․ Hear and understand the expressions of the weather
Snowing
▪ Suggesting ․ Speak after listening
30 2
Let's make a ․ Chant
snowman. ․ Passing cards game
․ Speak the expressions for the polite commands and sug-
gestions
31 3
․ Sing along: 'It's So Cold'
․ Dice game
․ Role-play
32 4
․ Review the lesson
Communicative
Month Week Topic Period Major content
functions
․ Asking and answering about weather
1 1 ․ Repeating what they hear
․ Weather bingo
▪ Confirmation
How's the ․ Introducing friends and greeting new people
weather? ․ Repeating after the teacher
2 2
․ Chant
1. Nice To ․ Introducing game
3 ▪ Introduction
Meet you
This is ____. ․ Singing a song 'How's The Weather?'
3 3 ․ Reading alphabets from A~M
Nice to meet ․ Completing a weather chart
you.
․ Role-play
4 4 ․ Review the lesson: listening comprehension/talking about
the picture
․ Changing topics and asking and answering about how
people are
5 ▪ Prohibition 1
․ Repeating after the teacher
Don't do that. ․ Cards in order
2. Don't Do
4
That ․ Saying phrases about forbidding and requesting
▪ Asking for a
help ․ Repeating what they hear
6 2
Help me, please. ․ Chant
․ Card games
❙• 36 •❙
Communicative
Month Week Topic Period Major content
functions
․ Singing a song 'Don't Do That'
7 3 ․ Reading alphabets from a~z
▪ Caution ․ Board game
Watch out. ․ Role-play
8 4 ․ Review the lesson: listening comprehension/talking about
the picture
․ Understanding expressions for saying thank you and ask-
▪ Asking for a ing for help, and how to respond to them
9 1
help ․ Repeating after the teacher
Can you help ․ Asking help activity
me? ․ Asking and answering about age
․ Repeating after the teacher
10 ▪ Greetings 2
3. How Old ․ Chant
5 Good morning. ․ Dice game
Are you?
․ Singing a song 'Can You Help Me?'
▪ Information
11 3 ․ Reading alphabets from A~Z, a~z
How old are
․ Pair-up game
you?
I'm ____ years ․ Role-play
12 old. 4 ․ Review the lesson: listening comprehension/talking about
the picture
․ Understanding numbers 1~12 and asking and answering
about time
13 1
․ Repeating after the teacher
․ Time bingo
❙• 37 •❙
Communicative
Month Week Topic Period Major content
functions
❙• 38 •❙
8.3 5th Grade
Communicative
Month Week Topic Period Major content
functions
․ Asking and answering about a person's name and
▪ Greetings 1 well-being
How are you? ․ Bingo
1
I'm fine, thank ․ Asking and answering about a person's well-being
you. 2 ․ Singing a song
1. How Are ․ Dice game
You?
▪ Self-introduction ․ Reading words
What's your 3 ․ Distinguishing and writing upper and lower case letters
2 name? ․ Feeling survey
My name's Joon. ․ Role-play
4
3 ․ Review and consolidate the lesson
․ Asking and answering about the days of the week
1
▪ Factual ․ Guessing game
3 information ․ Asking and answering about school subjects
What day is it 2 ․ Singing a song
2. What today? ․ Whispering game
Day Is It It's Monday.
Today? ․ Reading words
We have/don't 3 ․ Distinguishing and writing upper and lowercase letters
4 have English ․ Memory game
today. ․ Guessing the day activity
4
․ Review and consolidate the lesson
․ Asking and answering about location of objects
1
․ Guessing game
5 ▪ Factual ․ Asking and answering about location of objects
information 2 ․ Chanting
Where's my ․ Hide and Seek
3. It's Under
pencil case?
the Table ․ Reading words
It's under the 3 ․ Distinguishing and writing upper and lowercase letters
6 table. ․ Flick the clip game
․ Find the differences activity
4
․ Review and consolidate the lesson
4 ․ Understanding and saying exclamatory sentences
1 ․ Understanding and saying expressions for description
․ Snatching game
7 ▪ Interjection
What a nice day! ․ Saying exclamatory sentences and responding
2 ․ Chanting
4. What a ․ Dice game
▪ Describing a
Nice Day!
fact ․ Reading words
It's very tall. 3 ․ Distinguishing and writing upper and lowercase letters
8 ․ Writing game
․ Role-play
4
․ Review and consolidate the lesson
❙• 39 •❙
Communicative
Month Week Topic Period Major content
functions
․ Understanding and saying expressions for giving direc-
9 1 tions and asking again
▪ Giving a ․ Finding Cinderella game
direction ․ Understanding and saying expressions for giving direc-
Where is tions
10 5. Where Is 2
Namdaemun? ․ Singing a song
Namdaemu
Go straight and ․ Dice game
n(Sungnye
turn right.
mun)? ․ Reading words
5 ▪ Asking again 3 ․ Distinguishing and writing upper and lowercase letters
11 I'm sorry? ․ Giving directions game
․ Information gap activity
4
․ Review and consolidate the lesson
․ Understanding and saying expressions for habits
1
․ Bingo
▪ Habits
12 ․ Understanding and saying expressions for habits
I get up at
2 ․ Singing a song
seven every day.
6. I Get Up ․ Collecting cards game
at Seven
▪ Factual ․ Reading words
Every Day
information 3 ․ Looking at the pictures and writing words
What time do ․ Card relay game
13
you go to bed?
․ Book making activity
4
․ Review and consolidate the lesson
❙• 40 •❙
Communicative
Month Week Topic Period Major content
functions
․ Asking and answering questions using possessive ex-
1 pressions
․ Stand up and say game
17 ▪ Factual ․ Asking and answering questions using possessive ex-
information pressions in various situations
Whose boat is 2
9. Whose ․ Sing a song: 'Whose Boat Is This?'
this? ․ Guessing game
Boat Is
This? ․ Reading and understanding the meanings of some simple
▪ Checking a fact
Is this yours? words
3
That's mine. ․ Writing the word looking at the picture
18 ․ Putting down the cards game
․ Role-play
4
․ Review and Consolidate the lesson
9 ․ Listening to the expressions used to offer some food and
responding appropriately
1
․ Listening and speaking to accept and refuse
▪ Offering food ․ Changing the Line game
19 Go ahead.
Help yourself. ․ Listening to the expressions used to offer some food and
10. Do You Do you want responding to the offer appropriately
2
Want some more? ․ Sing a song: 'Do You Want Some More?'
Some ․ Pass the cards game
More? ▪ Accepting/ ․ Reading and understanding the meanings of some simple
Declining words
Yes, please. 3
․ Writing the word looking at the picture
20 No, thanks ․ Flick the clip game
․ Collecting the same card game
4
․ Review and Consolidate the lesson
․ Listening to the expressions of a present action
1
․ Mime game
21 ․ Listening to and speaking the expressions related to a
▪ Factual present action
information 2
․ Chanting: 'What's She Doing?'
11. What What are you ․ On the head game
Are You doing?
Doing? ․ Reading and understanding the meanings of some simple
I'm washing my words
3
hands. ․ Writing the word looking at the picture
22 ․ Matching game
․ Finding the differences activity
4
․ Review and Consolidate the lesson
10 ․ Listening to and speaking expressions related to the vari-
1 ous structures of a house
․ Guessing game
23 ▪ Describing a
fact ․ Listening to and speaking expressions related to the vari-
This is a ous structures of a house
2
bedroom. ․ Chanting: 'This is a Living Room'
12. This Is ․ Building a house game
a Bedroom
▪ Factual ․ Reading and understanding the meanings of some simple
information words
Where's the 3
․ Writing the word looking at the picture
24 bathroom? ․ Finding pairs game
․ Introducing my future house activity
4
․ Review and Consolidate the lesson
❙• 41 •❙
Communicative
Month Week Topic Period Major content
functions
․ Listening to and speaking the simple sentences pertaining
1 to a past activity
▪ Experience ․ Bingo
25
What did you
13. What ․ Sing along: 'What did you do yesterday?'
do yesterday? 2
Did You ․ The guessing game
Do
I went to the ․ Reading words about sports
Yesterday? 3
Science ․ Survey
26 Museum.
․ Around the world activity
4
․ Review and Consolidate the lesson
11 ․ Using the expressions used to call a friend, make an ap-
▪ Calling the 1 pointment at a specified time and place
phone ․ Telephone number bingo
27
Hello, this is
․ Listening to and speaking a basic telephone conversation
Jinho.
