Grade 4 Full

Preface
Greetings & Some Expectations for NSETs
Greetings to you all, the Native Speaking English Teachers (NSETs) who
are committing yourselves to help improve elementary and secondary school
English education in Seoul. 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.
In order not to stagnate in the face of global development, Korean

students spend a huge amount of time and energy learning English. According
to Korea's Munhwa Broadcasting Corporation(MBC), a Korean student spends
an average of 15,548 hours learning English from middle school through
college. If you take into account the amount of preschoolers learning English,
it can be concluded that Korea spends an enormous amount of time and
money on English education.
Thanks to the amount of time and effort spent on English education, most
Korean students achieve a high level proficiency in English, mainly in reading,
by the 11th or 12th grade. They retain quite extensive vocabulary as well.
Regardless of their reading proficiency, many students still find it difficult
to express themselves comfortably in English. In response, Seoul Metropolitan
Office of Education (SMOE) introduced a new English program in 2005. This
program enabled the government to invite Native Speaking English Teachers
to work in schools throughout Seoul. Your presence and commitment symbolize
the paradigm shift of public school English education here in Korea.
I would like to take this opportunity to highlight some of the expectations

toward you not only from SMOE but also from students, the real
beneficiaries of your teaching.
You as NSETs are expected to:

1. focus on the development of students' oral communication skills.
Your teaching methods should be designed to give students the
opportunity to communicate in English as much as possible. This will ensure
their communicative competence can emerge naturally. This does not mean
that your lessons should be limited to fostering only oral communication skills.
Focusing on one aspect of language teaching can be detrimental to the other
areas. As well as communicative lessons teachers are encouraged to integrate
other language skills such as reading and writing into their lessons.
2. design your lesson according to student's English proficiency level.

Because of the diversity of students English ability teachers should plan
adaptable lessons according to individual classes. Every class will be different
and teachers should plan accordingly. Each school will have differently styled
English classes. Some schools may separate students according to their
English proficiency level while others will have mixed ability classes. To
prepare for this, teachers should attempt to customize lessons for each
level. This will ensure higher level students are challenged and lower levels
are not overwhelmed. For your benefit, this guide book introduces a couple of
sample lesson plans designed in different levels.
3. plan your lesson based on the authorized textbooks.

Ministry of Education, Science and Technology ensures that school
textbooks follow the national curriculum. As a teacher it is your job to
provide lessons that adhere to the goals and major themes of the national
school curriculum. You are strongly advised to plan your lessons based on the
authorized textbooks. The purpose of this guide book is to help you become
more familiar with the approved lessons. This does not mean that your
teaching materials should be limited to your school's authorized textbooks.
Use the textbooks as a starting point to develop lessons around the topics
provided.
4. develop a co-teaching plan through collaboration with co-teacher(s).

For a successful co-teaching lesson, both NSET(s) and KET(s) have to
work together to create a weekly, monthly and yearly co-teaching plan in
advance. Oftentimes, your school affairs may prevent you from having the
chance to discuss a lesson plan. Setting aside a certain time each week is
one way to ensure regular meetings. When it comes to developing a weekly
plan, a three step collaboration is suggested: pre-class collaboration, in-class
collaboration and after-class collaboration. For more details regarding
co-teaching, you can refer to the CO-TEACHING GUIDELINES in this book.
5. have a strong sense of creativity and motivation.

The motto of school education of Seoul is to 'produce people of integrity
coupled with creativity and competence.' With this motto in mind, you are
advised to come up with motivating lesson plans conducive to building
students' creativity and competence. There are several teaching techniques
utilized by teachers in Korean classrooms. Some of them are: peer
competitions, relatable topics, activities requiring students to move about the
classroom, telling stories about yourself and the inclusion of diverse materials, etc.
6. simplify your spoken English.

While Korean students excel in reading, they are much weaker in listening.
Some of your students may not be accustomed to communicating with a
native English speaker and may not understand you. Therefore, you should try
to simplify your spoken English to give students the chance to understand
you. Of course when dealing with higher level students you may choose not to
simplify or adapt your language.
7. educate yourself about the Korean culture.
Koreans' way of thinking and behaving may confuse and possibly aggravate
even the most cultured westerners. The best way to reduce any possible
problems is to attempt to understand the differences and similarities
between Korean culture and your own. Why not try to familiarize yourselves
with Korean culture? This would benefit not only your lives in Korea but the
knowledge you acquire could be utilized into your teaching.
8. try to learn more about your school's vision and philosophy.

Every school has its own vision and philosophy. You are one of the faculty
members of the school and have a responsibility to share its vision and
philosophy. You should encourage students to achieve and embrace your
school's vision and philosophy. In this area your Korean co-teacher(s) will
certainly be a big help to you.
Dear all, you are here with us to help provide quality English education to
Korean students. You are not here as token foreigners promoting a Korean
English education policy. As mentioned earlier, your presence and commitment
symbolize the paradigm shift of school English education in Korea. Remember
that some of your pupils may play a crucial role in the international
community in the future. You are the ones that can help them overcome
their language barrier and build confidence in themselves. Your encouragement
and teaching could help them become valuable members of the global
community. In this sense, I hope that each and every one of you will
motivate yourself to be more proactive in your schools and classes. Please try
your utmost to meet the expectations SMOE and also students have for you.
On behalf of the English education policy department of SMOE, I would like
to express our appreciation for your dedication in improving the English
education system in Seoul and wish you a very memorable time in Korea.
Contents
The Generality
1. Goals of Elementary English Curriculum ························································ 3

1.1 Characteristics ····································································································· 3
1.2 Goals ······················································································································· 4
2. Contents of Elementary English Curriculum ················································· 5

2.1 System of Contents ··························································································· 5
2.2 Achievement Standards by Grades/Levels ················································· 7
3. Teaching and Learning Methods ······································································ 12
4. Teaching Methods for Elementary Learners ················································ 14

4.1 Overview of Teaching Methods for Language Learning ····················· 14
4.2 Examples of Listening and Speaking Activities ···································· 16
5. Evaluation ················································································································· 17
5.1 Purposes of Assessment for English Learners ······································· 17
5.2 Principles of Korean Elementary English Evaluation ························· 18
5.3 Authentic Assessment ····················································································· 18
6. Composition Principles and Features of Textbook ······································ 21

6.1 Composition Principles and Features of Textbook ······························· 21
6.2 Details ·················································································································· 21
7. Co-teaching ··············································································································· 25
7.1 Definition ············································································································ 25
7.2 Co-teaching Approaches ················································································· 25
7.3 Co-teaching Steps ····························································································· 26
7.4 Roles for Co-teaching between KET and NSET ··································· 27
7.5 Co-teaching Lesson Plan(Example) ···························································· 32
8. The Yearly Plan of Teaching ············································································· 34

8.1 3rd Grade ··········································································································· 34
8.2 4th Grade ··········································································································· 36
8.3 5th Grade ··········································································································· 38
8.4 6th Grade ··········································································································· 42
Teaching Plan
1. Nice to Meet You ··································································································· 49
2. Don't Do That ·········································································································· 57
3. How Old Are You? ································································································· 65
4. What Time Is It? ··································································································· 73
5. Who Is She? ············································································································· 81
6. Is This Your Cap? ·································································································· 89
7. Sorry, I Can't ··········································································································· 97
8. How Much Is It? ·································································································· 105
Appendix
1. Communicative Functions and Sample Sentences ···································· 115
2. Vocabulary ·············································································································· 119
3. Useful Websites ···································································································· 123
4. Related Story Books ···························································································· 125
5. Hangul, the Korean Alphabet ·········································································· 130
6. Korean Folk Tales ······························································································· 132
7. Frequently Asked Questions ··········································································· 150
∎ References ·················································································································· 155

PART
The Generality
1. Goals of Elementary English Curriculum
2. Contents of Elementary English Curriculum
3. Teaching and Learning Methods
4. Teaching Methods for Elementary Learners
5. Evaluation
6. Composition Principles and Features of Textbook
7. Co-teaching
8. The Yearly Plan of Teaching

1 Goals of Elementary English Curriculum
1.1 Characteristics
Elementary English as a core subject raises students' ability to understand and express the basics
of the language as it is used in their daily lives. It is based on the four functions of language:
listening, speaking, reading and writing. The main focus is on listening and speaking. Reading
and writing are based on simple contents related to the former components.
When applying English teaching methodology, Elementary school students' characteristics should
be considered. First of all, elementary school students are full of curiosity, and their thoughts
and behaviors are strongly affected by their senses and experiences. Teaching methods should be
based on students' senses and experiences 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
2.1 System of Contents
Language Skills
Students will gradually learn how to build up their ability covering four functions of language
: listening, speaking, reading and writing.
Language skills Spoken Language Written Language
Receptive skills Listening Reading
Productive skills Speaking Writing
【Commentary】
Spoken language is introduced earlier than written language. Listening is introduced earlier
than speaking, and reading is introduced earlier than writing. After some time, these four
functions will be integrated systematically.
Communicative Activities
Communicative Activities are composed of spoken language and written language.
Scope Contents
- For spoken language activities, refer to [Appendix 1] 'Communicative
Spoken Language 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
Skills Levels Standards

Students are able to
① distinguish English sound, stress, rhythm, and intonation
② know the meaning of words
③ respond after listening to simple directions and commands in one
sentence
Basic
④ understand simple dialogues about themselves, family members,
Listening
and schools
⑤ enjoy singing short and easy chants and songs
⑥ understand directions for easy and simple games and activities
⑦ understand daily expressions
⑧ listen to words and know the relationship among words
Advanced
⑨ listen to a sentence and to match it to the right picture
① speak with proper stress, rhythm, and intonation
② say words for familiar objects around them
③ say a word or a sentence about objects or pictures
Basic ④ have easy and short conversations about themselves, family
members, and school
Speaking
⑤ repeat short and easy chants and songs
⑥ participate in easy and simple games and activities
⑦ use daily expressions such as greetings
⑧ say sentences about objects or pictures
Advanced ⑨ have short conversations about themselves, family members, and
schools
【Commentary】
'Achievement standards' is the new concept of the 7th National Curriculum. Up until the 6th
National Curriculum, the contents included different materials according to each grade.
Achievement standards are based on a concept which includes contents and objectives. They
are also divided into a basic level and an advanced level. The basic level contains basic
objectives for all students to achieve while the advanced level contains higher objectives for
students who have achieved the basic goals.
❙• 7 •❙
4th Grade

① understand short conversations about their daily lives
② understand brief explanations about things and people
③ respond after listening to simple directions and commands with
one or two sentences
Basic
④ do simple tasks after listening to easy and simple explanations
Listening ⑤ find out when and where the conversations take place after
listening to simple dialogues
⑥ find key words after listening to simple dialogues about daily lives
⑦ understand simple stories of role-plays
⑧ briefly understand the purpose of simple dialogues

Advanced
⑨ distinguish the meanings of two sentences after listening to them

① have easy and simple conversations about daily lives
② ask and answer questions about things and people around them
Basic ③ express sentences about directions and commands
Speaking ④ ask for help when they are in need
⑤ chant and sing songs
⑥ speak and act out in role-plays
⑦ have conversations with proper gestures and expressions

Advanced
⑧ say what they need by using objects and pictures

① read and distinguish capital and lower case letters
Basic ② read easy and simple words
Reading ③ understand meanings of simple words with pictures, real objects,
and actions
④ have an interest in written words around them

Advanced
⑤ practice using alphabet letters on a computer keyboard
【Commentary】
Achievement standards for the 4th grade are built on the achievement standards for the 3rd
grade. Therefore, for teaching the 4th graders, teachers can teach the contents of the 3rd
grade's standards or reorganize the contents in the 4th grade. The written language is
introduced first in the grade 4, but it is limited to recognizing capital and lower case letters
and reading simple words. In the advanced level, teachers can help students speak naturally
by using nonverbal elements such as expressions, gestures, and so on.
❙• 8 •❙
5th Grade

① understand simple expressions about people and things around them
② do tasks after listening to easy explanations
③ understand situations after listening to simple dialogues
Basic
④ understand topics of simple dialogues after listening to them
Listening ⑤ understand simple sentences about past events after listening to
them
⑥ understand basic dialogues on the phone after listening to them
⑦ understand the situation and the purpose of a conversation after

Advanced listening to simple expressions
⑧ understand the details after listening to explanations about a picture

① have simple and appropriate conversations about specific situations
② talk about daily routines
Basic ③ ask and give orders with two or three sentences
④ say the details after listening to simple words
Speaking ⑤ talk briefly about past events
⑥ have a basic conversation on the phone
⑦ use idiomatic expressions relating to their daily lives according to

Advanced situations.
⑧ briefly express their feelings about past events

① understand the meaning of simple words
Basic
② read simple words
Reading ③ read words which they have listened to
④ understand the relationship between sound and spelling

Advanced
⑤ type the alphabet properly on a computer keyboard

① distinguish and write capital and lowercase letters
Basic
② memorize and copy some words which they learned verbally
Writing ③ write some words related to pictures or real things
④ listen to some words and write them

Advanced
⑤ type words on a computer keyboard
❙• 9 •❙
【Commentary】
The introduction of writing is a feature of the achievement standards for the 5th grade. In
speaking, a basic conversation on the phone is presented as the achievement standard. In
writing, the achievement standards of the elementary level are writing words, capital and
lowercase letters. In reading, students are able to understand meanings of some words and
read them out. In listening, teachers have students do tasks after listening to commands or
explanations. Listening in the past tense and understanding it are also included.
6th Grade

① listen to easy and simple expressions about daily lives and
understand the intention and the purpose of what is said
② listen and understand the main ideas of simple dialogues
③ listen to simple expressions and understand the details
Basic
④ listen to simple expressions and understand what will happen in the
Listening future
⑤ listen and understand simple dialogues about asking for reasons
⑥ listen and understand simple expressions about comparing things
⑦ understand a simple telephone conversation
⑧ listen to simple expressions and know the order of what happened

Advanced
⑨ listen to simple expressions and know if they're true or false

① listen to simple expressions about daily lives and ask and answer
questions about them
② express their opinions about ordinary topics in daily lives
③ listen to simple dialogues and state the topic is
Basic
④ listen to simple expressions and point out the details
Speaking ⑤ ask and answer briefly about what happened and what will happen,
etc.
⑥ ask and answer questions about the facts
⑦ make a simple telephone conversation
⑧ describe the various events of the pictures or cartoons in the right

Advanced order
⑨ compare things with simple expressions
❙• 10 •❙

① understand the meaning of simple words or phrases
Basic ② read simple phrases or sentences which they learned verbally
③ read simple sentences
Reading ④ read a short and simple story about daily lives
⑤ read a simple story about daily lives and know if it is true or

Advanced false
⑥ find the same sentences which they have listened to

① write simple words
Basic ② write phrases or sentences which they learned verbally
Writing ③ write upper/lower case letters and punctuation marks (period, question
mark, etc.) correctly
④ describe realia or a phrase in one sentence referring to the sample

Advanced
⑤ write simple birthday invitation cards or Thank-you cards, etc.
【Commentary】
Listening is essential for understanding simple everyday conversations. One of the important
goals of speaking is to improve students' ability to ask and answer some questions or
anticipate the future. Eventually, the goal of reading is to read and understand short and
easy writings about daily lives. Writing has its focus on writing sentences that the students
already have practiced verbally. Also, the ability to punctuate correctly is included in the
achievement standard of writing.
❙• 11 •❙
3 Teaching and Learning Methods
Teaching and Learning Methods