14. Is Peter 2 ․ Chant: 'Is Peter there?'
Is Peter there?
There? ․ Guessing game
❙• 42 •❙
8.4 6th Grade
Communicative
Month Week Topic Period Major content
functions
․ Asking and answering about where someone is from
1
․ Jamboree game
1 ․ Asking and answering about where someone is from
▪ Checking a fact 2 ․ Reading sentences for pictures
1.Where Are Where are you ․ Body twister game
You from?
․ Singing the song
From? Where's your
3 ․ Writing sentences about pictures
classroom?
․ Survey
2
․ Fashion show role-play
4
․ Wrap up Lesson 1
3
․ Listening to and speaking about asking directions and
1 giving directions
․ Destination Game
3
▪ Giving a ․ Asking and answering about directions
direction 2 ․ Reading sentences for pictures
2. Is This
Is this York ․ Moving Human Building game
York
Street?
Street? ․ Singing the song
It's behind the
3 ․ Writing sentences watching pictures
post office.
4 ․ Whisper game
․ Giving directions activity
4
․ Wrap up Lesson 2
❙• 43 •❙
Communicative
Month Week Topic Period Major content
functions
․ Asking and answering related to shopping
9 ▪ Shopping 1
․ Guessing game
May I help
you? ․ Asking and answering related to shopping
10 ▪ Opinion 2 ․ Reading sentences with pictures.
It's too expensive. ․ Shopping Dice game
5. May I
▪ Shopping
Help You? ․ Chant 'May I Help You?'
I'll take it.
▪ Factual 3 ․ Writing sentences with pictures
11 information ․ Shopping game
5 Here's your
change. ․ Shopping game
4
․ Wrap up Lesson 5
❙• 44 •❙
Communicative
Month Week Topic Period Major content
functions
․ Asking and answering what happened in the past
1
▪ Asking about ․ Card Memory game
17 someone's
experience and ․ Asking and answering what happened in the past
answering 2 ․ Reading the sentence learned verbally
9. How Was ․ Pass the pocket game
Your
How was your ․ Singing a song 'How Was Your Vacation?'
Vacation?
vacation? 3 ․ Writing the sentence learned verbally
It was great. ․ Find my seat game
18 I visited my
grandparents. ․ Making a newspaper activity
4
․ Wrap up Lesson 9
9
․ Listening to the expressions of comparing two objects
1
․ Snap game
19 ▪ Comparing
․ Saying the expressions of comparing two object
I'm taller than
2 ․ Reading the sentence learned verbally
you.
10. I'm ․ Similar sentence game
Stronger
than You ․ Chant 'I'm taller than you'
▪ Interjection 3 ․ Writing the sentence learned verbally
What a ․ Whisper game
20 surprise!
․ Comparison activity
4
․ Witch's wart game
❙• 45 •❙
Communicative
Month Week Topic Period Major content
functions
▪ Calling and ․ Understanding telephone conversations
answering the 1 ․ Asking for reasons and responding to them
phone ․ Guessing game
25
Mrs. Brown, ․ Asking a question and answering with a reason
speaking. 2 ․ Reading a simple diary
13. That's ▪ Reason ․ Because dice game
too Bad Why?
․ Singing the song, 'That's Too Bad'
Because he's
3 ․ Writing suitable sentences for pictures
sick.
26 ․ Relay Dictation game
▪ Expressing
one's sympathy ․ Writing a diary activity
4
That's too bad. ․ Wrap up Lesson 13
11 ․ Understanding how to invite and accept an invitation
1 ․ Saying the expressions to prohibit
․ What's behind game
▪ Invitation and
27 ․ Saying the expressions of inviting, accepting/declining,
accepting
14. Would and prohibiting
Would you like 2
You Like ․ Reading a simple invitation
to come to my
to Come ․ Happy Family game
house?
to My
Yes, I'd love to. ․ Singing the song, 'Don't Take off Your Shoes'
House?
▪ Prohibition 3 ․ Completing the sentences
28 Don't take off ․ Making a sentence game
your shoes.
․ Doing a role-play
4
․ Wrap up Lesson 14
․ Listening to and saying the expressions related to daily
1 lives
․ True or False game
29 ▪ Prohibition ․ Listening to and saying the expressions of prohibition
Don't go that and expressions related to daily lives
15. It's way. 2
․ Reading a daily schedule
Time to ․ Spinning Board game
Go Home ▪ Habits
․ Chant 'It's Time to Go Home'
It's time to go
3 ․ Completing the daily schedule
home.
30 ․ Domino game
․ Making-book activity
4
․ Wrap up Lesson 15
12 ․ Listening to and saying the expressions of congratulating,
1 wishing
․ Board game
▪ Congratulation
31 ․ Listening to and saying the expressions of congratulating,
Congratulations!
wishing
2
16. So ▪ Encouragement ․ Reading a letter
Long, Good luck! ․ Card game
Everyone! ․ Singing the song 'What Middle School Are You Going
▪ Greeting to?'
So long. 3
․ Writing a letter
32 Good-bye. ․ Making a dialogue for the given pictures
․ Playing Board game
4
․ Wrap up Lesson 16
❙• 46 •❙
PART
Teaching Plan
4th Grade
1. Nice To Meet You
2. Don't Do That
5. Who Is She?
7. Sorry, I Can't.
Reading To read Aa ~ Mm
Vocabulary cloudy, day, hot, king, meet, Mr., Mrs., nice, see, teacher, to, weather
❙• 49 •❙
4-1-1 Nice to Meet You pp. 6-7
❙• 50 •❙
4-1-2 Nice to Meet You pp. 8-10
❙• 52 •❙
4-1-4 Nice to Meet You pp.13-15
Tips
✎ Warm up The teacher gives questions with CD-ROM title by
clicking the 'Play' button.
Greetings
Look at the pictures and speak
Hello, class. How are you?
Look at the pictures on page 15 and think about
How's the weather outside? Is it warm?
what will be in the story.
Review
Present your story to the class
Sing the song with motions, 'How's the weather?'
Tips Ask students to do a role-play with their
Objectives
partner.
Present the objectives
Speak in a real situation
How do you greet someone when you meet a
✎ Development new friend at a birthday party?
Let's Role-play:
The Turtle and the Rabbit ◷ 20' ✎ Closing
Motivate Review
Show up to class, wearing a mask of a rabbit or a Wrap up Lesson 1
turtle in a traditional Korean costume. We've learned expressions about the weather and
Listen to the story what to say when you meet someone for the first
What is the rabbit's name? time. Can you talk about it confidently?
What does Toto answer when King Yong asks What will we learn in lesson 2?
about the weather? We are going to learn about rules which we
How can the king know how the weather is should follow.
outside? Good-bye
Why is the king upset? You did a good job.
Listen and repeat Have a nice day.
Watch me and repeat after me.
(Do the motions with the NSET.)
EXTRA
Tips Do demonstration of how to perform motions based
on the characters and their circumstances.
Practice in your group. Survey ◷ 10'
Make it more interesting by using the chant and
song. 【Materials】None
Present your role-play to the rest of the class. 【Grouping】Whole class
Listen and choose which group does the best job. 【Expressions】Same as Let's Play⑴
Role play
Practice in your group. ▸Form lines.
Who wants to be Turtle? ▸Students in the first row come up to the
Present your role-play to the class. teacher and do rock-paper-scissors.
Tips Teach students about proper manners when ▸The winner introduces the other two, using
they watch their friends' performances. "(name), this is ____."
▸The other two greet each other saying "Nice to
Let's Review meet you." and "Nice to meet you, too"
Listen and write the correct number ▸The line with the most players who won
Listen to the dialogue and write the correct rock-paper-scissors and whose players have
number (p.14). have successfully greeted wins the game.
Let's check the answers.
❙• 53 •❙
Nice to meet you.
Lesson 1 Nice to Meet You
Nice to meet you.
Look and Listen(1)
Nice to meet you, too. Yeah !
(Minsu's class is greeting children of the
Nice to meet you.
foreign sister school by chatting in a
Nice to meet you.
computer room.)
Nice to meet you, too. Yeah !
Julie, Lisa, Thomas: (Shaking hands) Hello.
Anne, Anne's friends: (Shaking hands) Hello.
Let's Sing: How's the Weather?
Minsu: Hello, Anne.
How's the weather? Ding-a-ling,
Anne: Hello, Minsu.
ding-a-ling, ding-a-ling.
Minsu: How's the weather?
How's the weather? Ding-a-ling.
(Zeeto is looking at the picture with curiosity
Oh! It's sunny.
and flies away.)
How's the weather? Ding-a-ling,
Anne: It's snowing.
ding-a-ling, ding-a-ling.
Minsu: Oh, it's sunny here.
How's the weather? Ding-a-ling.
(Zeeto appears in Anne's classroom.)
Oh! It's cloudy.
Zeeto: Oh, it's snowing. I like snow.
How's the weather? Ding-a-ling,
ding-a-ling, ding-a-ling.
Look and Listen(2)
How's the weather? Ding-a-ling.
(Minsu introduces Ms. Green to Anne.)
Oh! It's raining.
Minsu: Anne, this is my teacher, Ms. Green.
Anne: Nice to meet you, Ms. Green
Let's Role-play:
Ms. Green: Nice to meet you, too. Anne.
The Turtle and the Rabbit
(Anne introduces Mr. White to Minsu.)
(A Turtle takes a rabbit to a kingdom under
Anne: This is my teacher, Mr. White.
the sea.)
Ms. Green: Nice to meet you.
Toto: (Looking at king's guards) Hi! Hi!
Mr. White: Nice to meet you, too.
Turtle: King, this is Toto. Toto, this is
King.
Let's Chant: Hello, Zeeto
Toto: Nice to meet you.
Hello, Minsu. (clap, clap)
King: Nice to meet you, too. How's the
Hello, Anne. (clap, clap)
weather outside?
Nice to meet you.
Toto: Ummmm. I don't know.
Nice to meet you.
King: (Rubbing the magic ball) Let's see.
Nice to meet you, too. Yeah !
It's sunny.
Nice to meet you.
Toto: (With a smile) I like sunny days.
Nice to meet you.
(The magic ball is out of order and the king
Nice to meet you, too. Yeah !
is upset.)
Hello, Zeeto. (clap, clap)
King: Oh, no. It's raining.
Hello, Anne. (clap, clap)
Oh, no. It's snowing.
❙• 54 •❙
Lesson 1. Nice to Meet You(3/4)
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
necessary to teach the students discipline. Students learn expressions they use
Aims
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 someone to do something and asking for help from other
people
Objectives To forbid from doing something and ask for help from other
Speaking
people
Reading To read Nn ~ Zz
Vocabulary beautiful, bird, classroom, flower, good, in, oops, ouch, rice, watch
❙• 57 •❙
4-2-1 Don't Do That pp. 16-17
• To understand and use the expression, "Watch out." when giving caution
Objectives • To understand and use the expression of concern for other people,
"Are you OK?"
Watch out!
✎ Warm up
Are you OK? Yes, I'm OK.
Greetings
Good morning, class. ▸Ask students to listen to what the teacher says.
What day is it today? ▸First say only one sentence and display the
Listen and do as I say picture card on the board, so that the students
Clap your hands two times. can confirm the expression.
Clap your hands four times. ▸Say the four sentences. Have the students
arrange the cards in order, and then check the
Tips Give the commands using numbers 1 to 10.
order with the students.
Review
▸Mix up the picture cards, and repeat the same
(Showing a weather picture) How's the weather?
activity.
Objectives
Present the objectives
✎ Closing
✎ Development Review
Look and Listen⑴ Review today's lesson
Look at the picture Look at the card and say the right sentence
Look at the picture and guess the story Ask "What will Minsu say to Julie?"
Have you ever seen a person in danger? What Good-bye
should you say to a person in danger? Next time, we will learn how to greet people in
Listen to the dialogue English when we meet for the first time.
Why did Julie lose her balance and fall down? Good-bye everyone.
Who asked Julie if she was OK?
Listen again EXTRA
What did Julie say pointing at the bird?
What did Lisa say to Julie when she lost her Hopscotch Game ◷ 10'
balance?
Tips Ask KT to explain this question in Korean so that
students can figure out the answer. 【Materials】Situational cards (2sets)
【Grouping】Pair work
Listen and Repeat⑴ 【Expressions】Same as Let's Play⑴
Listen and repeat ▸Have students put two sets of cards on the
Practice board in the shape of 'Hopscotch'.
(Showing the picture cards) If I'm right, clap ▸Ask them to listen to the teacher carefully and
your hands five times. If I'm wrong, clap your touch the cards with their forefinger and middle
hands once. finger.
If I'm right, repeat after me. If I'm wrong, please ▸Ask them to repeat after the teacher and touch
be silent. the correct card.
Tips Prepare four picture cards. Each one shows a ▸Let students take turns saying the sentence with
different situation.(p.99) their partners. Rearrange the cards and repeat
the activity.
Let's Play⑴: Cards in Order ◷ 10' Tips Diversify the activity by asking students to
【Materials】Situational cards for students (p.99) say the sentences from a slow pace to a fast
【Grouping】Whole class → Pair work pace while measuring the time using a stopwatch.
【Expressions】Look at the bird.
❙• 58 •❙
4-2-2 Don't Do That pp. 18-20
❙• 59 •❙
4-2-3 Don't Do That pp. 21-22
❙• 60 •❙
4-2-4 Don't Do That pp. 23-25
✎ Closing
✎ Development Review
Let's Role-play: Wrap up Lesson 2
Hungboo and Nolboo ◷ 20' What will you say to me when I run in the
Let's look at the pictures classroom?
Tell a story related to the role-play to motivate What will we learn in lesson 3?
students. Show the screen without sound. We are going to learn about someone's age.
Listen to the story Good-bye
What does Hungboo say when Nolboo's wife hits Time's up. Bye.
him? See you on Thursday. Have a nice day.
What does Nolboo's wife say to her husband
after she hits him? EXTRA
Listen and repeat
Watch the screen and repeat after the dialogue
line by line.
Be the Frog ◷ 10'
(Showing examples) Try to use lots of exaggerated
voices and gestures. 【Materials】None
Tips Ask the students to watch the screen and repeat 【Grouping】Whole Class → Group work
the dialogue scene by scene by clicking on the 【Expressions】Same as Let's Play⑴
'Pause' button of the CD-ROM title. ▸Divide the class into 2~4 teams.
Role play ▸Each team lines up.
Practice in your group. ▸Students do the opposite of what the teacher
Who wants to be Hungboo?
says. (e.g., T: If I say "Don't jump", you
Present your role-play to the class.
should jump. If I say "Jump", don't jump.)
Tips Have students practice the dialogue using a ▸Students sit down if they are wrong.
different version of the story based on their
▸After playing it a few times with the teacher
levels.
ask them to take turns doing in their groups
taking turns.
Let's Review
Tips Have a student with a higher level of
Listen and write the correct number
Listen to the dialogue and mark O if it matches understanding start the game so that others can
with the picture. If not, mark X. 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)
Ouch! Ouch! Oh, no! Waaaaah! (repeat)
(This is the picnic day of Julie's class. Julie is
walking on the mountain path and finds the
Let's Sing: Don't Do That
poor baby bird struggling to escape from the
Oh, no. Don't do that.
kite string.)
Oh, no. Don't do that.
Julie: (Pointing at the bird) Look at the bird.
Oh, no. Don't do that.
(Julie stands on tiptoe to save the bird but
It's not okay. Oh, don't do that.
she loses her balance.)
Don't run. Don't run.
Julie: Watch out! (After Julie sets the
Don't run in the classroom.
bird free, she falls down.)
Don't jump. Don't jump.
Lisa: Are you OK?
Don't jump in the classroom.
Minsu: Are you OK, Julie?
Oh, no. Don't do that.
Julie: Yes, I'm OK. (The baby bird flies away
Oh, no. Don't do that.
with the mommy bird. The children clap their
Oh, no. Don't do that.
hands with pleasure.)