⑴ Get the students stimulated and motivated with songs and chants in a lesson.
⑵ Conduct activity-oriented lessons with role-play and games.
⑶ Try to promote individual and cooperative learning depending on students' level.
⑷ Adapt various teaching methods appropriate to learning objectives and contents.
⑸ Devise teaching methods and materials for supplementary and advanced learning.
⑹ Offer various advanced/supplementary materials to make student-oriented lessons with
individual, pair or group work.
⑺ Supplementary learning encourages systematic individual/small group teaching, while
advanced learning stresses self-directed learning.
⑻ Recognize contents of supplementary learning to meet students' levels, so students can
participate in communication activities positively and with confidence.
⑼ Afford a lot of opportunities for students to have interest and a sense of achievement by
using diverse audio-visual aids and multi-media.
⑽ In the early stages of speaking/writing teaching, emphasize conveying the meaning. Then
gradually shift the focus to fluency.
⑾ In the early stages of teaching speech, avoid the instant correction of students' errors when
it comes to mutual understanding.
⑿ Introduce English speaking culture in proper situation to enable natural culture acquisition.
⒀ Be careful in teaching the linguistic difference between English and Korean.
【Commentary】
Considering the developmental stage of elementary school students, various activities, the use
of media, and diverse forms of group work are recommended. The most ideal
teaching-learning method is individualized teaching, but it is rarely possible due to the
problem in securing teachers, etc. In developed countries, however, making up small groups
within the same class according to the students' ability and differentiated teaching is
possible; this is the core of a level-focused curriculum.
❙• 12 •❙
The advanced and supplementary differentiated English class is operated as elementary
course and subordinate course. The supplementary course is for students who could not
reach the basic achievement standards so they could practice additional basic task-based
learning. The advanced course is to enable enriched learning; this does not mean the
extension of content, but the emphasis on fluency and accuracy of the basic course.
The advanced and supplementary differentiated curriculum can be put into action by teachers
who determine the appropriate time to initiate it. It may be managed by the class or units.
The class can be divided into three groups of basic, supplementary and advanced or just
supplementary and advanced group, etc.
The grouping criteria can be established according to the teacher's judgement, students'
preferences or the results of evaluation. Above all, the teacher's judgement is the most
important. The goal of differentiated curriculum is to enable every student to get the same
quality of education by finding and resolving the deficiency factors promptly. The teacher
should pay special attention to the students in need of the supplementary course.
It is suggested that the advanced course be self-directed learning. In contrast, the
supplementary course requires the teacher's direct teaching which invigorates systematic
make-up class by doing individual or small group activities. It is necessary for teachers to
stress the reorganization of supplementary contents and learning activities, which can help
students build up self-confidence in English.
❙• 13 •❙
4 Teaching Methods for Elementary Learners
4.1 Overview of Teaching Methods for Language Learning

Natural Approach
▪ The essence of language is meaning. Vocabulary, not grammar, is the heart of the language.
▪ Designed to give beginners and intermediate learners basic communicative skills.
▪ Based on a selection of communicative activities and topics derived from learners' needs.
▪ Activities allowing comprehensible input, about things in the here-and-now.
▪ Learners should try to involve themselves in activities involving meaningful communication.
▪ The teacher is the primary source of comprehensible input and must choose a rich mixture of
classroom activities.
▪ Materials come from realia rather than textbooks.
▪ The importance of a positive, low-stress climate.
Total Physical Response

▪ Comprehension before production is implemented through carrying out commands.
▪ Teach oral proficiency to produce learners who can communicate uninhibitedly and
intelligibly with native speakers.
▪ Sentence-based syllabus with grammatical and lexical criteria being primary, but focus on
meaning, not form.
▪ Imperative drills to elicit physical actions.
▪ No basic text; materials and media have an important role later.
▪ Initially, voice, actions and gestures are sufficient.
▪ The teacher is like the director of a stage play with students as actors.
Presentation, Practice, and Production (PPP)

▪ Most often referred to as PPP, which stands for Presentation, Practice, and Production.
▪ The teacher introduces a situation and the language is then presented.
▪ The students practice the language using accurate reproduction techniques such as choral
repetition or individual repetition.
▪ The students, using the new language, make sentences of their own, and this is referred to as
production.
❙• 14 •❙
Communicative Language Teaching (CLT)
▪ Language is a system for the expression of meaning; its primary function is interaction and
communication.
▪ Carrying out meaningful tasks and using language which is meaningful to the learner.
▪ Objectives will reflect the needs of the learner.
▪ Syllabus will include some/ all of the following: structures, functions, notions, themes.
▪ Engage learners in communication, involve processes such as information sharing, negotiation
of meaning and interaction.
▪ The teacher is the facilitator of the communication process, participants' tasks, and texts.
▪ The primary role of task-based materials is to promote communicative language use.
▪ Learners negotiate their thoughts by giving as well as taking.
Task-based Approach
▪ A perspective within a CLT framework and a special form of technique.
▪ Put the tasks at the center of one's methodological focus.
▪ In the tasks there are some communication problems to solve and students are given the
essential information to accomplish the tasks.
▪ Students have to use as many expressions as they can deliver the meaning.
▪ The teacher needs to divide the class into small groups and have each student play an active
part in their group.
▪ The more responsibility that students take, the more learning will take place.
Role-play
▪ The main frameworks of role-play are the situations, roles and useful expressions.
▪ Students need to fully understand the situation, their own roles, and other friends' roles.
▪ The teacher should give a supplementary explanation about the demonstration.
▪ Students will be interested in the role of imaginary people and actively participate in that
activity through which they can gain a more accurate understanding of language functions.
▪ What's most important is that all students who join in role-play and the students observing it
should fully understand the entire situation.
▪ For effective role-play the teacher should have the professional understanding and application
skills to make role-play interesting and meaningful for the class.
❙• 15 •❙
Song/Chant
▪ Songs and chants give students with little confidence in a foreign language a lot of interest
and motivation at the beginning of the lesson.
▪ Song and chant with real English phrases allow students to practice intonation, rhythm, and
pronunciation of the language naturally and pleasantly.
▪ It can be useful in reducing boredom and stress, and it's fun for students.
▪ Students can memorize English expressions they need to learn easily through songs or chants.
▪ Teachers should decide when to present songs or chants to students and how to lead the
activities before English class in an organized way.
4.2 Examples of Listening and Speaking Activities

Fly swatter
One student in each group comes up to the front of the class. After listening to what the
teacher says, he/she quickly hits the right card on the board with a fly swatter or toy hammer.
Listen and snatch

Students put some cards on the desk and snatch the picture or word card that matches what the
teacher says. This activity can be done in pairs or groups. The student who gets the most cards wins.
Listen and say numbers

The teacher numbers cards on the board, describes one card and has a student say the right
number matching the card. Names of colors or previous learned words can be used instead of
numbers.
Hot potato
Students sit in a circle singing along or chanting while passing a bag full of picture or word
cards. When the teacher says 'stop!', the student holding the bag takes out a card and says the
word or sentence on the card.
On the head
The leader of each team comes to the front of the class and the teacher picks out one card and
puts it on the student's head. He or she has to guess the card on his/her head.
Memorize and speak

The teacher shows some disarranged cards for a short moment to the students and then covers
the cards. Students then say what they remember.
❙• 16 •❙
5 Evaluation
5.1 Purposes of Assessment for English Learners

Since Korean Elementary English Education commenced in 1997 for the first time in the history
of Korean English Education, it has been emphasized that quantitative evaluation should be
avoided while processed-centered formative evaluation is preferred. What should be made clear is
that with this new emphasis in place, it does not mean that you do not have to evaluate
students' performance. Rather, it means that teachers should recognize and apply plenty of
alternative evaluations such as authentic assessment, formative assessment and performance
assessment in order to make the testing time meaningful and communicative, setting aside
traditional forms of assessment including the multiple choice test. In fact, the relation between
assessment and instruction can be described as an inseparable cause and effect. Furthermore, it is
well known that the outcome of evaluation decides the content and policies of education.
However, it cannot be denied that a myriad of language testing has poor quality and harmful
effects on teaching and learning. Here, it is worth trying to make changes in evaluation for
young language learners as a native English teacher. First, take a look at the purposes of
assessment which are the following (O'Malley and Pierce, 1996):
▪ Screening and identification: to identify students eligible for special language and/or content
area support programs
▪ Placement: to determine the language proficiency and content area competencies of students in
order to recommend an appropriate educational program
▪ Reclassification or exit: to determine if a student has gained the language skills and content
area competencies needed to benefit from instruction in grade-level classrooms (i.e., from all
English programs not specifically designed to address the needs of English Language Learning
students)
▪ Monitoring student progress: to review students' language and content area learning in classrooms
▪ Program evaluation: to determine the effects of national or local instructional programs
▪ Accountability: to guarantee that students attain expected educational goals or standards
❙• 17 •❙
5.2 Principles of Korean Elementary English Evaluation
▪ Evaluation in elementary schools is not focused on results, but on creating an environment in
which students are motivated to study.
▪ Quantitative evaluation should be avoided because what matters here is to eliminate students'
psychological barriers to learning.
▪ The teacher observes and reports students' participation and communicative ability during the
activities such as games, role-play, etc.
▪ English teaching is centered on spoken language, and evaluation is done through observation
of the students' language-using ability, task-performance, etc.
▪ Advanced/supplementary groups are formed naturally within the atmosphere of open education.
5.3 Authentic Assessment

Definition
The term authentic assessment is used to describe the multiple forms of assessment that reflect
student learning, achievement, motivation, and attitudes on instructionally relevant classroom
activities. Examples of authentic assessment contain performance assessment, journals, participation
in the classroom activities, portfolios, and student self-assessment. Because elementary English is
centered on spoken language, students' spoken language abilities will be tested through
meaningful communicative activities. In case of a big class size, organizing students into small
groups can help the evaluation.
Types of authentic assessment

▪ Performance assessment consists of any form of assessment in which the student constructs a
response verbally or in writing. O'Malley and Pierce(1996) said that "students' response may
be elicited by the teacher in formal or informal assessment contexts or may be observed
during classroom instructional or non-instructional settings." Therefore, for this assessment
students need to accomplish complex and significant tasks. Some examples are oral reports,
writing samples, individual and group projects, exhibition and demonstration.
▪ Portfolio assessment is a systematic collection of student work that is analyzed to show
progress over time with regard to instructional objectives(Valencia 1991). For example, a
portfolio can have book reviews, essays, drawings, word puzzles, teacher and student
comments on progress. The record of student work pieces will show the growth of learning
over time.
▪ Student self-assessment is the most essential in terms of authentic assessment because it
promotes direct involvement in learning and cognitive competence with a great deal of
❙• 18 •❙
motivation and attitude toward learning.
▪ Other types are oral interviews, story or text retelling, writing samples, projects/exhibitions,
experiments/demonstrations, teacher's observations, etc.
Authentic assessment samples

▪ Self-assessment for an Oral Report
Name Date
Check the box that best describes your oral report. Add comments.
Activity Always Sometimes Rarely Comments

I practiced what I have
learned from the lesson
I spoke clearly.
I used gestures to help

express meanings.
I answered my peers'
questions.
▪ Self-assessment of Participation in Groups
Name Date
How often did you do the following things in your group today?
Put a check in the box that best describes your response and add comments.
Task Always Sometimes Rarely Comments
I listened to others in
my group.
I asked for information.
I agreed/disagreed.
I answered my peers'
questions.
I helped my group
members.
❙• 19 •❙
▪ Holistic Oral Language Scoring Rubric Sample
Lesson 9. How was Your Vacation? Date September 9th
Goals: Students will be able to talk about what they did on the weekend using the simple
past tense.
Rating Description
▪ Understands what the teacher is asking about without difficulty

▪ Speaks fluently
A ▪ Uses varied vocabulary
▪ Uses a variety of structures accurately
▪ Uses the simple past tense accurately
▪ Understands what the teacher is asking at a slower pace; requires repetition
▪ Speaks with occasional hesitation
B ▪ Uses learned vocabulary
▪ Uses structures accurately
▪ Uses the simple past tense relatively correctly
▪ Does not understand well what the teacher is asking
▪ Speaks with a lot of hesitation
C
▪ Uses limited vocabulary
▪ Does not use the simple past tense
▪ Understands little or no English
D ▪ Repeats few words
▪ Does not use the simple past tense
Student's name Grade
Comments
❙• 20 •❙
6 Composition Principles and Features of Textbook
6.1 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
Look and Listen Look and Speak Let's Read Role-Play/Activity
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
Look and Listen Look and Speak Let's Sing/Chant Role-Play/Activity
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.
Look and Speak

Usually, a reason to speak is needed first in order to practice speaking. In this stage, two or
more pictures are presented to give students an idea of how to initiate a conversation by
themselves. Let students take the opportunity to speak in real situations by looking at the
pictures that contain the main expressions and functions of that lesson. The situations presented
should be similar to the situations that students experienced before or ones they could guess
easily.
❙• 22 •❙
Let's Read
In the 5th grade, students are required to read and understand basic vocabulary, and also become
familiar with literal English language which they will learn by doing various activities based on
the content of the lesson. In the 6th grade, students are required to read and understand
vocabulary and simple structure sentences. First, help students understand the meaning of words
and sentences through pictures before practice. Then, they learn to read further through various
activities and games.
Let's Write
Teaching to write starts in the 5th grade, with writing the alphabet and simple words learned
verbally. Use pictures and cue cards as much as you can, and it can help students to feel at
ease in developing writing skills naturally. Writing is reflected by the contents of listening and
reading. It allows students to relieve stress and feel at ease. Don't make the students memorize
or write words or sentences they have learned over and over in the beginning stages. It could
make them lose interest in writing.
Let's Sing/Chant
Songs or chants can be an interesting tools for language teaching and learning. Students are
interested in activities by speaking along with rhythm. They learn the target language by
verbalizing the key words or expressions repeatedly. While singing songs interests students
because it has a certain melody, so does chanting as it has rhythm. First, try to be familiar with
the song or chant by listening to the CD-ROM title, then try it out with the students. If you
use hand motions or rhythmical movements, students will find it more interesting. Also, teachers
can make a natural communicative situation by singing songs or chanting in groups.
Role-play
By doing role-plays, students take on a role and act according to a given situation which is
closely related to the context of the target language. Role-play is not intended to present or
teach new expressions, but to offer a different activity that can lead to the further understanding
of words and expressions they've already learned. Through role-playing, the students can practice
language in a way it's used in real-life. First, look at the whole situation: how they will act, and
the dialogue they'll be using so that they can be familiar enough with it before beginning
role-play. It is also not good for students to only memorize only their own roles but to act in
awareness of the entire context.
❙• 23 •❙
Activity
It presents some activities for students to use all four skills (listening, speaking, reading, and
writing), with which to accomplish the ultimate goals of the lesson. Make sure the students have
truly understood when they are doing listening, reading, speaking and writing activities. It will
help students improve their overall communicative ability. First, the teacher should help the
students to identify the task they will be engaged in, and the goals that they should accomplish.
Then the teacher points to a specific student and checks whether the student truly understood or
not. Teach the students to focus on not only accuracy but also fluency while doing the activity.
Review
Nearing the end of the lesson, 'Let's Review' gives an opportunity to review the entire contents
of that lesson and some activities which strengthen the students' learning, when it is necessary.
In this stage, teachers make sure all the students have truly understood what they were taught in
the unit. Teachers should try not to make students feel like they are being tested. Help students
to review the target language through pair work or group activities.
❙• 24 •❙
7 Co-teaching
7.1 Definition
Co-teaching is defined as an instructional delivery approach in which general and special
educators share responsibility for planning, delivery and evaluation of instructional techniques for
a group of students; general and special educators work in a coactive and coordinated fashion,
which involves the joint teaching of academically and behaviorally heterogeneous groups of
students in integrated settings. (Bauwens & Hourcade, 1991; Friend & Cook, 1992). Co-teaching
in English class is aimed at developing students' communicative ability through collaborative
teaching between a Native Speaking English Teacher and a Korean English Teacher. In this
sense, co-teaching in Korean English class is regarded as interactive teaching in which both
teachers work together with unified aim and with shared responsibility for the lesson and the
students.
7.2 Co-teaching Approaches

Here are some approaches which can be adapted in an English class in Korea. (Kwon, 2004)
Shadow Teaching
Native Speaking English Teacher (NSET) teaches the detailed contents and the Korean English
Teacher (KET) helps students who have difficulty understanding.
One Teach, One Assist