It's not okay. Oh, don't do that. (repeat)
Hopscotch
❙• 63 •❙
Lesson 2. Don't Do That(3/4) Name _________________
A a B d O a P d
m u b i
m o b p
D j C o
R r Q o
k d c b
k d q b
E e F p
S e T p
t w q f
H h G h t s t f
s b g b V h U h
I l J a
v b u b
a i i j
W l X e
L i K y
a w i x
j l k h
Z z Y y
M n N u
v m n c j l k w
❙• 64 •❙
3 How Old Are You?
Asking for help from friends or neighbors is an essential part of students'
school life. Comparing their age makes it particularly fun. Learning about how
Aims
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
To ask for help and answer the questions
Objectives Speaking
To ask about age and answer the question
Vocabulary afternoon, evening, friend, morning, much, old, strong, very, year
✎ Development
Look and Listen⑴ ✎ Closing
Look at the picture
Review
Take out your English book and look at the
Review today's lesson
picture on page 26.
Look at the picture and say the right greeting.
(Presenting the main expressions to the class by
Ask for help from your friend and answer the
playing the CD-ROM title) What's the story?
request.
Listen to the dialogue
Good-bye
What did Minsu and Julie do?
Next time, we will learn how to ask about age.
What did the foreign tourist say to Minsu and
That's all for today. Good-bye everyone.
Julie?
Listen again
EXTRA
How did Minsu answer the foreigner?
Right. He said "Sure."
Tips Ask KT to explain this question in Korean so that Snake Game ◷ 10'
students can figure out the answer. 【Materials】None
【Grouping】Group work
Listen and Repeat⑴ 【Expressions】Good morning/afternoon/evening.
Let's watch the screen
Listen and repeat ▸Divide the class into four.
Practice ▸Choose a leader from each team.
Let's say the correct greeting for each picture ▸Ask the leaders to choose one of the four
representing morning, afternoon and evening. greetings as their team name, and to form a line
Well done. Thank you. to move around the classroom.
▸When two teams meet each other, the two
Tips Make materials in advance, so that they come in
leaders do rock-paper-scissors.
handy for the lesson.
▸The winning team says their own team name
Let's Play⑴: Asking Help Activity ◷ 10' to the other team who repeats the name, and
【Materials】6 Situational cards for students yields the first person in their line.
6 problem solving cards(p.101, 103) ▸The longest team is the winner.
【Grouping】Group work
❙• 66 •❙
4-3-2 How old are you? pp. 28-30
Do the chant
✎ Warm up
Let's chant one part at a time.
Greetings Let's chant with motions.
Good morning, Mr.(Mrs.)___.
Good morning. Let's Play⑵: Dice Game ◷ 10'
Listen and do as I say 【Materials】Two dice for each group
Put your pen in the bag. 【Grouping】Group work
Put your book in the bag. 【Expressions】How old are you? I'm nine.
Review
▸Have students count numbers from one to ten.
Present the photo or picture of asking for help and
▸Divide the students into groups of 6.
ask students to guess what the picture is saying.
▸Divide a group of 6 into boys and girls.
Objectives
▸When the boy's team asks about age, the girls'
Present the objectives
team rolls two dice and adds the two numbers
they got and then says the total.
✎ Development ▸The team that gets the most points is the
Look and Listen⑵ winner.
Look at the picture
(Asking a puppet) How old are you?
✎ Closing
(Moving the puppet) I'm ___ years old.
Open your book to page 28. Review
Listen to the dialogue Review today's lesson
What did Tony say to Zeeto? Let's do the chant one more time.
How did Zeeto respond to Tony? Pick the card with age, and ask your partner
about his/her age.
Tips Play the pre-listening function on CD-ROM title
Good-bye
before getting to the main dialogue.
Next time we'll learn the song 'Can you help
Listen again
me?'
What did the man ask Tony?
See you later.
What happened between the foreigner and Tony?
EXTRA
Listen and Repeat⑵
Listen and repeat
Have the students repeat after the native English Guessing Game ◷ 5'
Teacher as they watch the paused scene.
Practice
【Materials】None
I will divide you into two teams. This team asks
【Grouping】Whole class → Group work
the question, "How old are you?" and the other
【Expressions】How old are you? I'm __ years old.
team should answer according to the number I
will show you. ▸Invite one student to the front.
Now, please ask and answer questions about age ▸Write a number ranging from 1 to 12 on the
with your partner. person's back and ask the question, "How old
are you?"
Let's Chant ▸Give three chances to answer, "I'm ___ years
Listen to the chant old."
Tips Before playing the chant, let the students guess ▸When done with a few students, tell the class
what the characters in each panel will say. to play this game with their group members.
❙• 67 •❙
4-3-3 How old are you? pp. 31-32
❙• 68 •❙
4-3-4 How old are you? pp. 33-35
❙• 70 •❙
Lesson 3. How Old Are you?(3/4) Name _________________
❙• 71 •❙
Lesson 3. How Old Are you?(4/4)
Guessing Game
1 2
3 4
5 6
7 8
9 10
❙• 72 •❙
4 What Time Is It?
In this chapter, students will learn how to ask about the time and answer using
numbers they learned. Since asking and checking the time is one of the most
Aims
common topics, students will be motivated to apply the expressions to the real
life situations.
◦Role-play: 'Cinderella'
◦Let's Role-play ◦Listen and do
4 45~47
◦Let's Review ◦Look at the pictures and speak
◦Activity in real context
❙• 73 •❙
4-4-1 What time is it? pp. 38-39
✎ Development ✎ Closing
Look and Listen⑴ Review
Look at the picture Review today's lesson
Excuse me. What time is it, Mr./Mrs___? (Hiding one of the number cards at the back)
(Pointing to the clock on the wall) It's ___ Guess what time it is.
o'clock. Now, open your books to page 38 and Well done. Look at the clock on the wall. Ask
think about what the story is about. and answer the time with your partner.
Tips Note that pre-listening 1 on the CD-ROM title Good-bye
which provides three different situations will help Next time, we will learn more about asking and
students understand the main dialogue. answering questions about the time.
Listen to the dialogue It's time to say good bye. See you later.
What expressions did you hear?
How did Minsu ask about the time? How did EXTRA
Minsu's Mom answer?
Listen again
Let's Make Ten ◷ 5'
What time was it in fact?
Why did Minsu rush out of the house? 【Materials】None
【Grouping】Whole class
Listen and Repeat⑴ 【Expressions】one, two, three, four, five, six,
Let's watch the screen seven, eight, nine, ten
Let's watch the story first. ▸Make groups of six or eight.
Listen and repeat ▸Everybody claps four beats. (For one, slap on
Tips Have students practice over and over again by their knees, for two, clap their hands, for three,
clicking the numbers of difficult expressions. stretch out their right thumbs and for last beat
Practice four, stretch out their left thumbs.)
(Have students ask a question, "What time is it?") ▸Teachers says one at the fourth beat. Then
It's ___ o'clock. students say nine to make ten.
(Showing the number cards to students so that Teacher: (Slap, clap, right thumb) Three.
they can answer) Now it's your turn to say the time. Students: (Slap, clap, right thumb) Seven.
What time is it? ▸Change the speed. It's a good exercise for numbers.
❙• 74 •❙
4-4-2 What time is it? pp. 40-42
• To ask the time using the expression, "What time is it?" and to answer the
Objectives question
• To respond to the given time using the expression, "It's time for ~."______
✎ Development ✎ Closing
Review
Look and Listen⑵
Review today's lesson
Look at the picture
Let's do the chant one more time.
What's happening in the picture?
Who can do the chant for me? I need two
Watch the screen and listen to pre-listening.
volunteers. One will chant the question part, the
Tips Use pre-listening function on the CD-ROM title.
other will do the answering part. The rest of the
Let's listen to the dialogue
class will do the last two lines.
What expression was repeated the most?
Good-bye
What is Minsu doing?
Review today's lesson at home.
Tips Check the times (ten, two, twelve o'clock) of the You did a good job. See you later.
three scenes shown in the dialogue.
Listen again
EXTRA
How did Minsu know about lunch time?
How did he say it's lunch time?
Board Game◷ 10'
Listen and Repeat⑵ 【Materials】Board with clock pictures, coin
Listen and repeat
【Grouping】Group work
Have the students repeat the native English Teacher
【Expressions】What time is it?
as they watch the paused scene.
It's __ o'clock. It's time for ____.
Practice
Look at the picture. If I am right, repeat after ▸Make groups of four.
me. If I'm wrong, be silent. First, you ask me ▸The first player of each team flicks the coin.