NSET leads the lesson and KET monitors students' responses and teaches them individually. It's
desirable for KET to teach English in English.
Complementary Teaching
KET teaches specific contents, e.g., grammar, vocabulary, reading, etc., and NSET teaches the
learning abilities such as pronunciation, conversation, or listening or the academic survival skills.
Station Teaching
NSET and KET divide the contents and students. Each teacher teaches different content to one
group and here, the different content is called a 'station'. When the first station is finished, the
groups are switched, and each teacher repeats the instructions for the other group.
❙• 25 •❙
Team Teaching
In team teaching, both teachers are responsible for designing a lesson plan, collaborating in
teaching, and evaluating students and contents.
Support Teaching
KET teaches the specific contents and NSET develops supplementary and detailed learning
activities and conducts the lesson for students.
7.3 Co-teaching Steps
Steps Discussion Details

▪ Analysis of the goals of unit plan or the curriculum over time period
In a Unit ▪ Checking students' previous knowledge
▪ Instructional content and expectations for students
▪ Checking of the objectives in each period, vocabulary, language

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

▪ Collaboration styles
Lesson Plan ▪ Teaching and learning activities (Each teacher's role or activity
Preparations should be divided in the lesson plan)
▪ Evaluation plan
▪ Confirming teaching resource preparation
Resources
▪ Worksheets, searching for materials, copied handouts
Teaching Co-teaching
▪ Time allotment in teaching and learning
▪ Suitability of activities and resources
For
▪ Collaboration styles and the roles of teachers
Co-teaching
Evaluations ▪ Grouping
▪ Teacher talk and teaching method
▪ Students' participation
For Learners
▪ Students' achievement
Source: Woo. 2007.
❙• 26 •❙
7.4 Roles for Co-teaching between KET and NSET
Roles of Co-teachers by Steps
Steps Korean English Teacher Native Speaking English Teacher
▪ Lesson planning ▪ Assist for lesson planning
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.
▪ Review the last lesson

▪ Present the objectives
▪ Present the target language
▪ Explain the learning order
▪ Present the examples in real situation
▪ Monitor and control students' work
▪ Model an activity
▪ Model an activity
▪ Model pronunciation or expressions
▪ Give instructions for difficult expressions
▪ Explain cultural differences
In-Class ▪ Give instructions for students' questions
▪ Assist the other teacher in a game or
an activity
Korean English Teacher leads the lesson flow and Native Speaking English
Teacher assists the lesson in various ways (e.g., giving instructions, giving
examples, correcting pronunciation errors, explaining culture, etc.) at appropriate
times.
▪ Lesson analysis and reflection

▪ Establish the approaches of evaluation ▪ Develop evaluation rubrics and assist
and develop evaluation rubrics in evaluation
After-Class ▪ Next lesson preview
Both review the lesson together. Korean English Teacher chooses the specific
method of evaluation and then both teachers develop the evaluation rubric or
testing sheet. Native Speaking English Teacher assists in evaluation.
Source: Yun. 2007.
❙• 27 •❙
Roles of Co-teachers by Activity
Activity Korean English Teacher Native Speaking English Teacher

Daily Routine ▪ Greeting, weather, date
▪ Warm up before watching the
▪ Explain the video scene using the
CD-ROM title
silent function in the CD-ROM
Look and Listen title
▪ Write students' responses on the
▪ Lead the students to answer the
board
questions about what they heard
▪ Translate in Korean if necessary
▪ Decide today's key expressions
▪ Underline the chosen sentences
with students
▪ Teach the whole class to listen
Listen and Repeat ▪ Encourage students
and repeat → Teach in groups to
▪ Give scores to groups
listen and repeat
▪ Model the game or the activity ▪ Demonstrate the game or the

activity
Let's Play ▪ Translate in Korean if necessary ▪ Model the game or the activity
▪ Encourage students ▪ Lead the game
▪ Give scores to groups ▪ Choose winners
▪ Explain the meaning of words or ▪ Read line by line
Let's Read
sentences ▪ Lead to read aloud
▪ Listen to the song after explaining ▪ Monitor and help in groups
the situation ▪ Read again if necessary
Let's Sing
▪ Use visuals on the board
Let's Chant
Both model the song or chant by taking roles. Sing or chant by taking
roles of teachers and students.
▪ Model reading
▪ Ask questions helping students'
▪ Translating in Korean if necessary
Let's Write comprehension
▪ Lead students to read aloud
Both teach writing in groups.
▪ Explain testing ▪ Ask questions helping students'
Review comprehension
Test ▪ Monitoring in groups ▪ Check answers
Both give compliments and encourage students.
▪ Sum up today's target expressions ▪ Say good bye with each student
Say Good-bye
by talking about today's lesson
Source: Teacher training program for co-teaching with NSET in elementary schools. SETI. 2005.
❙• 28 •❙
Roles of Co-teachers in Teaching a Unit
Period 1

Warm up ▪ Greet the class
Review ▪ Review the last lesson
▪ Lead brainstorming on the topic
Look and Listen with a picture or a video scene
▪ Play the CD-ROM title
② Translate new words and ① Say words or sentences for the
sentences into Korean students to repeat
Listen and Repeat
③ Lead vocabulary or sentence ④ Check students' stress,
pattern drill pronunciation and correct them
② Translate if necessary
Let's Play ① Give instructions 2 times
(One of the students can translate.)
(Activities or
games) Both model activity or game. Go around class and give help.
▪ Review what they learned using

speech bubbles
Wrap up
▪ Students translate Korean into
English
Period 2

① Play the CD-ROM title ② Model stress, pronunciation of
Let's Sing
(Students repeat the song or chant.) words or phrase
Let's Chant
Both model the chant/song with actions.
Period 3: for 4th, 5th, 6th grade

② Make sure the students know the ① Read the words or sentences
meaning aloud for students to repeat
Let's Read
(Students can translate them.) ▪ Check their pronunciation and
intonation
▪ Lead copying words and sentences ▪ Lead writing with sound-letter
Let's Write
relationship
❙• 29 •❙
Period 4
② Translate if necessary ① Give instructions

Role-play ▪ Model the role-play
▪ Students can do a demonstration
Source: Co-teaching Workshop. Kim. 2008.
Example of 6th grade Co-teaching by period
Steps Procedure Korean English Teacher Native Speaking English Teacher
- talk about weather or current - talk about weather or current

Greeting
events events
Review - review the last lesson - ask some questions

Introduction
- do a small activity with
Motivation - do a small activity with KET
NSET
Introducing aims - introduce teaching aims
Look and
- provide the story - ask questions about the story
Listen
Listen and - model and check the main

1st - provide main expressions
Repeat expressions
- set up the game - explain how to play the game

Let's Play
- play the game with students - play the game with students
Look and
- provide dialogues - ask questions about dialogues
Speak
Development Listen and - model and check the main
2nd - provide main expressions
Repeat expressions
- model the reading

Let's Read - provide reading items
- explain how to pronounce
- provide the song or chant

Let's Chant - read the words
- model the song
Let's Sing - sing with students
3rd - sing with students
- provide writing items - read the writing items

Let's Write
- translate with students - help students
❙• 30 •❙
Steps Procedure Korean English Teacher Native Speaking English Teacher
- provide the context for - read the sentences (or explain

role-play (or set up the game) how to play the game)
- demonstrate how to do a - demonstrate how to do a
Activity
role-play (or how to play the role-play (or how to play the
4th
game) game)
- work with students - work with students
- provide a worksheet and

Review - help students
materials
- review the lesson - review the lesson

Consolidation Wrap up
- say good-bye - say good-bye
Source: Yun. 2007.
Roles of Co-teachers by Language Skills in Elementary English Curriculum
Language skills Korean English Teacher Native Speaking English Teacher
▪ Focus on checking students' ▪ Focus on key words, sentences,

understanding dialogs and text
Listening
▪ Translate if it's new language
Both lead listening activities
▪ Make sure students understand ▪ Model pronunciation, stress and

rules of an activity/game intonation
▪ Monitor/correct students' errors
Speaking
▪ Translate if necessary ▪ Give instructions for speaking
activities and games
Both model the activities and games, then monitor students' work
▪ Make sure students understand ▪ Teach sound-letter relationship

meaning of what they read ▪ Read words or sentences aloud for
Reading
▪ Translate if necessary students to repeat
Both lead reading activities
▪ Give instructions on punctuation ▪ Model writing with sound-letter

Writing rules or other mechanics relationship, shared writing,
dictation
Source: Co-teaching Workshop. Kim. 2008.
❙• 31 •❙
7.5 Co-teaching Lesson Plan (Example)
Lesson 8. What Will You Do This Summer? ~ 9. How Was Your Vacation?
∘ Students will be able to listen to and understand the sentences with
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?
Production Special Activity 1 13'

It's time for time travel. You and the native teacher will travel from the past to
the future. You have only 1 minute for time travel. You have a mission to
complete. If you complete this mission in 1 minute, I will give you candies.
When I push the 'start' button, your time travel begins.
Are you ready to do time travel?
(Give rewards when the students complete the mission.)
Special Activity 2
Let's play a card game. The name of this card game is also "Time Travel."
Listen to how to play the game.
4 people play this game together. Stack a set of cards in the middle and take
turns to flip one card over from the top. Each card has some words on it and
a year. You have to say a sentence matching the verb to the correct time.
Mark the time on your work sheet. Marking 'past-present-future' in a row means
that you have done Time Travel once. When all the cards are used up, the
game is over. The student who has done the most time travelling is the winner.
Wrap-up Check up 5'

Did you have fun with the game? Let's check what you learned today.
There are three questions on the back of your worksheet. Please answer those
questions now.
Assignment & Assessment
Today's homework is writing a diary using the words that we studied today.
Before we finish, evaluate yourselves for this lesson.
You did a great job, today. See you next time.
Source: Na. 2007.
❙• 33 •❙
8 The Yearly Plan of Teaching
The following plan is only an example, each school can reorganize it depending on school
conditions.
8.1 3rd Grade
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
․ 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
❙• 34 •❙
Communicative
functions
․ Hear and understand imperative sentences related to hu-
man body parts and follow directions
13 1
․ 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
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
▪ 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
▪ 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
26 ▪ Asking for a 2
․ Chant
help
․ Mime-chain game
Help!
❙• 35 •❙
Communicative
functions
․ Speak what they can do while looking at the pictures
27 3 ․ Sing along; 'Can You Swim?'
․ Board game
․ Role-play
28 4
․ 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
8.2 4th Grade
Communicative
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
functions
․ Singing a song 'Don't Do That'
7 3 ․ Reading alphabets from a~z
▪ Caution ․ Board game
Watch out. ․ Role-play
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
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
․ Time bingo
▪ Information ․ Asking and answering about time

14 4. What What time is it? 2 ․ Chant
6 Time Is It's ___.(o'clock) ․ Guessing the time
It? It's time for ․ Singing a song 'What Time Is It?'
15 lunch. 3 ․ Reading words
․ Time-filling game
․ Role-play
the picture
․ Understanding conversations of asking and answering
about who he/she is
17 1
․ Pointing a right picture
․ Asking and answering who she/he is
18 ▪ Confirmation 2 ․ Repeating after the teacher
5. Who Is Who is she/he? ․ Chant ․ Guessing game
9
She? She/he is ___.
․ Singing a song 'Who is she?'
19 3 ․ Reading words
․ Survey
․ Role-play
the picture
❙• 37 •❙
Communicative
functions
․ Understanding conversations about ownership

21 1 ․ Repeating after the teacher
․ Ladder game
▪ Checking a fact
Is this your cap? ․ Asking and answering about the colors of items and
Yes, it is. who possesses them
22 No, it isn't. 2
․ Chant ․ Find the owner
10 6. Is This ▪ Asking for help
Your Cap? Help me, please.
․ Singing a song 'Is This Your Puppy?'
23 ▪ Factual 3 ․ Reading words
information ․ Lost and Found
My cap is green.
․ Role-play
the picture
․ Listening and answering about suggestions

25 1
․ Repeating after the teacher ․ True or False
▪ Suggesting ․ Answering with compassion and asking about how oth-

26 Let's play soccer. 2 ers feel
․ Chant ․ Whispering Activity
7. Sorry, ▪ Declining
11
I can't Sorry, I can't. ․ Singing a song 'Sorry, I Can't'
27 3 ․ Reading words
▪ Compassion ․ Card game
That's too bad.
․ Role-play
the picture
․ Asking and answering what they want

29 1 ․ Repeating after the teacher
․ Card Game
▪ Asking about
what someone ․ Asking and answering about price
30 wants 2 ․ Repeating after the teacher
8. How ․ Chant ․ Going Shopping
What do you
12 Much Is
want?
It?
․ Singing a song 'What do you want?'
31 ▪ Shopping 3
․ Reading words ․ Flea Market
How much is it?
․ Role-play
the picture
❙• 38 •❙
8.3 5th Grade
Communicative
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
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
❙• 39 •❙
Communicative
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
․ 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
․ Understanding expressions for describing people

1
․ Card slam game
▪ Describing a
14 ․ Saying expressions for describing people
fact
She is tall. 2 ․ Singing a song
You have nice ․ Finish the features game
6 7. She's Tall
glasses. ․ Reading words
3 ․ Looking at the pictures and writing words
▪ Asking again ․ Domino game
15
What?
․ Making a funny picture activity
4
․ Understanding expressions for suggesting and responding

▪ Suggesting 1
․ Snatching game
Let's go
16 swimming. ․ Saying expressions for suggesting and responding
How about this 2 ․ Chanting
afternoon? ․ Matching game
8. Let's Go
Swimming ․ Reading words
▪ Accepting
3 ․ Looking at the pictures and writing words
Sounds good.
․ Omok Word game
7 17
▪ Declining ․ Making a schedule activity
Sorry, I can't. 4
❙• 40 •❙
Communicative
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
․ 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
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
24 bathroom? ․ Finding pairs game
․ Introducing my future house activity
4
❙• 41 •❙
Communicative
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
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
▪ Answering the ․ Writing the Numbers in English looking at the picture

3
phone ․ Calling on the phone game
28
Speaking. ․ Answering the phone activity
4
․ Listening to and speaking the expressions related to ac-
1 ceptance and declination to suggested activities
▪ Suggesting ․ Guessing bingo
29 Can you join us? ․ Listening to and speaking the expressions related to sug-
gestion and obligation
▪ Accepting/ 2
15. Can ․ Sing along: 'Can You Join Us?'
Declining ․ Collecting same cards game
You Join
Sure.
Us? ․ Reading and understanding the meanings of some simple
Sorry, I can't
words
3
30 ▪ Obligation
․ Finding someone who has the same plan game
I must go home.
․ Role-play
4
12
․ Asking and answering questions regarding past experi-
1 ences
․ Grasping the picture cards game
31 ․ Asking and answering questions regarding past experi-
▪ Experience ences
16. Did You Did you have a 2
․ Sing along: 'Did You Have a Nice Vacation?'
Have a nice vacation? ․ Playing board game
Nice I visited my
․ Reading and understanding the meanings of some simple
Vacation? grandparents.
words
I went fishing. 3
32 ․ Alphabet relay game
․ Making a book activity
4
❙• 42 •❙
8.4 6th Grade
Communicative
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
▪ Asking for ․ Asking and answering for one's favourite season.