▸When the coin lands on a space, the rest of
the question, "What time is it?"
the team ask, "What time is it?"
▸The player should answer the time along with
Let's Chant
the expression, "It's time for ____." based on
Listen to the chant
the picture.
Tips After playing the chant, let the students repeat
▸If the answer is right, write his/her name in
what they have heard in the chant. 2. Explain
the grid.
what 'tick tock' means.
▸The student who has the most spaces wins.
Do the chant
Tips Before the game begins, the other rules can be
Now, lip synch the chant with me.
Let's chant one part at a time. decided by group members.
❙• 75 •❙
4-4-3 What time is it? pp. 43-44
• To ask and answer questions about time while singing the 'What
Objectives time is it' song
• To read words aloud and match them with the pictures
❙• 76 •❙
4-4-4 What time is it? pp. 45-47
• To ask and answer questions about the time by doing a role play
Objectives
• To consolidate the expressions in real situations
❙• 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 ____.
Good!
4:00 11:00
Do it again.
Good! Sorry!
12:00 2:00 Miss
Do it gain. your turn.
Good!
3:00 12:00
Do it gain.
Sorry!
6:00 Miss 8:00
your turn.
Sorry!
10:00 7:00 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 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.
❙• 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
answering who they are
Listening
To listen to and understand the expressions about introducing
their family or friends
Objectives
To ask and answer about someone's name
Speaking
To introduce their family and friends to others
Communicative
Introducing people Who is she? She is Mina.
Communicative functions
Functions and
Structures Language Who is _________?
structures He/She is _________.
Vocabulary boy, brother, father, girl, he, mother, pretty, puppy, right, she, sister, who
❙• 81 •❙
4-5-1 Who Is She? pp. 50-51
❙• 82 •❙
4-5-2 Who Is She? pp. 52-54
He/She is_________.
✎ Warm up
▸ Have students work in groups.
Greetings
▸ Shuffle the baby pictures of students and put
Good morning, class. How are you today?
them in a bag. One student chooses a picture
How's the weather today?
Review and shows it to others.
(Show a partially covered picture.) Take a guess ▸ When other students ask who he/she is, the
who it is. students guess whose picture it is.
She is a beautiful girl. She has a fin. She lives ▸ Change the group members and play the game
in the sea. She loves a prince. Who is she? again.
She is a mermaid. Tips Students can draw a picture of themselves if
Tips Use the photos of celebrities or fairy tale they don't bring a photo. Use a photo projector
characters. to show the pictures and do this game as a
Objectives whole class activity.
Present the objectives
✎ Closing
✎ Development Review
Look and Listen⑵ Review today's lesson
Look at the picture I'll tell you about someone in our class.
Who are they? (Describe a student in the class and have
What's happening? students guess who she/he is.)
Let's watch the screen Guess who he/she is.
(After Pre-listening) What do people say? He's wearing a red shirt. He has short hair. He
Listen to the dialogue can run fast. Who is he?
Where does this happen? Good-bye
Who does Anne think the girl is? Time's up.
Who plays Alice? Have a good day. Bye, class.
Listen again
Let's listen again and check your answers. EXTRA
✎ Warm up
Let's Play⑶: Survey ◷ 10'
Greetings
【Materials】Paper, pencil
Good morning, class. How are you today?
【Grouping】Individual work
How's the weather today?
【Expressions】Hi, Mina. Who is she/he?
Review
She/He is my friend, Minsu.
Do you remember the last lesson?
She is my mother/sister.
(Showing a student's baby picture) Take a guess,
He is my father/brother.
please. Who is this?
Tips If students cannot give the correct answer, give ▸Ask students to draw a picture of their
them hints like 'It's a boy or girl.' classmate or family member on a piece of
Objectives paper.
Present the objectives ▸When the teacher says "Go!", the students start
the survey.
▸Students ask each other who they drew, and
✎ Development
write down the answers on the survey sheet.
Look and Speak ▸Ask students to meet as many friends as
Let's listen to Dialogue One
possible in a given time.
Look at the screen and listen carefully, please.
Tips Keep the pictures simple so they don't take a
How did Thomas ask about the picture?
long time to draw.
Who is that snowman?
Let's listen to Dialogue Two
How did Thomas ask about the actor?
How did Tony answer Thomas?
✎ Closing
If the boy's name is Minsu, how can you Review
answer? Review today's lesson
(The teacher goes around the classroom and asks
Let's Sing a question to each student. All the students
Let's listen to the song answer the teacher.) Who is this/that?
Practice Good-bye
Let's sing the song part by part. Next time, we will do a role-play and finish this
Now, let's sing together. lesson.
Tips When the teacher points to a student, all the Time's up. See you next week.
students sing the song using his/her name. Good-bye, class.
❙• 84 •❙
4-5-4 Who Is She? pp. 57-59
✎ Development ✎ Closing
Let's Role-play: Shim Cheong ◷ 20' Review
【Materials】Props for the role-play Wrap up Lesson 5
【Grouping】Group work We've learned the expressions of "Who is
【Expressions】Who is this/that/she/he? this/that/she/he?" and "She/He is_________."
She/He is_________. Good-bye
Look at the picture Time's up. Next class, we'll study lesson 6.
Open your book to page 57 and look at the Good-bye, everyone. See you then.
pictures.
Who are they?
What story is it?
EXTRA
What's happening?
Listen to the dialogue
What did the King say to Shim Cheong when BINGO ◷ 10'
she was surprised by her father?
How did Shim Cheong answer him?
【Materials】Bingo boards
How did she introduce her father to the King?
【Grouping】Whole Class
How did the King and Shim Cheong's father
【Expressions】Who is this/that/she/he?
greet each other?
She/He is_________.
Listen and repeat
Please repeat each sentence. ▸Have students write down their classmates'
Role play names on the bingo board.
Tips
▸The teacher asks "Who is that?" to the class
Students take a role and practice the dialog by
pointing to one student.
acting out. Students do the role-play with their
▸The whole class answers, "He/She is____."
group members in front of the class.
▸If students find his/her name on their bingo
board, they draw an ○ or ☓ on the space.
Let's Review
▸Next, the student who was chosen by the
Listen and find the right pictures
teacher stands up and asks another student,
Listen carefully, and choose the correct picture.
"Who is that?"
Write down the number in each circle.
▸Repeat the game until someone has two
Let's check how well you did.
straight lines.
❙• 85 •❙
Let's Chant: Who is This?
Lesson 5 Who Is She?
Who is This? Who is This?
Look and Listen(1)
Who is This? Boom boom boom.
(People are lining up to see the school play.
It's a snowman. It's a snowman.
Julie's father, Mr. Brown, drops a photo from his
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.) Let's Sing: Who is She?
Thomas: (Pointing at Zeeto in the picture with Who is she? Who is she?
his finger) Who is this? She is Julie. Julie is my friend.
❙• 86 •❙
Lesson 5. Who Is She?(3/4)
Word Cards
father
mother
sister
brother
❙• 87 •❙
Lesson 5. Who Is She?(4/4) Name _________________
❙• 88 •❙
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 To ask and answer the expressions about ownership
Speaking
To describe objects
Vocabulary bat, color, cute, green, notebook, pencil case, red, white
❙• 89 •❙
4-6-1 Is This Your Cap? pp. 60-61
❙• 90 •❙
4-6-2 Is This Your Cap? pp. 62-64
• To ask and answer the question "Is this your ____ ?"
Objectives
• To understand expressions about colors and describe colors of objects
❙• 91 •❙
4-6-3 Is This Your Cap? pp. 65-66
• To sing along and use the expressions which they learned in previous
Objectives lessons
• To read words and match them to the right pictures
✎ Development
✎ Closing
Look and Speak
Let's listen to Dialogue One Review
What did Julie ask Mina? Review today's lesson
What did Julie say about the puppy? I'll show you a word and a time.
Let's listen to Dialogue Two Say a question with these words. Is this your
When Mina asked Julie the color of her cap, bat/book/pencil/cap?
how did Julie answer? Good-bye
When Minsu found the cap, what did Mina ask Did you have fun today?
Julie? So long, everyone.
Let's Read
Look and listen carefully 【Materials】Worksheets
Open your books to page 65. 【Grouping】Individual work
Let's listen to how to pronounce the words. ▸A student finds the hidden words in the grid
Listen and do and circles them.
Listen and repeat the words after the teacher. Tips Students can work in pairs.
Listen carefully and pick up the right card.
▸Worksheet answers
Read them yourself
Let's read the words aloud. a b c b a tib o o k jg r p e n c ilb d u c a p z
Match the hidden objects with the correct words.
p e n c i l
Let's Play⑶: Lost and Found ◷ 10'
【Materials】School supplies, Picture cards (p.105), b e c d e c
Baskets (for each group) g o n f a k
【Grouping】Whole class
h i o p j l
【Expressions】Is this your pencil?
Yes, it is. Thank you. n o g k i m
You're welcome. b a t r p s
❙• 92 •❙
4-6-4 Is This Your Cap? pp. 67-69
❙• 94 •❙
Lesson 6. Is This Your Cap?(2/4)
❙• 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
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
❙• 96 •❙
7 Sorry, I Can't
In this lesson, students will learn how to make suggestions and they also learn
Aims
how to accept or refuse by making an excuse.
Vocabulary all, badminton, baseball, basketball, play, sick, soccer, table tennis, tired
❙• 97 •❙
4-7-1 Sorry, I Can't pp. 70-71
✎ Development ✎ Closing
Look and Listen⑵ Review
Look at the pictures Review today's lesson
Who is in the picture? (Showing pictures for sports) Please look here.
What are they doing in gym class? What would you say to your friends?
Let's watch the screen (The students say "Let's play badminton.")
(After Pre-listening) What do people say? (Pretend to be tired/sick/hungry) Sorry, I can't.
Listen to the dialogue I'm tired/sick/hungry.
What does Julie say to Minsu? Good-bye
Why can't Minsu play badminton with Julie? You did a good job today. Have a good day.
(Ask listening comprehension check questions.) See you.
✎ Development ✎ Closing
Look and Speak
Review
Let's listen to Dialogue One
Review today's lesson
What did Minsu say to Thomas?
Let's sing the song 'Sorry, I Can't.'
How did Thomas answer Minsu?
(One student chooses a sport card and the other
Let's listen to Dialogue Two
student chooses a condition card.) Ask and
What did Julie ask Minsu to play with her?
answer each other.
When Minsu said "Sorry, I can't.", what did Julie
Good-bye
ask Minsu?
Next week, we will do role play, 'The Ant and
How did Minsu answer Julie?
the Grasshopper'.
So long, everyone.
Let's Sing
Listen to the song EXTRA
Sing the song
Let's sing part by part.
Let's make motions with the song. Reading Fast ◷ 10'
Let's sing the song using other sports.
【Materials】Sports word cards
Let's Read 【Grouping】Whole class
Look and listen carefully 【Expressions】Soccer, baseball, badminton, etc.
Open your books to page 65.
Listen carefully. ▸Post word cards on the board.
Listen and do ▸Choose two students and have them read from
each end to the middle.
Listen and repeat after me.
▸When they meet in the middle, have them do
Now, if I'm right, read after me. If I'm wrong,
'Rock, paper, scissors'. All the students shout
please stay quiet.
together, 'Rock, paper, scissors'.
Read them yourself ▸The winner keeps on reading the words in the
Please find the hidden words in the table. same direction, and the loser goes back to the
Now, let's check the answers. start.
▸When they meet in the middle again, they do
Let's Play⑶: Card Game ◷ 10' 'Rock, paper, scissors' again.
【Materials】Sports picture cards (p.107) ▸The student who reads the all cards first will
【Grouping】Group work be the winner.
【Expressions】Let's play _______. Tips After the students become familiar with the
Ok, let's go./ Sorry, I can't. words, the teacher can change them to sentences.
❙• 100 •❙
4-7-4 Sorry, I Can't pp. 77-79
❙• 101 •❙
Looby looby looby looby li.
Lesson 7 Sorry, I Can't
Looby looby looby li.
Look and Listen(1)
(Minsu is playing soccer with his friends. When he
Let's Sing: Sorry, I can't
sees Thomas sitting on the bench, he says,)
Let's play badminton.
Minsu: (Kicking the ball to Thomas)
Sorry, I can't. Sorry!
Let's play soccer, Thomas.
Let's play badminton.
Thomas: (Kicking the ball back to Minsu)
Sorry, I can't.
Sorry, I can't. I'm tired.
Are you okay?
Minsu: That's too bad.
Cough! I have a cold.
(Minsu is playing with the soccer ball and a boy is
Are you okay?
running toward him.)
Cough! I have a cold. Cough!
Thomas: Watch out! (Minsu and the boy bump into
each other and fall on the ground.
Let's play basketball.
Thomas helps them.)
Sorry, I can't. Sorry!
Thomas: Are you OK? Are you OK?
Let's play basketball.
Minsu, Boy: (Pretending they are not hurt) I'm OK.
Sorry, I can't.
Boy: Thank you.
Are you okay?
Minsu: Thank you.
Cough! I have a cold.
(Thomas laughs.)
Are you okay?
Cough! I have a cold. Cough!
Look and Listen(2)
(Children are playing badminton in the gym class.
Let's Role-Play:
Minsu rips his pants when he tries to catch a
The Ant and the Grasshopper
shuttlecock.)
(It's a very hot summer. The ant is working hard
Julie: Minsu, let's play badminton.
to gather its food. The grasshopper is singing a
Minsu: (Embarrassed) Ummm. Sorry, I can't.
song and playing the violin. The heavy food is
Julie: Are you all right?
slipping from the ant's back.)
Minsu: Oh, I'm sick. I have a cold.
Ant: Hey, can you help me?
Julie: That's too bad.
Grasshopper: (Suddenly pretending sick)
I'm sorry. I'm sick.
Let's Chant: Let's Play Badminton
Ant: That's too bad. (In a while, the ant falls
Looby looby looby looby li.
down.) Can you help me?
Looby looby looby li.
Grasshopper: (Suddenly coughing) I'm sorry.
Let's play badminton.
I have a cold.
Sorry, I can't (Sorry!)
Ant: That's too bad.
Let's play badminton.
(One cold winter day, a beggar grasshopper is
Sorry, I can't (Sorry!)
walking.)
Looby looby looby looby li.
Grasshopper: (Collapsing) I'm hungry.
Looby looby looby li.
(The door is open and the ant comes out.)
Grasshopper: Can you help me?
Looby looby looby looby li.
Ant: Sure, I can.
Looby looby looby li.
(This is the ant's house. Ant gives the grasshopper
Let's play basketball.
a blanket and food.)
Sorry, I can't (Sorry!)
Ant: This is for you.
Let's play basketball.
Grasshopper: (In tears) Thank you.
Sorry, I can't (Sorry!)
❙• 102 •❙
Lesson 7. Sorry, I Can't(2/4)
Picture Cards
❙• 103 •❙
Lesson 7. Sorry, I Can't(2/4) Name _________________
Vocabulary bike, black, blue, brown, candy, doll, hundred, pink, stop, there, want, yellow
❙• 105 •❙
4-8-1 How Much Is It? pp. 80-81
✎ Development
✎ Closing
Look and Listen⑴
Look at the picture Review
What is Tony doing? Review today's lesson
Who comes to Tony's room? What do you want for Christmas?
Let's watch the screen What do you say when you hand something to
(After Pre-listening) What did the people say? your friend?
Listen to the dialogue Good-bye
What does Tony want? Time's up. Good-bye.
Why does the Santa give Tony a watch? Take care, everyone.
Listen again
How does Santa call Tony?
EXTRA
Why does Tony want a watch?
Tips Try to elicit as many words or phrases as possible.
Slapping Game ◷ 10'
Listen and Repeat⑴
Listen and repeat
【Materials】Picture cards(p.109)
Practice
【Grouping】Pair work
Let's ask and answer questions about what
【Expressions】Same as Let's Play⑴
you want.
(Holding up a watch) What do you want? ▸The students work in pairs and put 8 picture
cards in the middle of their desks.
Let's Play⑴: Card Game ◷ 10' ▸Students ask the teacher "What do you want?"
【Materials】Picture cards(p.109) ▸When the teacher says "I want a ___.",
【Grouping】Whole class, pair work students slap the right cards with their hand.