1
someone's likes ․ True or False game
5 and dislikes
․ Reading a short writing about season
Do you like 2
․ Whispering game
3. I Like ____ ?
Spring I like ______.
․ Writing a simple sentences about season
▪ Saying hello 3
․ Matching game
6 and replying
How's it going? ․ Book-making activity
Not bad. 4
4
▪ Exchanging ․ Asking and answering about someone's birthday
1
factual ․ Ordinal Number game
7 information
․ Singing 'The Month Song'
When is your 2
4. When is ․ Line up game
birthday?
Your
It's May first.
Birthday? ․ Reading about a birthday
▪ Asking again 3
․ Birthday Comparison game
8 Pardon?
▪ Disagreement ․ Birthday survey activity
I don't think so. 4
❙• 43 •❙
Communicative
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
▪ Asking for ․ Listening to the expressions of asking for someone's per-

someone's 1 mission
permission ․ Quick Hammer game
12 Can I have
․ Listening to the expressions of asking for someone's per-
some water?
mission
6. Can I ▪ Feelings 2
․ Reading sentences with pictures
have Some I'm hungry.
․ Card Guessing game
Water? ▪ Opinion
I have no idea. ․ Singing the song
3
▪ Interjection ․ Dice game
13
How kind of
․ Problem solving activity
you! 4
․ Asking and answering about someone's occupation
1
․ Bingo game
▪ Factual
14 ․ Asking and answering about someone's occupation
information
Does your 2 ․ Reading sentences
7. My ․ Guessing the Card over Your Head game
mother work?
Father Is
a Pilot ․ Singing the song 'Does Your Mother Work?'
6 ▪ Describing a 3 ․ Writing sentences
fact ․ Family Finding game
15
She's a teacher.
․ Family survey activity
4
․ Asking and answering what someone wants to do in the
1 future
․ Picture Bingo game
16 ▪ Plan ․ Asking and answering what someone wants to do in the
What will you future
8. What 2
do? ․ Reading sentences
Will You
I will visit my ․ Baseball game
Do This
uncle.
Summer ․ Chant 'What Will You Do This Summer?'
I will ride my
bike. 3 ․ Writing sentences with pictures
7 17 ․ Card Matching game
․ Vacation Plan survey activity
4
❙• 44 •❙
Communicative
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
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
․ Asking and answering what they want to do

1
▪ Asking for ․ Guessing game
21 someone's
․ Asking and answering what they want to do
opinion
2 ․ Reading a short story and understand
11. What What do you
․ Yut Game
Do You want to do?
Want to ▪ Suggestion ․ Singing the song, 'What Do You Want to Do?'
Do? How about a 3 ․ Writing short phrases and sentences
musical? ․ Survey Bingo
22 ▪ Agreement
Sounds good! ․ Making clubs activity
4
10
․ Asking for help and responding
1
․ Asking for help game
▪ Asking for a
23 help ․ Asking for help and responding
Will you help 2 ․ Asking for help game
12. Will
me with my ․ Shouting game
You Help
homework?
Me, ․ Singing the song
▪ Answering
Please? 3 ․ Writing short phrases and sentences
Of course.
No problem. ․ Problem-solving game
24
Sure.
․ Doing a role-play
4
❙• 45 •❙
Communicative
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
․ 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
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
❙• 46 •❙
PART
Teaching Plan
4th Grade
1. Nice To Meet You
2. Don't Do That
3. How Old Are You?
4. What Time Is It?
5. Who Is She?
6. Is This Your Cap?
7. Sorry, I Can't.
8. How Much Is It?

1 Nice to Meet You
In this chapter, students learn expressions they use to introduce their friends to
Aims a new friend. They also practice how to ask and answer questions about the
weather.
To listen to and understand expressions about the weather and
Listening
how to introduce people for the first time
Objectives To ask and answer questions about the weather

Speaking
To introduce and greet people they meet for the first time
Reading To read Aa ~ Mm
How's the weather? It's sunny.

1. Confirmation
Communicative This is Julie.
Communicative 2. Introduction
functions Nice to meet you.
Functions and 3. Greeting
Nice to meet you, too.
Structures
Language
How is ____? It's ______. This is _______.
structures
Vocabulary cloudy, day, hot, king, meet, Mr., Mrs., nice, see, teacher, to, weather
Period Page Procedure Activities

◦Look and Listen⑴ ◦Look and listen to CD-ROM title
1 6~7 ◦Listen and Repeat⑴ ◦Listen and repeat
◦Let's Play⑴ ◦Weather Bingo
◦Look and Listen⑵ ◦Look and listen to CD-ROM title
◦Listen and Repeat⑵ ◦Listen and repeat
2 8~10
◦Let's Chant ◦Chant: 'Hello, Zeeto'
Teaching ◦Let's Play⑵ ◦Introducing game
Plan
◦Let's Sing ◦Sing along: 'How's the weather?'
3 11~12 ◦Let's Read ◦Reading Alphabet: Aa~Mm
◦Let's Play⑶ ◦Completing the weather chart
◦Role-play: 'The Turtle and the Rabbit'

◦Let's Role-play ◦Listen and do
4 13~15
◦Let's Review ◦Look at the pictures and speak
◦Activity in a real context
❙• 49 •❙
4-1-1 Nice to Meet You pp. 6-7
• To understand and use expressions about the weather

Objectives
• To ask and answer questions about the weather by playing a game
【Pre-activity】Ask students to listen and mime

✎ Warm up
what the weather is like.
Greetings
▸Have students ask about the weather
Hi, class! Nice to meet you.
Nice to meet you. I'm your English teacher. ▸Show the correct picture card and say the sentence.
Listen and do as I say ▸Have them repeat the sentence, and draw the
Close`your book. Open your book. weather onto a bingo grid.
Take out your book. Take out your pencil. ▸Tell students what shape they need to make for
Tips Bingo; choose a straight line, 'L' or 'X' shape.
Apply this as a 'Simon Says' game.
Objectives ▸The winner is the first person who gets the
Present the objectives shape and shouts "Bingo!"
▸The game goes on until the teacher hears
"Bingo!"
✎ Development Tips Ask the winner to say what expressions were
Look and Listen⑴ part of the Bingo to check if he/she has the
Look at the picture right answers.
Who are they?
What are they doing?
Listen to the dialogue ✎ Closing
Who are the characters? Review
To whom did Julie, Thomas, and Zeeto say Review today's lesson
"Hello"? Let's listen to the dialogue one more time.
Listen again How's the weather where Anne is?
How's the weather where Anne is? Good-bye
How did Minsu say the weather is there? Next time we will learn how to greet people in
Tips Try to do your best to ask easy questions so that English when we meet them for the first time.
as many students as possible can reply. Good-bye everyone.
Listen and Repeat⑴ EXTRA

Listen and repeat
Practice
Snatching Game ◷ 10'
(Showing the weather cards) Watch me and
repeat after me.
Let's play 'True or False' game. 【Materials】Weather cards
Tips Ask students to tap on the desk twice if the teacher's 【Grouping】Whole class
right. If he/she is wrong, ask them to clap twice. 【Expressions】Same as Let's Play⑴
I'll say a sentence, and you repeat after me: It's
▸Place the cards on the table.
raining.
▸When students ask the question "How's the
weather?", the teacher answers "It's ___." Then
Let's Play⑴: Weather Bingo ◷ 10'
the students snatch the right card as soon as
【Materials】Flash cards (p.7)
possible, repeating what the teacher said.
【Grouping】Whole class
▸The first person who snatches the card first
【Expressions】How's the weather?
It's sunny. It's cloudy. takes the card.
It's raining. It's snowing. ▸The winner is the one who gets the most cards
It's hot. It's cold. in his/her group.
❙• 50 •❙
• To understand and use expressions of introducing and greeting someone

Objectives
• To practice the expressions by playing a 'Introducing' game
Let's Play⑵: 'Introducing' Game ◷ 10'

✎ Warm up
【Materials】None
Greetings 【Grouping】Whole Class
Good morning, class. How are you today?
【Expressions】I'm ____. This is .
How's the weather today?
Nice to meet you.
Review
Nice to meet you, too.
Ask about the weather by using sound effects or
showing picture cards. ▸Have students make groups of six or eight.
Tips
▸Everybody claps four beats. (For one, slap on
Prepare flash cards or audio materials representing
their knees, for two, clap their hands, for three,
various kinds of weather for the activity.
Objectives stretch out their right thumbs and for four,
Present the objectives stretch out their left thumbs.)
▸The first student should introduce him/herself
during third and fourth beat. Then introduce the
✎ Development next person during the next third and four beat.
Look and Listen⑵ S1: (Slap, clap) I'm ___. (Slap, clap) This is ____.
Look at the picture ▸The rest of the students look at the person
Who are the characters? who was introduced and greet him/her.
Can you guess what they're doing? Ss: (Slap, clap) Nice to meet you.
Listen to the dialogue ▸The student who was introduced responds to
What did they call their teacher? the greeting. S2: Nice to meet you, too.
Who did Minsu introduce to Anne and vice versa?
Listen again
What did Ms. Green say to Mr. White? ✎ Closing
What did Mr. White say to Ms. Green? Review
(Ask listening comprehension check questions.) Review today's lesson
Tips Try to elicit as many words or phrases as possible. Can you introduce MS. ____ (NSET) to ____?
Nice to meet you.
Listen and Repeat⑵ Good-bye
Listen and repeat Next time we'll learn page.11 and 12.
Practice See you later.
(Have the students practice the new expressions,
while doing a 'Hand Puppet Play'. Key expressions EXTRA
are the following; "This is~.", "Nice to meet you.",
"Nice to meet you, too.")
Say 'Hello' ◷ 10'
(Introduce the hand puppet.) ___, this is Zeeto.
(Shake hands with the puppet) Nice to meet you.
(Moving the puppet) Nice to meet you, too. 【Materials】Name card on the sticky paper
Draw a face on the inner side of your forefinger. 【Grouping】Whole class
Make a group of three and practice the key 【Expressions】Same as Let's Play⑵
expressions moving your finger puppets. ▸Students put their name card on their chest.
Tips Try not to spend too much time on the activity. ▸They stand in two concentric circles.
▸The teacher plays the 'Hello' chant.
Let's Chant ▸When the teacher stops the chant, two people
Listen to the chant face each other, say their name and introduce
Do the chant each other by using the expressions.
Girls chant Anne's part, and boys chant Zeeto's part.
❙• 51 •❙
• To sing along with the song, 'How's the Weather?'

Objectives
• To read letters 'A/a' to 'M/m'
Let's Play⑶: Completing the Weather

✎ Warm up
Chart ◷ 10'
Greetings 【Materials】Paper dice with weather icons, pencils
Hello, everyone. How are you today? 【Grouping】Pair work
How's the weather? 【Expressions】How's the weather?
Listen and do as I say It's sunny/cloudy/raining/
Pick up the pencil. snowing/hot/cold.
Put down the pencil on the desk/the book.
Tips Show motions, the first time you do this activity. ▸Do 'Rock, paper, scissors' and the winner
Review chooses one of the cities on the map and calls
Play a song containing greeting expressions and ask out the city.
students to repeat what they have heard in the song. ▸Your partner who lost rock-paper-scissors asks the
Objectives weather question to the winner.
Present the objectives ▸After rolling the dice, the winner answers the
question and draws the weather for the city.
▸Take turns playing the game.
✎ Development
▸The student who completes the chart first wins
Look and Speak the game.
Let's listen to Dialogue One
How do you ask about the weather in English?
How's the weather where Anne and Minsu are?
✎ Closing
How's the weather here in Seoul?
Let's listen to Dialogue Two Review
How did Minsu introduce Ms. Green to Anne? Review today's lesson
To whom did Anne introduce Mr. White? Have students put 2-3 Finger Puppets on their
What did Mr. White say to Ms. Green? fingers and practice introducing people by using
How do you introduce your teacher to your friend? different voices.
Tips Questions should begin with the dialogue they studied and Good-bye
progress to real life situations. When students have Listen to 'The Turtle Story' on the CD-ROM.
difficulty answering, help them to produce proper answers Good bye, everyone.
and encourage students to participate in the activity.
Let's Sing EXTRA

Listen to the song
Sing the song
Let's sing one part at a time.
Spin Game ◷ 10'
This time, girls sing and boys do the motions.
【Materials】Weather spin board, paper clip
Let's Read 【Grouping】Pair work
Look and listen carefully
【Expressions】Same as Let's Play⑶
Open your books to page 11.
Let's listen how to pronounce the letters. ▸Do 'Rock, paper, scissors'
Listen and do ▸A winner flicks the clip.
Listen and point to the right letter. ▸The partner asks "How's the weather?"
(Read the words clearly.) Listen and read after me. ▸If the person says the correct sentence, mark
Read them yourself ○ or ☆ on the space.
Open your book to page 11 and find the correct ▸The player who marks more spaces is the
letters. winner.
❙• 52 •❙
4-1-4 Nice to Meet You pp.13-15
• To speak confidently about their daily routines

Objectives
• To consolidate the contents of the lesson in real situations
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.)
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.)
Anne: It's snowing.
Minsu: Oh, it's sunny here.
(Zeeto appears in Anne's classroom.)
Oh! It's cloudy.
Zeeto: Oh, it's snowing. I like snow.
Look and Listen(2)
(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.
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
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)
Weather Spin Board
How to play:
1. Do rock-paper-scissors.
2. A winner flicks the clip and say about the weather: It's ________.
3. If the person says a correct sentence, mark ○ or ☆ on the space.
4. The person who marks in each space first wins the game.
❙• 55 •❙
Lesson 1. Nice to Meet You (3/4)
Boards Game
Start!
Go ahead
2 spaces.
Go back
3 spaces.
Finish!
How to play:
1. Do rock-paper-scissors. The winner throws a die and moves his/her marker.
2. The partner asks the winner, "How is the weather?"
3. The winner answers according to the weather picture. ex) It's sunny.
4. If the answer is right, he/she can move the marker. If the answer is wrong, he/she
can't move the marker.
5. The person who arrives at 'Finish!' first wins the game.
❙• 56 •❙
2 Don't Do That
Teaching what students should do or not do in English in public places is
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
Communicative 1. Prohibition Don't do that

Communicative
functions 2. Asking for help Help me, please
Functions and
Structures Language
Don't ____.
structures
Vocabulary beautiful, bird, classroom, flower, good, in, oops, ouch, rice, watch

◦Let's Play⑴ ◦Cards in Order

2 18~20
◦Let's Chant ◦Chant: 'Watch Out'
Teaching
Plan ◦Let's Play⑵ ◦Card game
◦Let's Sing ◦Sing along: 'Don't Do That'

3 21~22 ◦Let's Read ◦Reading Alphabet: Nn~Zz
◦Let's Play⑶ ◦Board game
◦Role-play: 'Hungboo and Nolboo'

4 23~25
❙• 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
✎ 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 •❙
• To understand and use expressions to order someone not to do something

"Don't do that."
Objectives
• To understand and use expression for asking for help, saying "Help me,
please."
'Chuga chuga' is the sound of a train, and implies a

✎ Warm up
tense atmosphere in which something dangerous is
Greetings about to happen.
Hello everyone. How are you today? Put all the parts together and let's chant using nice voices.
Is it cold outside?
Listen and do as I say Let's Play⑵: Hot Envelope ◷ 10'
Clap your hands five times. 【Materials】4 situational cards(2sets), Big envelopes(2)
Jump three times. 【Grouping】Whole class
Review 【Expressions】Wow! Beautiful!/Don't do that!/
Mime a sentence and ask students to say the sentence. Help me, please!/Watch out!
Tips Drawing is another way of reviewing the last
▸Have students sit in two circles, so that they
lesson. Allow students to guess as you draw a
can pass the cards around.
picture bit by bit.
Objectives ▸Put four cards in each envelope.
Present the objectives ▸Sing the song together. When the music stops
the student with the envelope stands up.
▸The student takes out a card, says the sentence.
✎ Development
▸If she/he says the right sentence, give a point.
Look and Listen⑵
Look at the picture
What did Zeeto look at? ✎ Closing
Why did the photographer yell out with fright? Review
Tips Try to ask the questions with as many gestures as Review today's lesson
possible. Girls take Julie's role and boys take Zeeto's role.
Listen to the dialogue What will you say to friends who do naughty
What's the story? things in the classroom?
Why was Zeeto going to pick a flower? Good-bye
Listen again Next time we'll learn the song 'Don't Do That!'
What did Julie say to Zeeto to prohibit him from See you next time.
picking a flower?
What did Zeeto say to ask for help when
EXTRA
running away from the bee?
Tips Try to make your questions short and easy. Or KT
can explain in Korean to help students' understanding. Snowball Game ◷ 5'
Listen and Repeat⑵ 【Materials】None

Listen and repeat 【Grouping】Group work
Practice 【Expressions】Jump/Don't jump. Run/Don't run.
Present four situational picture cards (Wow!
▸Let students think of some commands (e.g.,
Beautiful!/Don't do that!/Help me, please!/Watch
Cry, Close your book, Don't run, etc.).
out!) on the board and put a number next to the
▸The first player starts the game by giving a
each card.
If I say a sentence, please say the matching number. command with a gesture (Cry). Then the next
If I say a number, please say the matching sentence. person repeats to the next player and adds a
command (Cry and run).
Let's Chant ▸The team with the most commands in the
Listen to the chant alloted time without failure is the winner.
Do the chant ▸Try prohibitive commands in the same way.
❙• 59 •❙
• To sing along with the song, 'Don't Do That'

Objectives • To read letters 'N/n' to 'Z/z' and play a board game using the
prohibitive expressions, request and warning
Read them yourself

✎ Warm up
I'll show a letter. Read it aloud.
Greetings Look at page 21 and match the big letters with
Hi, everyone. How are you this morning? the small letters.
Let's start our lesson.
Listen and do as I say Let's Play⑶: Board Game ◷ 10'
Stand up, please. 【Materials】Dice, 2 markers(per team)
Hop five times, please. 【Grouping】Pair work
Sit down, please. 【Expressions】Watch out! Don't do that, Wow!
Review Beautiful!, Help me, please.
Draw a picture and ask students to say the expression
which correspond to the pictures. ▸The game starts by doing rock-paper-scissors.
Objectives ▸Winners roll the dice.
Present the objectives ▸If students roll an odd number, they move 1
space. They move 2 spaces with an even number.
▸The students should say the correct expression
✎ Development corresponding to the picture on which their
Look and Speak marker landed.
Let's listen to Dialogue One ▸The student who reaches 'Finish' first is the
What do you say when you need to warn someone? winner.
How do you ask if someone is alright or not?
Let's listen to Dialogue Two
What do you say when you see beautiful flowers? ✎ Closing
What do you say when you want to stop Review
someone from doing something dangerous or bad? Review today's lesson
What do you say when you want help? Let's sing the song, 'Don't do That' with motions.
Look at the picture and say the right expression.
Let's Sing Good-bye
Listen to the song Play this game with your friends.
Sing the song Good bye, everyone.
Face your partner and sing along with the song while EXTRA
clapping (slap own laps, clap own hands, slap
partner's right hand, and slap partner's left hand).
Let's sing using your own motions
Memory Match ◷ 10'
Tips It is a good idea to let students create their own
motions in their groups. Give some time to practice. 【Materials】2 sets of picture cards (p.99)
【Grouping】Group work
Let's Read 【Expressions】Same as Let's Play⑶
Look and listen carefully ▸Place the cards face down on the desk.
Open your books to page 21. ▸Choose 2 cards and turn them over one by
(Showing the upper and lowercase of letters from N one.
to Z) Let's listen to how to pronounce the letters. ▸Say the correct expression.
Listen and point ▸If you turn over two matching cards, take them.
(Changing the location of the cards often) Listen ▸The student with the most cards wins the game.
and point to the right letter.
❙• 60 •❙
• To do a role-play using the expressions of prohibition and request

Objectives
• To use the expressions in real situations
What's the answer to number 1?

✎ Warm up
Greetings Look at the pictures and speak
Good afternoon. How are you? Look at the pictures on page 25.
What day is it today? Who are the characters in the story?
Listen and do as I say What's in the story?
Turn around, please. Tips Help the students express their own ideas about
Hop four times. each picture.
Review Speak in a real situation
First, follow teacher's instructions by miming. Then Imagine you have a friend who looks sad today.
change teacher's instructions into negative commands What can you say to her?
(e.g., Jump-Don't jump). Let's talk about the things you are not allowed to
Objectives do in the classroom.
✎ Closing
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.)
Julie: (Pointing at the bird) Look at the bird.
(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?
Julie: Yes, I'm OK. (The baby bird flies away
with the mommy bird. The children clap their
hands with pleasure.)
It's not okay. Oh, don't do that. (repeat)
Look and Listen(2)

Let's Role-play: Hungboo and Nolboo
(On a picnic day, the children are playing
(Hungboo is going to Nolboo's to get some
together joyfully. Julie and Zeeto are looking at
food.)
flowers.)
Hungboo: (Rubbing his stomach) Oh, I'm hungry.
Julie: Wow! Beautiful! I like flowers.
(Seeing Nolboo and his wife eating)
(Zeeto thinks for a while about what to do
Please.
with flowers.)
Nolboo: (Sneering at Hungboo) Do you like rice?
Zeeto: Me, too.
Hungboo: (With a big smile) Yes, yes.
(Zeeto is going to pick a flower for Julie.)
I like rice.
Julie: Oh, no! Don‘t do that!
Nolboo's wife: Good! (Raising her hand with
(A bee comes out of the flower.) Watch out!
big spoon to hit Hungboo) Here.
Zeeto: Oops. Help me, please!
Hungboo: Oh, no. Don't do that.
(Zeeto runs away shaking its hands but gets
Hungboo's son: Watch out, Dad! (Because of
stung by a bee.) Ouch!
this caution, Nolboo got hit instead of
Julie: (Comes to Zeeto) Are you OK?
Hungboo.)
Zeeto: Yes, I'm OK.
Nolboo: Ouch!
(Children laugh at Zeeto's swollen nose.)
Nolboo's wife: Oh, no. Are you OK?
Hungboo: (Eating the rice on Nolboo's cheek)
Let's Chant: Watch Out
Mmm, it's good.
Chuga chuga, boom boom.
(To Nolboo's wife) Please!
Chuga chuga, boom boom.
Nolboo's wife: (With an astonished look) Huh!
Watch out, Zeeto. Watch out.
❙• 62 •❙
Lesson 2. Don't Do That(1/4)
Hopscotch
󰁽
❙• 63 •❙
Lesson 2. Don't Do That(3/4) Name _________________
Alphabet Matching Activity
A a B d 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
Reading To read the letters Aa~Zz
Communicative 1. Asking for help Can you help me, please?

Communicative functions 2. Actual information How old are you?
Functions and
Structures Language
Can you ____? I'm __________ years old.
structures
Vocabulary afternoon, evening, friend, morning, much, old, strong, very, year
◦Look and Listen⑴ ◦Look and listen to CD-ROM

◦Let's Play⑴ ◦Asking help activity
◦Look and Listen⑵ ◦Look and listen to CD-ROM

2 28~30
◦Let's Chant ◦Chant: 'How Old Are you?'
Teaching
Plan ◦Let's Play⑵ ◦Dice game
◦Let's Sing ◦Sing along: 'Can You Help Me?'

3 31~32 ◦Let's Read ◦Reading Alphabet: A~Z(a~z)
◦Let's Play⑶ ◦Pair-up Game
◦Role-play: 'The Great Big Enormous Radish'

4 33~35
❙• 65 •❙
4-3-1 How old are you? pp. 26-27
• To understand and use expressions about asking for help and

Objectives responding to the help they receive
• To understand and use expression of thanks
【Expressions】Can you help me?

✎ Warm up
Sure I can. Thank you.
Greetings
Good morning, class. ▸Separate the 6 asking-for-help cards from the 6
What day is it today? problem-solving cards, and put them face down.
Listen and do as I say ▸When a student turns over an asking-for-help
Clap your hands three times, please. card, the rest of the group members say "Can
Put your book in your bag. you help me?"
Review ▸The student turns over a problem-solving card. If
(Miming one of the situational pictures) Take a the card is a solution to the card, he/she says:
guess and say the correct expression. Sure, I can. Then he/she takes the two cards.
Objectives ▸If it is not the right solution, he/she puts the
Present the objectives card back and says: I'm sorry.
▸The student who gets the most cards is the winner.
✎ 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
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.
❙• 66 •❙
• To understand and use the expressions of asking about age

Objectives
• To ask about age using the expression, "How old are you?" and chant
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'
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 •❙
• To sing a song about asking for help

Objectives • To read letters 'A/a' to 'Z/z' and to practice asking and answering
questions about age through pair work activity
Let's Play⑶: Pair-up Game 10'

✎ Warm up
【Materials】Pair cards with a name and age
Greetings
(Four different names and ages will be
Good morning, everyone.
written on the cards)
What day is it today?
Listen and do as I say
【Expressions】How old are you? I'm ten years old.
Point to the window.
Good morning.
Point to the door.
Pick up the trash. ▸Distribute the cards for each student.
Review ▸Start conversations with each other to find the
Write number 9 with your finger in the air. person who has the same age and name on the card.
Ask students to guess how old you are. ▸Have students greet each other, introduce
Objectives themselves to the interlocutor, and ask ages.
Present the objectives ▸If a student finds the right person, they
exchange a high-five, and come to the teacher
✎ Development to show what they said.
Tips
Look and Speak To encourage them to meet more people, you
Let's listen to Dialogue One can have different names and ages.
What do you say when you meet your friend in the
morning?
How can you ask for a favor? ✎ Closing
How can you express thankfulness? Review
Let's listen to Dialogue Two Review today's lesson
What do you say when you ask about age? Let's sing the song, 'Can you help me?' with
How do you say that you are 10? motions.
Let's read the alphabet cards in rotating order.
Let's Sing
Good-bye
Listen to the song
Practice reading the alphabet letters at home.
Sing the song
Let's watch the screen and listen to the song That's all for today. Good bye, everyone.
carefully.
Let's sing one part at a time. EXTRA
Tips You can use many variations with chants since
most chants are interactive
Team Race Game ◷ 5'
Let's Read
Look and listen carefully 【Materials】Worksheet with the alphabet letters
Choose the correct letter with your finger when I 【Grouping】Individual work
say it. 【Expressions】Find the big 'A' or small 'a'
Listen and do
(Changing the cards' location often) Look at the ▸Write a selection of letters from A/a to Z/z.
small/big letters in your book and connect the ▸Select two teams who line up, one behind the
dots. other, facing the board. Give the first person of
What can you see? each team a different colored pen.
Read them yourself ▸Read a letter from the board. The teams circle it
I'll show a letter. Read it aloud. ▸The first team to circle it will get a point.
Read the alphabet from A to Z loudly. ▸The players rotate so that everyone has a turn.
❙• 68 •❙
• To do a role-play using the expressions of asking for help and

Objectives talking about age
• To make a story using the expressions in real situations
Look at the pictures on page 35.

✎ Warm up
What's this story about?
Greetings Make up a story with your partner.
Hello, class. How are you? Tips Let students check the story by playing the CD-ROM.
title.
Put your hands up.
Let's say hello to your friends.
Move the desk/chair.
Let's ask and answer questions about age with
Review
your friends.
Let's sing the song 'Can you help me?'
Objectives
Present the objectives ✎ Closing
Review
Wrap up Lesson 3
✎ Development
What will you say to me when you want to
Let's Role-play: know about my age?
The Great Big Enormous Raddish ◷ 20' What will you say when you get up in the
Let's look at the pictures morning and see your mother?
Tell me about the fairy tales you know. Good-bye
Take a look at the picture on page 33. Next class, we'll learn 'What time is it?'
What is the story? Who are the main characters? Before you go, why don't we sing the Alphabet
Listen to the story song by reading the letters on the board.
What is the farmer doing? Good job! Bye, everyone.
What does the farmer say to the dog? Have a nice day.
What does the cat say to the mouse?
Listen and repeat EXTRA
Let's watch the screen and repeat.
Can you repeat just what the dog said?
Tips
Guessing Game ◷ 7'
Ask students to repeat the role play scene by
scene using the pause function.
Team A, you are the Dog. Team B is the Cat. 【Materials】Number cards
Team C is the Farmer. Now put your voices into 【Grouping】Whole class
the scene. (Rotate each team's role, so that every 【Expressions】How old are you? I'm ___ years old.
team can practice all roles.) ▸Divide the class into two teams.
Role play ▸Each team chooses four players.
Let's take a role and role-play with your group. ▸The first student of each team stands in front
Present your role-play to the class. of the class.
Tips With regard to the time management, divide the ▸Choose a card and put it on the first students'
class into two and give an opportunity for half of heads.
the class to perform the play. Make sure that the ▸Let the class ask the question, "How old are
other team gets the opportunity next time.
you?" to the player.
▸The player guesses the number on his/her for
Let's Review
head and answers "I'm ___ years old."
Listen and draw a line between two pictures
▸The player gets three points if their first guess is
Listen to the dialogue and draw lines on your book.
correct, the second guess for two and the third for
Let's watch the screen and check the answers.
one point.
Look at the pictures and speak
▸The team that gets the most points wins.
❙• 69 •❙
Let's Sing: Can You Help Me?
Lesson 3 How Old Are You?
Can you help me, help me? (X 2)
Look and Listen(1) Sure, I can. (X 2)
(Tony, Julie and Zeeto are at the entrance to an Sure, I can help you.
amusement park, and Tony and Zeeto enter first.) Sure, I can. (X 2)
Julie: Tony! (At the moment Minsu appears Sure, I can help you. Great!
wearing sunglasses.) Can you help me, help me? (X 2)
Minsu: Good morning, Julie. Sure, I can. (X 2)
Julie: Good morning, Minsu. Sure, I can help you.
(Minsu and Julie see a foreign tourist and his Sure, I can. (X 2)
daughter. They are perplexed because they don't Sure, I can help you. Great!
know how to use the automatic information
system.) Let's Role-play:
Man: Can you help me, please? The Great Big Enormous Radish
Julie & Minsu: Sure. (Farmer is trying to pull a radish out of the soil.)
(Minsu helps them by using the automatic Farmer: (Rubbing the sweat from his forehead on
information system.) his sleeve) Ahh! Whew!
Man: Oh! (Found the toilet on the map) Great! (A dog comes to him)
Thank you very much. Farmer: (To the dog) Good morning, my friend!
Julie & Minsu: You're welcome. Can you help me?
Dog: Sure, I can.
Look and Listen(2) (The farmer and dog try to pull the radish out of
(There is an interesting sight to see in the the soil together but it slips out of their hands and
amusement park. Zeeto can see it in the air, but they fall down on the ground.)
Tony is too small to see it.) Farmer, Dog: Oops! (A cat comes to them.)
Tony: Can you help me? Dog: (To the cat) Good morning, my friend!
Zeeto: Sure I can. (Zeeto puts Tony on his Can you help me?
shoulders and lengthens his legs. A Cat: Sure, I can.
surprised man at the front of the line (Farmer, dog and cat try to pull the radish out
says to Tony.) of the soil together but it slips out of their
Man: How old are you? hands and they fall down again.)
Tony: I'm eight. Farmer, dog, cat: Ahhh-
Man: (Surprised) Eight years old? (It is afternoon, now. A mouse comes to them.)
(As a bird sits on Tony's head, Zeeto thinks it is Cat: (To the mouse) Good afternoon, my friend!
a bee, so Zeeto runs away leaving Tony behind.) Can you help me?
Mouse: Sure, I can.
Let's Chant: How Old Are You? (Farmer, dog, cat and mouse try to pull the
Heigh-ho, heigh-ho. How old are you, Minsu? radish out together and they succeed.)
I'm ten. I'm ten. I'm ten years old. Farmer, dog, cat:　Wow! You're strong!
Heigh-ho, heigh-ho. How old are you, Minsu? Farmer: How old are you?
I'm ten. I'm ten. I'm ten years old. Mouse: I'm three.
Heigh-ho, heigh-ho. How old are you, Tony? Farmer, dog, cat: Three?
I'm eight. I'm eight. I'm eight years old. Mouse: (To the dog) How old are you?
Heigh-ho, heigh-ho. How old are you, Tony? Dog: I'm ten. (To the cat) How old are you?
I'm eight. I'm eight. I'm eight years old. Cat: I'm ten, too.
(The dog and cat feel embarrassed and run
away.)
❙• 70 •❙
Lesson 3. How Old Are you?(3/4) Name _________________
Team Race Game
❙• 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.
Listening To listen to and understand the expressions of time
To ask about the time

Objectives Speaking
To answer questions about the time
Reading To read words with pictures
Communicative 1. Factual information What time is it?