【Expressions】What do you want? ▸After slapping the cards, they need to say the
I want ___________. sentence "I want ______." If they can't say it, the
(a yellow bag/black bike/white doll/ other person gets the card and says the sentence.
blue pencil/brown hat/yellow watch/ ▸The person with the most cards at the end will
pink ruler/green eraser) be the winner.
Tips Make sure that students use only one hand.
▸Students listen to a teacher and color the
pictures. If they hit the card at the same time, the person
who says the sentence first gets the card.
▸When students finish coloring the eight
❙• 106 •❙
4-8-2 How Much Is It? pp. 82-84
✎ Development
Look and Listen⑵
✎ Closing
Look at the pictures Review
Who is in the picture? Review today's lesson
What are they doing? (Showing a picture) What do you want?
What's happening in the picture? Good-bye
Let's watch the screen We will read the words and sing a song for
(After Pre-listening) What did the people say? more practice next time. Have a good day.
Listen to the dialogue See you.
What does Tony say when he asks about the
price?
(Ask listening comprehension check questions.) EXTRA
❙• 108 •❙
4-8-4 How Much Is It? pp. 87-89
❙• 109 •❙
What do you want? I want a bag.
Lesson 8 How Much Is It?
What do you want? I want a bag.
Look and Listen(1)
Walla walla walla dee.
(One snowy winter night, Tony is sleeping and he
Walla walla dee.
gets his sister's watch in his dream. Then he wakes
up as Santa Clause comes into the room through
Let's Sing: What Do You Want?
the window. He is surprised and happy about this.)
What do you want, Minsu?
Tony: Oh, Santa!
I want a watch, please.
Santa: Good boy, what do you want?
This is for you.
Tony: I want a watch.
Oh, thank you!
Santa: Here. This is for you.
Hee! hee! hee! hee! hee! hee!
Tony: Thank you.
(As Tony kisses the watch, he wakes up and finds
What do you want, Julie?
himself holding his pillow.)
I want a ruler, please.
This is for you.
Look and Listen(2)
Oh, thank you!
(Flea market is held in Julie's school and she
Hee! hee! hee! hee! hee! hee!
donates her watch. Tony is happy to find his
sister's watch at the flea market.)
Let's Role-Play: Animals in a Forest
Mina: Can I help you?
(In a mountain, a woman is walking with a round
Tony: Yes, please.
basket. She is facing a tiger.)
Mina: What do you want?
Woman: (Frightened) Help me! Who are you?
Tony: That yellow watch, please. How much is it?
What do you want?
Mina: Five hundred won.
Tiger: I want a cake.
Tony: Oh, oh. I have four hundred won.
Woman: OK, OK. This is for you.
Mina: OK. Here you are.
(The tiger disappears. The woman begins to walk
(Tony runs to Julie and shows it.)
again. At this time a bear appears before her.)
Tony: Julie! Julie! Look at this watch. I like it.
Woman: (Trembling) What do you want?
Bear: I want an apple.
Let's Chant: What Do You Want?
Woman: (With her hands trembling)
Walla walla walla dee.
OK, OK. This is for you.
Walla walla walla dee. Ah-ha!
(The woman begins to walk again. At this time a
Walla walla walla dee.
wolf appears before her.)
Walla walla dee.
Woman: (Trembling) What do you want?
What do you want? I want a watch.
Wolf: (Making a horrible smile) I want a candy.
What do you want? I want a watch.
(The woman puts her hand into the basket and
Walla walla walla dee.
covers the candy with a diarrhea remedy.)
Walla walla dee.
Woman: (With her hands trembling)
OK, ok. This is for you.
Walla walla walla dee.
(The woman gets home safely. The wolf runs here
Walla walla walla dee. Ah-ha!
and there, because of stomachache.)
Walla walla walla dee.
Walla walla dee.
❙• 110 •❙
Lesson 8. How Much Is It?(3/4)
How Much?
A. Name : _______________
❙• 111 •❙
Lesson 8. How Much Is It?(3/4)
How Much?
B. Name : _______________
❙• 112 •❙
PART
Appendix
1. Communicative Functions and Sample Sentences
2. Vocabulary
3. Useful Websites
Appreciation
Friendship Activities
Expressing one's appreciation
Greetings
Thank you (very much).
Meeting and saying good-bye
Thanks a lot.
Hello!(Hi)
Good morning/afternoon/evening.
Replying to one's appreciation
Good-bye. (Bye-bye.)
Sure.
So long.
You're welcome.
See you later.
(It's) My pleasure.
Take care.
Have a nice day.
Drawing attention
Saying hello
Look
How are you?
Listen
How's it going?
Excuse me.
How's your family?
Pardon me.
How are things?
Hello, can you help me?
Replying to hello
Fine, thanks.
Compliment, Congratulation, Interjection
I'm okay, thanks.
Compliment
Not (too/so) bad, thanks.
(Very) Good (for you)!
Not (too/so) good.
Well done!
Congratulation
Introduction
Happy birthday (to you)!
Self-introduction
Congratulations!
I'm Jiyoung.
Replying to compliment and congratulation
My name's Jiyoung.
How nice (of you)!
Introducing other person
You're so kind.
This is my friend, Minho.
Interjection
Replying to someone's introduction
What a nice bag!
Nice to meet you.
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 Describing a fact
How about tomorrow? She has big brown eyes.
Replying to someone's suggestion My mother is a teacher.
Sure.
No problem. Habits
Sorry, I can't. I get up at seven every day.
❙• 116 •❙
Suggestion and invitation Confirmation
Suggestion and invitation Asking about someone's confirmation
Can you join us? Are you sure?
Would you like to come? Expressing uncertainty
Will you help me with my homework? 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 Open your book
Suggesting Prohibition
Let's go swimming. 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). Saying one's own opinion
Declining I have no idea
Sorry, I can't.
I'm sorry, but I have other plans.
Expressing one's feelings
Can or Can't
Likes and dislikes
Asking if someone can do something and
Asking about someone's likes and dislikes
answering
Do (Don't) you like pears?
Can you swim?
Saying one's likes and dislikes
Sure, I can.
I (don't) like apples.
He can swim.
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
Anger Be careful!
He is angry. Watch out!
Surprise
What a surprise! Problem solving
Sympathy Shopping
Expressing one's sympathy How much is it?
That's too bad. May I help you?
I'll take it.
Moral attitude
Asking again
❙• 121 •❙
sit supper tomorrow week
skirt sure tonight welcome
sky sweet too well
sleep swim tooth west
slow switch towel what
small town when
smile T toy where
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 wind
son television/TV
U window
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 wow
stairs they V write
stand thick wrong
vegetable
star thin very Y
start think visit
station thirsty yard
stay this W yes/yeah/yup
stop through year
store wait
thumb yellow
story walk
tie yesterday
street want
tiger you
strong warm
time young
student wash
tired
study watch Z
to
subway water
today zebra
sugar way
toe zero
summer we
together zoo
sun weak
toilet
wear
❙• 122 •❙
. Useful Websites
www.britishcouncil.org/kids.
Games, songs, stories and lots of activities ★★★★★
htm
weekstudy.coolschool.co.kr/
Pop songs are available ★★★★
study/pops/pops_list2.htm
reading-z.com E-books for reading (level A~Z) and related worksheet. ★★★
❙• 123 •❙
Website Address Contents Rating
www.genkienglish.net/game Many game ideas that are simple and useful for
★★★
s.htm different age groups
❙• 124 •❙
. Related Story Books
3rd Grade
❙• 125 •❙
4th Grade
1. Nice To Meet you. What's the weather like today? Rozanne Lanczak Williams
❙• 126 •❙
5th Grade
Learn to read
3. It's Under the Table Pigs (Creative Teaching Press)
Learn to read
5. Where Is On the go (Creative Teaching Press)
Namdaemun(Sungnyemun)?
City Sounds Jean Marzollo & Sophia Latto
❙• 127 •❙
5th Grade
Paul Mcguire
14. Is Peter There? Fireman Bill and the dragon (Oxford Storyland Readers)
Learn to read
I'm special (Creative Teaching Express)
15. Can You Join Us? Clap your hands Lorinda Bryan Cauley
Learn to read
Our pumpkin (Creative Teaching Express)
6th Grade
2. Is This York Street? Home alone 2 - Lost in New York adapted by Jordan Horowits
4. When is Your Birthday? When this box is full Patricia Lillie & Donald Crews
❙• 128 •❙
6th Grade
14. Would You Like to The town mouse and the country Classic Tales (Oxford)
mouse
Come to My House?