Communicative functions 2. Confirmation It's eight (o'clock). It's time for school.
Functions and
Structures Language What time is it?
structures It's ________(o'clock). It's time for _____.
Vocabulary bed, breakfast, dinner, late, now, o'clock, school
◦Look and Listen⑴ ◦Look and listen to CD-ROM

◦Let's Play⑴ ◦Time Bingo
◦Look and Listen⑵ ◦Look and listen to CD-ROM

2 40~42
◦Let's Chant ◦Chant: 'What time is it?'
Teaching
◦Let's Play⑵ ◦Guessing the time
Plan
◦Let's Sing ◦Sing along: 'What time is it?'
3 43~44 ◦Let's Read ◦Match the words with pictures
◦Let's Play⑶ ◦Time-filling game
◦Role-play: 'Cinderella'
4 45~47
◦Activity in real context
❙• 73 •❙
4-4-1 What time is it? pp. 38-39
• To say the time using numbers 1 to 12

Objectives • To listen to and understand expressions of asking and answering about
the time
Let's Play⑴: Time Bingo ◷ 10'

✎ Warm up
【Materials】Textbook, pencil(p.39)
Greetings 【Grouping】Whole class
Hi, everyone. 【Expressions】What time is it? It's _____ o'clock.
How's the weather?
Listen and do as I say ▸Use the bingo board on page 39.
Take out your book, please. ▸Listen to the teacher and write the times in the
Write your name on your book. bingo board square. Write them in any square.
Review ▸After filling in the nine squares, draw circles on
Let's count form 1 to 10. the numbers as you listen to the teacher.
Let's count backwards. ▸The person who gets an 'L' shape with five
Objectives squares and shouts “Bingo!” is the winner.
Present the objectives ▸The winner will have a chance to lead the game.
✎ 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
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 •❙
• 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 ~."______
Let's Play⑵: Guessing the Time ◷ 10'

✎ Warm up
【Materials】A model clock
Greetings
【Grouping】Whole class → Group work
How are you, everyone?
【Expressions】What time is it? It's ___.
How's the weather?
Listen and do as I say ▸Set the time on the model clock. Don't show it.
Pick up the pen write your name. ▸Ask "What time is it?", and have students
Draw an apple in the air. guess the time.
Review ▸Give a point if their answer is correct. If
Have students guess the time by making two clock they're wrong, give hints by saying "Up." or
"Down."
hands with arms spread out
▸After finishing the activity with the whole class,
Objectives
have the students do the activity in groups.
Review
Look and Listen⑵
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
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 •❙
• 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
Let's Play⑶: Time-filling Game 10'

✎ Warm up
【Materials】Text book
Greetings
Good morning, class.
【Expressions】What time is it in _____?
It's ____ o'clock.
Pick up the pen and write your name on the ▸Two people work together to fill in the information.
board. ▸Each one chooses one world map in the book.
Put the pen on the table. ▸Ask students not to look at their partner's map.
Review ▸Ask questions about the time to know what time
Show pictures through the power point presentation it is in ___ and fill in the blanks.
and ask students to guess the time. ▸Take turns.
Objectives ▸Confirm the answers after the activity is over.
Tips It's more efficient to show examples by
inviting children to participate than by
✎ Development explaining verbally.
Look and Speak
How do you ask about time?
✎ Closing
What did Minsu's mom say when she was surprised? Review
What did Minsu say when he was leaving home? Review today's lesson
Let's listen to Dialogue Two (Showing the world map through the Internet)
What does 'It's time for lunch.' mean? What time is it here?
Can you make a sentence about breakfast? Now, who wants to read the four words?
Good-bye
Let's Sing Listen to dialogue 1 and 2 one more time.
Listen to the song It's time to say goodbye. Bye.
Sing the song
Let's watch the screen and listen to the song
EXTRA
carefully, following the beat.
Tips Ask students to talk about the song after watching the picture. Grid Bingo ◷ 7'
Let's put them all together and sing merrily.
Let's sing together with your partner while asking
【Materials】Bingo board
and answering questions about the time.
【Grouping】Whole work → Group work
Let's sing using a different time.
【Expressions】What time is it?
Let's Read It's _____. Time for _____.
Look and listen carefully ▸Everyone has a section with 8 grids.
It's time to read. ▸Ask the teacher "What time is it?"
There are four words on page 43. ▸When the teacher answers "It's nine. It's time
Read and do for bed." and you have the answer on the
(Showing the word cards) Read after me. bingo board, cut off the grid. The grid can
Now read after me only when I read it correctly. only be at either end of the paper.
Read them yourself ▸The student who cuts off all grids first wins.
Let's match the word with the correct picture. ▸Once students learn with the whole class, ask
Tips Check the students' answers before using the CD-ROM them to play the game in their groups.
title.
❙• 76 •❙
• To ask and answer questions about the time by doing a role play
Objectives
• To consolidate the expressions in real situations
Make up a story with your partner.

✎ Warm up
Tips Let students check the story by playing the CD-ROM.
Greetings
title.
Hi, everyone. How are you doing?
How's the weather outside?
Let's ask and answer about the time with your
partner.
Girls, stand up and come here.
Touch your mouth.
Review ✎ Closing
Let's sing the song 'What time is it?' Review
Objectives Wrap up Lesson 4
Present the objectives I will show you the time with my arms stretched
out. Guess the time.
✎ Development Good-bye
Next class, we'll learn a new lesson.
Let's Role-play: Cinderella ◷ 20' That's all for today. Have a nice day.
Let's look at the pictures Good bye everyone.
Open your book to page 45.
Who do you see in the picture?
Can you guess what they are talking about? EXTRA
Listen to the story
What did you hear?
What did Cinderella say to her fairy godmother Time for Lunch ◷ 7'
when she asked about the time?
Listen and repeat 【Materials】None
Let's watch the screen and repeat the dialogue 【Grouping】Whole class
line by line. 【Expressions】What time is it?
Let's take a role and repeat after the CD-ROM It's _____.
title. Time for _____.
Put your voice into the scene.
▸Choose a student who will be 'It'.
Tips Use the 'Screen off' function to reduce the boredom ▸Draw a line as the starting line.
of the repetition.
▸Let students ask the question "What time is
Role play
it?" to the player who is 'It'.
Let's practice in a group.
▸When 'It' answers "It's three o'clock.", the
Volunteers, come forward and present your play.
others should go three steps toward 'It' while
Tips Sometimes it is efficient to put the dialogue of he/she is watching them. In other words, the
the role-play on the blackboard or the wall. players need to walk the same number of the
steps as the time said by 'It'.
Let's Review ▸As the players get close to 'It', 'It' says "It's
Listen and mark the correct time for each clock time for lunch." instead of answering "It's ___
Listen to the dialogue and mark the correct time o'clock."
to match with the pictures on page 46. ▸On hearing this, the players should run as fast
Are you done? Let's check the answers. as they can to reach the starting line.
Look at the pictures and speak ▸If one of the players is caught, he/she will be
Look at the pictures on page 47. 'It'.
Think about the story.
❙• 77 •❙
Let's Chant: What Time Is It?
Lesson 4 What Time Is It?
What time is it? Tick tock.(x2)
Look and Listen(1)
It's twelve. Tick tock. (x2)
(Minsu is preparing to go to school.) Tick tock tick tock tick tock.
Minsu: What time is it? (Minsu's mom is on the It's time for lunch. Yeah!
phone. She glances at the clock.) What time is it? Tick tock. (x2)
Minsu's mom: It's eight. (Minsu is playing It's nine. Tick tock. (x2)
with the computer because he has enough Tick tock tick tock tick tock.
time. After a while) It's time for bed. Yeah!
Minsu: (Playing a computer game)
What time is it? Let's Sing: What Time Is It?
Minsu's mom: (Hang up the phone) It's eight. What time is it? (x2)
(Suddenly she recognizes something is wrong, What time is it, Mina?

Eight o'clock, eight o'clock.
and picks up the watch on the table.)
It's eight o'clock. Ticktock!
Minsu's mom: Oh, no. It's nine.
What time is it? (x2)
Minsu: Nine. (Surprised) Nine? Oh, I'm late.
What time is it, Minsu?
(In a hurry) Oh, I'm late. (Minsu rushes out
Twelve o'clock, twelve o'clock.
of the house. His mom is looking at him
It's twelve o'clock. Ticktock!
with a lot of concern.)
Let's Role-play: Cinderella

Look and Listen(2) (Cinderella is crying because she can't go to the
(This is the fantastic clock world. Julie and a party at the palace. Then her fairy godmother pops
rabbit are playing in a cave, and Minsu looks at up.)
them and follows them into the cave.) Cinderella: Can you help me?
Minsu: What time is it? Fairy godmother: (Nodding with a smile)
Julie: It's ten. Sure, I can.
Minsu: (Looking at the other clock) (When the fairy godmother waves her wand, a nice
What time is it? car pops up. A touch of the wand transforms
Julie: It's two o'clock. Cinderella's clothes into a beautiful dress.)

Cinderella: Oh! Thank you!
Minsu: What time is it now?
(Riding in the car) Good-bye!
Julie: (With her shoulders shrugged) I don't know.
Fairy godmother: Good-bye!
(At that time, their stomachs rumble with
(Cinderella is dancing with the prince.)
hunger.)
Cinderella: What time is it?
Julie: Oh, I see.
Prince: It's eleven. (After a while)
Minsu: It's twelve.
Cinderella: What time is it now?
Minsu, Julie: (Laughing) It's time for lunch. Prince: It's twelve o'clock.
Minsu: (With a dream-like voice) (The clock strikes twelve.)
It's time for lunch. Cinderella: (Running out of the palace)
Minsu's mom: (Waking up Minsu) It's time for Oh, I'm late. Good-bye.
lunch. (He woke to find that he fell asleep Prince: Wait, wait! What's your name?
while reading the book, 'Alice in wonderland'.) (The prince picks her glass slipper up.)
❙• 78 •❙
Lesson 4. What Time Is It?(2/4)
Board Game
Question: What time is it?
Answer: It's ____o'clock. It's time for ____.
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.
4:00 5:00 7:00
9:00 6:00 8:00
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.
Cut this line.

It's 5. It's 2. It's 7. It's 8. It's 12. It's 11.
Tear this line.
❙• 80 •❙
5 Who Is She?
In this lesson, students will learn how to ask about people that they don't
Aims know and introduce new people to their friends. This lesson, therefore, will
help students build good relationships with others.
To listen to and understand the expressions about asking and
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
Reading To read words about family members
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

◦Let's Play⑴ ◦Pointing a Right Picture

2 52~54
◦Let's Chant ◦Chant: 'Who Is This?'
Teaching
◦Let's Play⑵ ◦Guessing Game
Plan
◦Let's Sing ◦Sing along: 'Who Is She?'
3 55~56 ◦Let's Read ◦Read words for family members
◦Let's Play⑶ ◦Survey
◦Role-play: 'Shim Cheong'

4 57~59
◦Activity in a real situation
❙• 81 •❙
4-5-1 Who Is She? pp. 50-51
• To listen to and understand the questions "Who is this/that/he/she?"

Objectives and to answer them
• To use the expressions of agreement
✎ Warm up ▸Have students bring pictures of famous people.

Greetings ▸Have several students hold up their pictures
Good morning, class. How are you today? and show them to the class.
How's the weather today? ▸A teacher reads out the dialogue about a
Listen and do as I say person, and students point to the correct
Listen carefully and do as I tell you. picture.
Put your hands up, please. T: Who is this/that/he/she?
Put your hands down, please. He is Lee Sunsin.
Put your left hand up, please. ▸Change the pictures and play the game again.
Put your left hand down, please. Tips While changing pictures, let students sing a
Put your hands on your knees, please. song, 'Walking Walking'.
Review
Count numbers from 1 to 12 for telling time.
Ask and answer about what time it is. ✎ Closing
Tips Flash cards or clocks are needed to teach how to Review
say time. Review today's lesson
Objectives (Indicating a student) Who is this/that?
Present the objectives She is ________.
Who is he/she?
He is ________.
✎ Development
Good-bye
Look and Listen⑴ Next time, we will learn a chant and practice the
Look at the picture expressions more. Bye!
What do you see in the picture? Have a good day. Bye, class.
Can you guess what they are saying?
(After Pre-listening) What did the people say? EXTRA
What does Thomas have in his hands?
What does he ask?
Truth Game ◷ 10'
Listen again
Who is it in the picture? 【Materials】Pictures of famous people
Ask listening comprehension check questions. 【Grouping】Whole class
【Expressions】Who is this/that/he/she?
Listen and Repeat⑴ He/She is____.
Listen and repeat ▸A teacher holds up a picture and reads a
Practice dialogue.
Now, let's repeat the dialogue line by line. T: Who is this? He is Lee Sunsin.
Listen and repeat again. ▸If the picture matches the dialogue, students
can clap 5 times. If not, students can tap their
Let's Play⑴: Pointing a Right Picture ◷ 10' desk 5 times.
【Materials】Pictures of famous people ▸Show a picture and say the person's name in
【Grouping】Whole class the picture. If the picture matches the name,
【Expressions】Who is this/that/he/she? students can repeat after the teacher. If not,
He/She is____. they will stay silent.
❙• 82 •❙
4-5-2 Who Is She? pp. 52-54
• To ask and answer the questions "Who is this/that/he/she?"

Objectives
• To learn the chant 'Who is this?'
He/She is_________.
✎ Warm up
▸ Have students work in groups.
Greetings
▸ Shuffle the baby pictures of students and put
them in a bag. One student chooses a picture
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.
✎ Closing
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

Who Is This? ◷ 10'
Listen and repeat
Practice
Listen and repeat the dialogue line by line. 【Materials】None
Listen and repeat again. 【Grouping】Group work
【Expressions】Who is this?
Let's Chant He/She is_______.
Listen to the chant
Chant ▸Have students work in groups of six.
Chant one part at a time. ▸One student in each group takes a turn to
Now, let's chant together. imitate famous people, and asks "Who is this?"
▸The other students answer, "He/She's_____."
Let's Play⑵: Guessing Game ◷ 10' ▸Whoever says the right answer gets a
【Materials】Pictures of students when they were point.
babies ▸The student who gets the most points wins the
【Grouping】Group work game.
【Expressions】Who is this/that/he/she?
❙• 83 •❙
4-5-3 Who Is She? pp. 55-56
• To sing the song 'Who Is She?'

Objectives
• To read family member words
✎ Warm up
Let's Play⑶: Survey ◷ 10'
Greetings
【Materials】Paper, pencil
【Grouping】Individual work
【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
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?
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.
Let's Read EXTRA

(Putting the word cards on the blackboard)
Listen carefully. Reading Activity ◷ 10'
Brother. This is my brother.
Father. This is my father.
【Materials】Word cards for family members
Mother. This is my mother.
Sister. This is my sister.
【Expressions】Father, mother, sister, brother
Listen and do
Repeat after me. ▸Put the word cards on the blackboard, and
Read them yourself write a number below each card. When the
Let's match the pictures with the words on page teacher says a word, students say the correct
55. number. If the teacher says a number, students
Check the answers. say the word.
❙• 84 •❙
4-5-4 Who Is She? pp. 57-59
• To do a role-play using "Who is he/she?, He/She is_______."

Objectives • To listen and choose the correct answers
• To use the expressions asking who he/she is in a real situation
These are the answers.

✎ Warm up
Are your answers correct?
Greetings Look at the pictures and speak
Good morning, class. How are you doing today? What's happening? Can you guess the story?
How's the weather outside? Look at Minsu and Julie. What are they saying?
Review Look at the screen and check the story.
Let's sing the song, 'Who Is She?' Speak in a real situation
Tips The teacher points to one student, and all the Look at the wall. There are many pictures on it.
students sing the song 'Who Is She?', using his/her (Put some pictures of famous entertainers or
name.
classmates on the wall.)
Objectives
Walk around the classroom with your partner.
Ask and answer, "Who is he/she?"
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?
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.
Tony: It's a snowman. Who is she? Who is she?

She is Julie. Julie is my friend.
Julie: (With a smile) It's Zeeto.
Thomas: Zeeto?
Who is he? Who is he?
Julie: Yes, that's right.
He is Minsu. Minsu is my friend.
(Julie misses Zeeto. Zeeto waves his hand in
Who is he? Who is he?
Julie's imagination.)
He is Minsu. Minsu is my friend.
Zeeto: Bye!
Julie: Zeeto! Let's Role-Play: Shim Cheong
(After Shim Cheong became the King's wife, she
Look and Listen(2) hosted a big feast for the blind people to find
(Julie plays the Rabbit and Minsu plays Alice in her father. Shim Cheong stands up with a
their school play, 'Alice in Wonderland.') surprised face when she sees her father appear.)
Julie: Oh, I'm late. King: Who is he?
Thomas: Oh, that girl is pretty! Shim Cheong: He is my father.
Who is she? (Running to him) Father!