Judith Grey
15. It's Time to Go Home. What time is it? (A Giant First-Start Reader)
Joan Steiner
Look-alike Jr. (A Look-like Picture Puzzle Book)
16. So Long, Everyone!
Friends Helme Heine
❙• 129 •❙
. Hangul, the Korean Alphabet
1 Official name
The modern name Hangul (한글) was coined by Ju Sigyeong in 1912. Han (한) meant "great"
in archaic Korean, while geul (글) is the native Korean word for "script".
2 History
Invented and promulgated by Sejong the Great, the fourth King of the Josun Dynasty in 1446,
Hangul, or the Korean alphabet, originally had 28 letters. Four letters of the original 28
disappeared from use in the long history of more than 500 years, and at present, only 24 letters
are in use.
King Sejong explained the need for the new script by saying that the Korean language was
different from Chinese; Chinese characters (known as Hanja) was too difficult for the common
people to write. Likewise, only privileged aristocrats (Yangban), usually male, could read and
write fluently. The majority of Koreans were actually illiterate before the invention of Hangul.
Hangul was designed so that even a commoner could learn to read and write; a document
called Haerye says, "A wise man can acquaint himself with them before the morning is over; a
fool can learn them in the space of ten days."
3 Characteristics
The Korean letters are phonetic symbols, not hieroglyphs, and the language has an abundant
vocabulary of sensitive and emotional expressions. Thus, the abundance of onomatopoeic,
simulation, adjective and exclamatory words are distinguishing characteristics of the Korean
language.
4 Letters
There are 24 letters in the Korean alphabet, ten vowels as medials and fourteen consonants
used both as initial and final letters. Besides these, there are also double consonants, formed by
and based on the original single consonants. The Korean alphabet can be written not only side
ways but also vertically.
The design of the vowels can be explained according to the principles of yin and yang and
vowel harmony. The consonant letters were designed according to articulatory phonetics.
❙• 130 •❙
5 Phonetic value
The individual letter has a phonetic value and an independent form. When two or more letters
are written together, they form syllables, just as in Latin.
It is very helpful for foreign readers to note the spelling rules and the manner in which the
symbols are combined to make syllables and words.
The table below illustrates the vowels and consonants.
Vowels ㅏ ㅑ ㅓ ㅕ ㅗ ㅛ ㅜ ㅠ ㅡ ㅣ
(모음) (a) (ya) (eo) (yeo) (o) (yo) (u) (yu) (eu) (i)
ㄱ ㄴ ㄷ ㄹ ㅁ ㅂ ㅅ ㅇ ㅈ ㅊ
Consonants (g,k) (n) (d,t) (r,l) (m) (b,p) (s) (ng) (j) (ch)
(자음) ㅋ ㅌ ㅍ ㅎ
(k) (t) (p) (h)
6 Expressions
Thank you. 감사합니다. (Gam-sa-ham-ni-da.)
I'm sorry. 미안합니다. (Mi-an-ham-ni-da.)
Excuse me. 실례합니다. (Sil-rye-ham-ni-da.)
Good morning? 안녕하십니까? (An-nyong-ha-sim-ni-ga?)
Please speak more slowly. 좀 더 천 천 히 말 씀 해 주 십 시 오 .
(Jom-deo-cheon-cheon-hi-mal-seum-hae-ju-sip-si-o)
How's the weather today? 오늘 날씨가 어때요? (o-neul-nal-si-ga-eo-dae-yo?)
Let's review the last lesson. 지난 수업을 복습해 봅시다.
(Ji-nan-su-eop-eul-bok-seup-hae-bop-si-da)
Open your books to page 10. 책 10쪽을 펴세요. (chaek-sip-chok-eul-pyeo-se-yo)
Let's watch the video. 비디오를 봅시다. (bi-di-o-reul-bop-si-da)
Look at the blackboard. 칠판을 보세요. (chil-pan-eul-bo-se-yo)
Come up here./Come to the front. 앞으로 나오세요. (ap-eu-ro-na-o-se-yo)
Let's play a game. 게임을 해 봅시다. (ge-im-eul-hae-bop-si-da)
Is everything clear? 이해했나요? (i-hae-haet-na-yo?)
Try again. 다시 해 보세요. (da-si-hae-bo-se-yo)
❙• 131 •❙
. Korean Folk Tales
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.
❙• 133 •❙
The Golden Axe and the Silver Axe
Once upon a time there lived a good woodcutter. He was very poor, so he used to go to the
forest to cut down trees in order to make a living.
One day while he was chopping a tree near a pond, his old axe fell into the pond by mistake.
He said to himself, "Oh, no! If I don't have that axe, I can't cut down trees. Then I will not be
able to earn any money. How can I take care of my parents?" He was so sad and upset that he
cried. The pond god listened to the woodcutter's crying and arose from the pond. "Why are you
sad?" the god asked the woodcutter. "I am a woodcutter. While I was chopping the tree, my axe
fell into the pond. If I don't have the axe, I won’t be able to earn any money," the woodcutter
answered.
The pond god disappeared. A little later the god soon appeared with a silver axe. "Is this silver
axe yours?" the god asked. "No, it isn't," the woodcutter answered. The god disappeared again.
This time he came back with a golden axe and asked, "Is this golden axe yours?" The
woodcutter answered, "No it isn't." Finally, the pond god showed him an old rusty iron axe. "Is
this yours?" The woodcutter answered, "Yes, yes, yes! That's an iron axe. That's mine." He was
so happy to find his old iron axe.
The pond god was so happy with his honesty that he said "You are very honest. I will give
you all three axes as a reward." The god gave him all three axes. The woodcutter and his
parents lived happily ever after.
❙• 134 •❙
The Tale of Shim Cheong
Once upon a time, there lived an old blind man, Mr. Shim. He had a daughter named Shim
Cheong. Her mother died three days after she was born, so Mr. Shim lived alone with his
daughter. Even though Shim Cheong was very young, she worked so hard to serve her blind
father. She was well-known as a devoted daughter in the village.
One day, Mr. Shim was crossing the stream. When he was trying to cross a narrow wooden
bridge over the stream, he lost his footing and fell into the water. A Buddhist monk was
passing by at that moment and he pulled Mr. Shim out of the water. The monk looked at him
for a second and told him softly, "I pity the blind. If you donate 300 bags of rice to Buddha,
you will be able to see."
After the monk left, Mr. Shim began to worry. When Cheong got home late that night, she saw
her father's worried face. Cheong asked what happened to her father. Mr. Shim told her the
whole story.
One day, a group of sailors came into the village. They were sailing to China with their cargo,
and wanted to buy a maiden so that they could sacrifice her to the angry sea dragon. Shim
Cheong heard that these men would pay any price for a maiden. She immediately went to the
sailors and told them that she would sell herself to them. People in the village were so sad, but
they were so impressed by her devotion.
A strong wind began to blow and high waves rocked the ship. The ship was lost in a terrible
storm in the middle of the sea. Cheong threw herself into the angry waves. The sailor prayed
for her. Suddenly, the sea became quiet.
After several days, When Shim Cheong opened her eyes, she found herself lying in a beautiful
room she'd never seen before. The sea dragon king was so impressed by her love and devotion
to her father that he saved Cheong and wanted to do something wonderful for her. He put her
in a big lotus flower and sent her back into the world.
Some fishermen saw the big lotus flower floating in the sea and they took it to the king. When
the fishermen delivered the lotus flower to the king he was stunned by its beauty. Then the
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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.
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"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.
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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.
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 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".
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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
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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.
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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
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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.
■ Recast is when the teacher repeats the sentence in its correct form. For example:
S. Where you go yesterday?
T. Where did you go yesterday?
■ Clarification request is when the teacher asks a student for clarification. For example:
T. How long have you had your glasses?
S. Two.
T. What do you mean? Two what?
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■ 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.
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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.
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.
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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.
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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
● J. Michael O'Malley and Lorraine Valdez Pierce. 1996. Authentic Assessment for
Education.
● Lynne Cook, Ph.D. 2004. Co-Teaching: Principles, Practices, and Pragmatics. New
● 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.
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