Shim Cheong's father: Who is she?
Tony: I don't know. Who is she?
Subject: She is Shim Cheong.
Anne: She is Julie.
Shim Cheong's father: Shim Cheong?
Mr. Brown: No, she is Mina.
Shim Cheong: (Hugging him) Father!
(Minsu's wig slips off as he takes a bow when
Shim Cheong's father: (Surprisingly, his
the play is finished.)
eyes open slowly.) Oh, Shim Cheong!
Minsu: Oops!
Shim Cheong: King, this is my father.
Thomas, Mr. and Mrs. Brown: Oh, that's a boy! King: Nice to meet you.
Anne: Who is he? Shim Cheong's father: (His eyes are very
Tony: I don't know. wide-open with surprise.) Nice to meet you, too.
Thomas: He's Minsu!
❙• 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
Reading To read words about objects
Communicative Is this your cap? This is my cap.

Checking facts
Communicative functions It's green.
Functions and
Structures Language Is this your ________? This is my ________.
structures It's ________.
Vocabulary bat, color, cute, green, notebook, pencil case, red, white

◦Let's Play⑴ ◦Ladder Game

2 62~64
◦Let's Chant ◦Chant: 'Is This Your Cap?'
Teaching
◦Let's Play⑵ ◦Find the Owner
Plan
◦Let's Sing ◦Sing along: 'Is This Your Puppy?'
3 65~66 ◦Let's Read ◦Match the pictures and the words
◦Let's Play⑶ ◦Lost and Found
◦Role-play: 'A God and a Boy'

4 67~69
❙• 89 •❙
4-6-1 Is This Your Cap? pp. 60-61
• To listen to and understand the expressions about identifying ownership

Objectives
• To ask the question, "Is this your _______?"
Yes, it is./No, it isn't.

✎ Warm up
Greetings ▸A teacher says "Is this your dog?" and students
Good morning, class. How are you today? follow the ladder from the dog until they reach
How's the weather today? a face at the bottom of the ladder.
Listen and do as I say ▸If they reach a happy face, students say "Yes,
it is." If they reach a sad face, students say,
Listen carefully and do as I say.
"No, it isn't."
(To a student with a ball)
▸The teacher changes the question with different
Throw the ball to me, please.
items such as an eraser, cat, notebook, etc.
(Throwing the ball to another student) Catch the
Tips After the class activity, have students work in pairs.
ball.
Review
Sing the song, 'What's This?'
Objectives
✎ Closing
Present the objectives Review
(Holding up a student's item) Is this your _____?
✎ Development (Showing a positive or negative sign) Yes, it is.
Look and Listen⑴ No, it isn't.
Look at the picture Good-bye
What does Julie have in her arms? Time's up. Good-bye.
Is Julie happy? Take care, everyone.
(After Pre-listening) What do people say? EXTRA
What is a puppy?
Whose puppy is this? Guessing Game ◷ 10'
Listen again
Can you tell me what you heard?
【Materials】Pencils and erasers
Do you understand "Is this your puppy?"
(Ask listening comprehension check questions.)
【Expressions】Is this your pencil/eraser?
Tips Try to elicit as many words or phrases as possible. Yes, it is./ No, it isn't. Thank you.
▸Two groups sit face to face.
Listen and Repeat⑴
▸Group A closes their eyes first. Group B takes
Listen and repeat
out all their pencils. Group A opens their eyes
Practice
and looks at the pencils for a while (about 5
Watch me and repeat after me. (Holding a student's
seconds). Then Group A closes their eyes
book) Is this your book?
(Listen and repeat after the teacher.) Is this your again. Group B mixes up all the pencils.
book? ▸Group A students discuss who is the owner
Tips
of each pencil. After the discussion, Group A
Practice the sentences by using students' objects.
students take turns asking questions one by one
I'll say a sentence. Do as I say. Is this your
book? to find the owner of each pencil.
Look at me and say the sentence. ▸Group B students do the activity in the same
way. After finishing the activity, ask the
Let's Play⑴: Ladder Game ◷ 10' students to do the activity again with erasers.
【Materials】None ▸Count how many pencils each team matches
【Grouping】Whole class, pair work with their owners. The team that matched the
【Expressions】Is this your ? most items correctly wins the game.
❙• 90 •❙
• To ask and answer the question "Is this your ____ ?"
Objectives
• To understand expressions about colors and describe colors of objects
✎ Warm up ▸All the students in the classroom call 'It' to

Greetings come back into the classroom.
Hello, everyone. How are you doing? ▸'It' picks up the item on the table and looks
How's the weather outside? for its owner. Students sing a song loudly if
Review 'It' comes close to the owner. If not, their
Review the previous lesson voices get softer and softer.
Objectives ▸When 'It' chooses someone as the owner,
Present the objectives students ask him/her together, "Is this your
pencil?" The chosen student answers, "Yes, it
is./No, it isn't."
✎ Development
Look and Listen⑵ ✎ Closing
Look at the pictures
Review
Who are they in the picture?
What are they doing?
(Showing a student's items to the other student)
What are they looking for?
Is this your pencil? (The student answers "Yes."
or "No.")
(After Pre-listening) What are the people saying?
(Giving the item to the owner) Is this your
pencil?
Where was Julie's cap?
Good-bye
What color is Julie's cap?
You did a good job today. Have a good day.
See you.
Listen and repeat
EXTRA
Practice
(Showing some colors)
It's red/blue/yellow/green/blue. What Color Is It? ◷ 10'
Listen carefully and say what color it is.
What color is it? Is it yellow?
【Materials】Colored pencils, student's cards
【Grouping】Individual work
Let's Chant
【Expressions】Color the cap green.
Listen to the chant
What color is it?
Chant
It's green (red, yellow, blue, purple,
Let's chant one part at a time.
black, etc).
Tips Chant with motions during the 'this' and 'that' part.
▸Teacher says "Color the cap green."
Let's Play⑵: Find the Owner ◷ 10' ▸Students color a cap on their card with a green
【Materials】Classroom objects pencil.
【Grouping】Group work ▸After coloring all the items, the teacher asks
【Expressions】Is this your ? students a question, "What color is the cap?"
Yes, it is./No, it isn't. ▸Students answer "It's green."
▸After the activity, have students sing a song,
▸One student ('It') goes outside the classroom 'Sing a Rainbow' together.
and waits for a while. Choose one item from Tips Visit a website below for 'Sing a Rainbow'.
students and put it on the table. http://www.britishcouncil.org/kids-songs-little-kids.htm
❙• 91 •❙
• To sing along and use the expressions which they learned in previous
Objectives lessons
• To read words and match them to the right pictures
✎ Warm up ▸Make groups of ten.

Greetings ▸Students put one school item and one picture
Hello, class. How are you today? card in a basket.
What day is it today? ▸When the teacher says "Go.", one student from
Review each group comes up to the front.
Let's chant together using the names of these ▸They close their eyes and choose one thing or
things. card in each basket, and find the owner.
(The teacher shows a cap, an eraser, a pencil, a ▸If the team find the owner, the next person
notebook, a ruler and so on one by one.) comes up and does the same thing.
Objectives ▸The team that finds the most owners will be
Present the objectives the winner.
✎ 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 Sing EXTRA

Listen to the song
Sing the song
Let's sing one part at a time. Word Search ◷ 10'
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
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 •❙
• To ask and answer questions about possession through role-play

Objectives
• To use the expressions in a real situation
Watch the screen and compare the story with

✎ Warm up
yours.
Greetings (Show the story with the CD-ROM title.)
Hello, class. Is everyone here? Speak in a real situation
Who is absent today? Is he/she okay? Close your eyes. Don't open your eyes, please.
Listen and do as I say (When the students close their eyes, the teacher
Listen carefully and do as I say. picks up several school items.)
(Student's name)! Throw the ball to me, please. Now, open your eyes, please.
Catch the ball. (Showing an eraser) Is this your eraser?
Drop the ball, please. Work in groups. Ask and answer one another.
Well done.
Review
Chant 'Is This Your Cap?' together. ✎ Closing
Sing the song 'Is This your Puppy?' Review
Present the objectives We've learned expressions of how to ask and
answer about possessions.
What will we learn in the next lesson?
✎ Development
We are going to learn about making a suggestion
Let's Role-play: in lesson 7.
A God and a Boy ◷ 20' Good-bye
【Materials】Bats, a cap Thanks for your attention. Good-bye.
【Grouping】Whole class, Pair work Thank you. See you.
【Expressions】Is this your bat?
Yes, it is. No, it isn't.
EXTRA
My bat is white. Thank you.
Look at the picture
Open your book to page 67 and look at the Musical Chairs ◷ 10'
pictures.
Who are they?
【Materials】Chairs, School objects
Let's listen to the story together.
【Expressions】red, yellow, green, blue, orange,
What is this story about?
pink, white, black, pencil, pen,
What's happening?
eraser, ruler, book
Listen and repeat
Please repeat each sentence. ▸Have students sit around in their own chairs.
Role play ▸A teacher says one color.
▸All the students who are wearing that color
stand up and sit on an unoccupied chair. The
Let's Review
teacher also has a seat.
Listen and match the items with their owners
▸The student who doesn't have a chair will be
Listen to the dialogue and match the items with
'It'. He/She says the next color.
their owners.
Tips After playing this game using colors, have
Let's check the answers.
Look at the pictures and speak students play the game with school supplies.
Have students hold school items like pencils,
What's happening?
pens, erasers, rulers and so on.
Make up a story with the pictures.
❙• 93 •❙
Lesson 6 Is This Your Cap?
Toot, toot, toot, toot, toot
Look and Listen(1)
(Julie visits Minsu's house. Mina, his sister, opens
Is that your cap?
the door and welcomes her.)
Is that your cap?
Mina: Hi.
Yes, it is.
Julie: Hi.
Yes, it is.
(Julie sees a puppy in Mina's arms.)
(X2)
Julie: (Touching the puppy) It's cute.
Is this your puppy?
Let's Sing: Is This Your Puppy?
Mina: Yes, it is. (Passing the puppy to Julie) Here!
Is this your puppy? Yes, it is.
Julie: Hey, puppy... puppy... umm.
(Mina notices the puppy is going to pee.)
It's so cute.
Mina: Oh, oh!
Oh, wow! Thank you.
Julie: Oh, no!
It's so cute.
Oh, wow! Thank you. Wow!
Look and Listen(2)
(Julie says good bye to Minsu and Mina in front
of their house.)
Julie: Bye.
It's so cute.
Minsu, Mina: Bye.
Oh, wow! Thank you.
(Julie finds out she lost her cap.)
It's so cute.
Julie: Oh, my cap!
Oh, wow! Thank you. Wow!
(Julie, Minsu and Mina look for the cap. Mina
picks up a cap and asks Julie.)
Let's Role-Play: A God and a Boy
Mina: Is this your cap, Julie?
(A boy is playing baseball. He drops the bat into
Julie: No, it isn't.
the pond. He is crying.)
Mina: What color is it?
Boy: (Crying) My bat, My bat...
Julie: My cap is green.
Help me, please. Can you help me?
Minsu: (Pointing to something under the bed)
(Suddenly, it's very foggy and a mountain god
Look! It's here.
comes up from water. He is watching the boy.)
Mina: Is this your cap?
Mountain god: Sure, I can help you.
Julie: Yes, it is.
(The mountain god disappears into the water. After
(A puppy is under the bed with the cap in his
a while, he appears holding a golden bat.)
mouth.)
Mountain god: Is this your bat?
Boy: No, it isn't. My bat is white.
Let's Chant: Is This Your Cap?
Mountain god: No? Umm...(He disappears into
the water again. After a while he comes up
with a white bat.) Is this your bat?
Is this your cap?
Boy: (With a bright smile) Yes, it is.
Is this your cap?
That's my bat.
No, it isn't.
(Receiving the bat from the mountain god)
No, it isn't.
Thank you!
(X2)
❙• 94 •❙
Lesson 6. Is This Your Cap?(2/4)
What Color Is It?
❙• 95 •❙
Lesson 6. Is This Your Cap?(3/4) Name _________________
Word Search
A.
1. Please find words in the box.
a b c b a t ib o o k j g r p e n c ilb d u c a p z
2. Please write the words that you found.
_____________ _____________ _____________ _____________
B.
1. Please find words in the box.
p e n c i l
b e c d e c
g o n f a k
h i o p j l
n o g k i m
b a t r p s
2. Please write the words that you found.
_____________ _____________ _____________ _____________
❙• 96 •❙
7 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.
To listen to and understand the expressions about suggestions

Listening To listen to and understand the expressions about accepting a
suggestion or refusing it by making an excuse
Objectives To make a suggestion and respond to a suggestion

Speaking To accept or refuse an invitation and make an excuse
To sing a song
Reading To read words about sports
Communicative 1. Suggesting Let's play soccer.

Communicative functions 2. Declining Sorry, I can't.
Functions and
Structures Language
Let's play _______. Sorry, I can't. I'm _______.
structures
Vocabulary all, badminton, baseball, basketball, play, sick, soccer, table tennis, tired

◦Let's Play⑴ ◦True or False
2 72~74
◦Let's Chant ◦Chant: 'Let's Play Badminton'
Teaching
◦Let's Play⑵ ◦Whispering game
Plan
◦Let's Sing ◦Sing along: 'Sorry, I can't'
3 75~76 ◦Let's Read ◦Match the pictures and the words
◦Let's Play⑶ ◦Card game
◦Role-play: 'The Ant and the Grasshopper'
4 77~79
❙• 97 •❙
4-7-1 Sorry, I Can't pp. 70-71
• To listen to and understand the expressions about making

Objectives suggestions and to say them
• To accept or say "No" nicely to a suggestion
Sorry, I can't. I'm tired. Sure./ OK.

✎ Warm up
Greetings ▸Teacher shows a picture card and says a
Good morning, class. How are you today? sentence.
Look outside. How's the weather? ▸If the sentence is correct, students repeat the
Listen and do as I say sentence.
Listen carefully and do as I say. ▸If the teacher says the wrong sentence, students
Close your eyes, please. stand up and say "No."
Tips When the teacher says a sentence, students mime
Open your eyes, please.
Blink your eyes, please. it. When the teacher mimes a sentence, students
say the correct sentence. One of the students can
Review
be a volunteer to mime.
(Showing a soccer ball) Is this your ball?
What color is it?
Objectives ✎ Closing
Review
✎ Development Please ask your partner to join a sport in
Look and Listen⑴ English.
Look at the picture Please review today's lesson using the CD-ROM
Who are they? title at home.
What does Minsu play? Good-bye
Let's watch the screen Time's up. Good-bye.
(After Pre-listening) What did the people say? Take care, everyone.
What's happening? EXTRA
What is Minsu's suggestion?
Listen again The Miming Game ◷ 10'
How does Thomas answer Minsu?
Why does Thomas say "Sorry, I can't."?
【Materials】Picture cards for sports
Listen and Repeat⑴ 【Grouping】Group work
Listen and repeat 【Expressions】Same as Let's Play⑴
Practice ▸Divide the class into two groups (there may be
Watch me and repeat after me. (Showing a two groups or more).
picture of playing soccer) Let's play soccer. ▸Students in each group stand in a line.
(Holding a picture of a happy face) Okay. ▸A teacher shows a picture to the first student
(Showing a sad face) Sorry, I can't. in each line and he/she mimes it to the next
Tips Practice the sentences by using sports pictures such student. This continues to the last student.
as baseball, badminton, tennis, and so on. ▸The last student in the group has to say the
sentence. If he/she is right, the group says
Let's Play⑴: True or False ◷ 10' "OK."
▸If the answer is incorrect, they start from the
【Materials】Picture cards for sports
first student until they get the right answer.
▸The first student goes to the end of the line
【Expressions】Let's play soccer/baseball/basketball/
and starts a new game from the second student.
table tennis/badminton.
❙• 98 •❙
• To understand the expression, "Sorry, I can't. I'm sick." and to say

Objectives "No." nicely to someone with an excuse
• To understand and say the expression, "That's too bad."
【Expressions】Let's play badminton.

✎ Warm up
Sorry, I can't. I have a cold.
Greetings
Good morning, everyone. How are you doing? ▸Students stand in a line.
How's the weather outside? ▸Teacher whispers a message to the first person
Review
in each group and passes a doll to them.
Review the previous lesson ▸The first student whispers the message and
I'll mime. Try to guess what I'm doing. gives the doll to the next player in his/her
(Kick a ball)
group until the last player gets the message.
(Wave a hand to say "No.") ▸The last player has to pick up the correct card
Objectives and give it to the teacher.
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.

Listen and repeat EXTRA
Practice
(Prepare 4 sentence cards such as "I'm tired.",
"I'm sick.", "I have a cold.", "I'm hungry." and
Pair-up Activity ◷ 10'
ask questions.)
(Showing a picture "I'm sick.") Are you all right? 【Materials】Picture cards about sports
(Help students answer "I'm sick.") (Paired cards for each sport)
Let's Chant 【Expressions】Let's play _______.
Listen to the chant Ok, let's go.
Chant Sorry, I can't.
Let's chant part by part.
▸Have each student choose one card.
Let's chant together.
▸When the teacher plays a song, everybody moves
Tips Chant with motions 'Let's play badminton/
around the classroom and has a conversation to
basketball.' and 'Sorry, I can't.' part.
find someone who has the same card.
▸Pairs with the same cards go to the front and
Let's Play⑵: Whispering Game ◷ 10'
sit down together.
【Materials】A doll, Picture cards
▸The teacher checks their cards.
❙• 99 •❙
• To sing along with a song, 'Sorry, I Can't.'

Objectives
• To read words about sports
✎ Warm up ▸Mix up all of the 36 cards and have each

student take only four cards. Put the rest of the
Greetings
cards facing up on the desk.
Hello, class. How are you today?
▸First student throws one card down and says,
"Let's play soccer."
Review
▸Students who have the same card throw it
Let's chant together. down and answer "Okay."
(Show different sports cards and have students ▸The students who don't have the same card,
change the lyrics of the chant.) Let's change say "Sorry, I can't" and take one card from the
'badminton' to different sports. pile.
Objectives ▸The student who throws down all the cards
Present the objectives first wins the game.
Look and Speak
Review
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
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 •❙
• To do a role-play using the expressions, "Let's ___." and "Sorry, I can't."

Objectives
• To understand and use the expressions of suggestion and refusal
What's in the pictures?

✎ Warm up
Make up a story with the pictures.
Greetings
Watch the screen and compare the story with
Hello, class. Is everyone here?
yours. (Show the story with the CD-ROM title.)
Who is absent today? Is he/she okay?
I'll ask you a question. Answer my question.
Listen carefully and do as I say.
Let's play soccer, (a student's name).
Put your hands up.
(Help the student say "OK." or "Sorry, I can't.")
Put your hands down.
Please ask your partner to play sports together
Put your hands on your head.
this afternoon.
Scratch your head.
Review
Chant 'Let's Play Badminton' together. ✎ Closing
Sing the song 'Sorry, I Can't' with motions Review
Present the objectives We've learned the expressions for "Let's play~."
and "Sorry, I can't."
What will we learn next lesson?
✎ Development
We are going to study 'How much is it?'
Let's Role-play: Good-bye
The Ant and the Grasshopper ◷ 20' Thanks for your attention. Good-bye.
【Materials】Pictures of food, a violin, a blanket Thank you. See you.
【Grouping】Whole class, Pair work
【Expressions】Can you help me?
EXTRA
I'm sorry, I'm sick.
I have a cold.
Sure, I can. Go Fish ◷ 10'
Look at the picture
Open your book to page 77 and look at the
【Materials】Sports picture cards
pictures.
Who are they?
【Expressions】Let's play badminton/baseball/tennis/
What story is it?
basketball/table tennis/soccer.
What is the story about? ▸Make groups of four students. Each student has
What's happening? four cards.
Listen and repeat ▸Mix up all the cards and each student gets
Please repeat each sentence. four cards, without showing them to other
Role play players.
▸First student decides which card he/she wants
Let's Review to collect, and says "S2, Let's ______."
Listen and find the right pictures ▸If the S2 has the card, he/she has to give the
Listen to the dialogue. Find the right pictures and card to S1. If he/she doesn't have the card,
write the numbers in the circle. he/she says "Sorry, I can't."
Let's check the answers. ▸The student who answered now asks the next
Look at the pictures and speak student. The student who collects four of the
Look at the picture. Who comes out? same cards first is the winner.
❙• 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.
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?
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
down.) Can you help me?
Grasshopper: (Suddenly coughing) I'm sorry.
I have a cold.
Sorry, I can't (Sorry!)
Ant: That's too bad.
(One cold winter day, a beggar grasshopper is
walking.)
Grasshopper: (Collapsing) I'm hungry.
(The door is open and the ant comes out.)
Grasshopper: Can you help me?
Ant: Sure, I can.
(This is the ant's house. Ant gives the grasshopper
a blanket and food.)
Ant: This is for you.
Grasshopper: (In tears) Thank you.
❙• 102 •❙
Lesson 7. Sorry, I Can't(2/4)
Picture Cards
❙• 103 •❙
Lesson 7. Sorry, I Can't(2/4) Name _________________
Find your friends!

Friends' names
Go around and find 2 friends who can play __ with you.

Ask your friend "Let's play __!"
Write down your friend's name if he/she says "Okay." or "Sounds good."
❙• 104 •❙
8 How Much Is It?
In this lesson, students will learn expressions about shopping such as asking and
Aims
answering about prices of items in a store.
To listen to and understand the expressions of asking and

answering about what they want
Listening
To listen to and understand the expressions about prices
To understand the chant and the song
Objectives
To ask and answer about what they want
Speaking To ask and answer about prices
To chant and sing a song
Reading To read the words used when shopping for items
1. Asking about what
Communicative What do you want?
Communicative someone wants
functions I want a watch.
Functions and 2. Shopping
Structures Language
I want ________. It's _______ hundred won.
structures
Vocabulary bike, black, blue, brown, candy, doll, hundred, pink, stop, there, want, yellow

◦Let's Play⑴ ◦Card Game

2 82~84
◦Let's Chant ◦Chant: 'What Do You Want?'
Teaching
◦Let's Play⑵ ◦Going Shopping
Plan
◦Let's Sing ◦Sing along: 'What Do You Want?'
3 85~86 ◦Let's Read ◦Reading words
◦Let's Play⑶ ◦Flea Market
◦Role-play: 'Animals in a Forest'

4 87~89
❙• 105 •❙
4-8-1 How Much Is It? pp. 80-81
• To listen to and understand expressions for asking and answering

Objectives about what they want
• To answer about what they want
✎ Warm up pictures, the teacher checks students' cards.

Greetings ▸Students ask their teacher, “What do you
Good morning, class. How are you today? want?”, and the teacher answers, "I want a
How's the weather today? _____." Students hold up the correct picture
Review card.
(showing a pencil) Is this your pencil? ▸The students put the 8 picture cards on their
Is this your watch? desk. When the teacher calls out a word, they
Objectives grab the correct card quickly.
Present the objectives Tips Don't spend too much time coloring the picture.
✎ 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
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 •❙
• To say what they want

Objectives
• To ask about prices using the expression "How much is it?"
✎ Warm up ▸Students work in groups and they sit in a

circle.
Greetings
▸One of the students will be a clerk and the
Hello, everyone. How are you doing?
others will be customers.
How's the weather outside?
Clerk: What do you want?
Review
S1: I want a book. How much is it?
Review the previous lesson
Clerk: It's five hundred won.
Objectives
▸Students take turns being the clerk and
customers.
✎ 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

Listen and repeat Guessing Game ◷ 10'
Practice
I'll count numbers by 100. Listen and repeat after 【Materials】Picture cards
me. (Count from 100 to 900.) 【Grouping】Whole class
Now let's take turns counting. 【Expressions】What do you want?
One hundred. (Have students say two hundred) I want a(an)_______, please.
(Showing the colored paper) Red. Yellow. How much is it?
If I say a color, you hold up the correct paper. It's _______ hundred won.
Show me blue.
▸The teacher posts some pictures of items on
Let's Chant the board.
Listen to the chant ▸Divide the class into two teams. Each team
Chant takes a turn to ask the price of an item.
Let's chant one part at a time. ▸First the teacher asks team A, "What do you
Let's chant the whole song. want?"
Tips
▸Team A says "I want a watch."
Students can change words into the items they
▸The teacher asks "Can you guess how much it
want instead of a watch or a bag.
is?"
Let's Play⑵: Going Shopping ◷ 20' ▸The team gets two chances to guess the price.
【Materials】Picture cards, Fake money The teacher can only answer "Up." or "Down."
【Grouping】Group work ▸If the team gets the answer right on the first
【Expressions】What do you want? try, they get two points. If they get it right on
I want a(an)_______, please. the second try, the students get one point.
How much is it? ▸The team with the most points at the end wins
It's _______ hundred won. the game.
❙• 107 •❙
• To sing the song, ‘What do you want?'

Objectives
• To read the words and do a coloring activity
✎ Warm up ▸Display things to sell with price tags.

Greetings ▸Two students from each group become clerks
Hello, class. How are you today? and the rest of the students become customers.
What day is it today? The customers look around at items and buy
Review something with their fake money(coin).
▸The clerk asks "What do you want?" when a
Let‘s chant ‘What do you want?' together.
customer visits them.
(Holding an item with a price on it) How much
▸The customer points to one item that he needs
is it?
and asks the price.
(Holding another item) How much is it?
▸The clerk says the price, and gives the item to
Objectives
the customer. Then, the clerk collects the
money.
▸Change the roles and do this activity again.
✎ Development Tips Let the students have some money and buy as
Look and Speak many things as possible. Instead of real things,
Let's listen to Dialogue One let the students draw and sell their own
What did Santa ask Tony? creations. The teacher can give a prize to the
student who sold the most items.
Please answer with 'a watch'.
What did Mina ask Tony? ✎ Closing
How did Tony answer the question?
When Mina was giving the watch to Tony, what Review
did she say? Review today's lesson
Let's review today's lesson by singing the song,
'What Do You Want?'.
Let's Sing
Good-bye
Listen to the song
Did you have fun today?
Sing the song
So long, everyone.
Let's sing the song changing the shopping items.
EXTRA
(ex) book, doll, bike, computer...
Let's Read How Much? ◷ 10'

Listen carefully. (Showing the word cards) Bag.
Listen and do 【Materials】Worksheets
Listen and find the words in your book. 【Grouping】Pair work
Read them yourself 【Expressions】How much is it?
Listen and color the word. It's _______ hundred won.
Let's read the words aloud. ▸Students work in pairs and have worksheets
with different missing parts on the prices of
Let's Play⑶: Flea Market ◷ 10' items.
【Materials】Things to sell, Fake money ▸Students ask their partner about the price by
【Grouping】Group work saying "How much is _____?" and write down
【Expressions】What do you want? the price on the worksheet.
I want a(an)_______, please. ▸The partner takes a turn to ask the price.
How much is it? ▸When they have finished, students check their
It's _______ hundred won. answers with each other.
❙• 108 •❙
• To do a role play by asking and answering what they want

Objectives • To listen to and write correct prices, and make a story by looking at
the pictures

✎ Warm up
Think of something you want to have.
Greetings Next, please ask your partner what he/she wants,
Hello, class. Is everyone here? using the expression, "Do you want a _____?" If
Who is absent today? Is he/she okay? you fail to find the answer after three chances,
Review please ask "What do you want?"
Let's sing the song 'What Do You Want?'
together.
(Showing a thing with the price tag) ✎ Closing
What do you want? Review
How much is it? Wrap up Lesson 8
Objectives Review today's lesson at home.
Present the objectives Good-bye
Thanks for your attention. Good-bye.
Thank you. Good-bye.
✎ Development
Let's Role-play:
EXTRA
Animals in a Forest ◷ 20'
【Materials】Role-play props
【Grouping】Whole class, Group work Shopping Fast ◷ 10'
【Expressions】What do you want?
I want _______. 【Materials】Pictures cards(books of three colors of
This is for you. yellow, red and blue/caps of the
Look at the picture three colors/pens of the three colors),
Open your book to page 87 and look at the fake money
pictures. 【Grouping】Whole class, Group work
Who are they? 【Expressions】What do you want?
What story is it? I want that yellow/red/blue____.
Listen to the dialogue How much is it?
What's happening? It's _____ hundred won.
What does a tiger/a bear/a wolf want?
Listen and repeat ▸Give numbers to each student in each group.
Please repeat each sentence. ▸Have students put things to sell on the desk in
Role play groups.
▸Number 1 students of each group come to the
Let's Review front and a teacher shows them a shopping list
Listen and match the things with their owners with pictures.
Listen carefully and write the prices. ▸When the teacher says "Go!", the number 1
Let's check the answers. students go to other groups and begin to buy
Look at the pictures and speak things on the list.
What's happening? ▸The student who buys all the things on the
Make up a story with the pictures. shopping list first gets the most points.
Watch the screen and compare the story with ▸The teacher sums up the points. The team
yours. which gets the most points wins the game.
(Show the story with the CD-ROM title.)
❙• 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)
OK, OK. This is for you.
Walla walla walla dee. Ah-ha!
(The woman begins to walk again. At this time a
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
covers the candy with a diarrhea remedy.)
Walla walla dee.
Woman: (With her hands trembling)
OK, ok. This is for you.
(The woman gets home safely. The wolf runs here
Walla walla walla dee. Ah-ha!
and there, because of stomachache.)
Walla walla dee.
❙• 110 •❙
Lesson 8. How Much Is It?(3/4)
How Much?
A. Name : _______________
bag book pen

900 won ( ) won 700 won
pencil ruler eraser

( ) won 200 won ( ) won
cap doll watch

800 won ( ) won 600 won
bat orange cake

( ) won 700 won ( ) won
❙• 111 •❙
Lesson 8. How Much Is It?(3/4)
How Much?
B. Name : _______________
bag book pen

( ) won 400 won ( ) won
pencil ruler eraser

300 won ( ) won 100 won
cap doll watch

( ) won 800 won ( ) won
bat orange cake

600 won ( ) won 900 won
❙• 112 •❙
PART
Appendix
1. Communicative Functions and Sample Sentences
2. Vocabulary
3. Useful Websites
4. Related Story Books
5. Hangul, the Korean Alphabet
6. Korean Folk Tales
7. Frequently Asked Questions

Communicative Functions and Sample Sentences
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.
Wishing good luck Experience

Good luck! Asking about someone's experience and
answering
Offering food and Replying What did you do yesterday?
Offering food I met Sumi yesterday.
Go ahead. Help yourself.
Do you want some more cake? Plan
What will you have? I'll play baseball tomorrow.
Accepting and declining
Yes, thank you. Comparing
Yes, please. I'm taller than you.
Exchanging factual information Expressing one's attitude
Factual information Agreement and disagreement

How many apples (are there)? Agreement
Do you have a pen? Me, too.
What time is it? Same here.
Does he work in a store? That's right.
Whose pencil is this? That's a good idea.
Disagreement
Checking a fact I don't think so.
Checking and answering
❙• 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
What someone wants Asking for and giving directions

Asking about what someone wants Is this Main Street?
What do you want? Where's the bus stop?
Saying what one wants Turn right.
I want a new cap. It's over there.
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
Apology and excuse Excuse me?
Apology What (did you say)?
Sorry (about that). Pardon (me)?
Excuse me. I'm sorry
Replying to someone's apology/excuse

That's OK. Calling and answering the phone
That's all right. Hello?
Don't worry (about it). Is Minho there?

This is Mina speaking.
Persuasion and advice
Asking for help

Asking for help
Help me, please.
Answering
Sure, I can.
I'm sorry, I can't.
❙• 118 •❙
. Vocabulary
back box close
A backward boy clothes
a/an bad bread cloud
able bag break cold
about ball breakfast color/colour
absent balloon bring comb
across bank brother come
act basket brown cook
address bat brush cookie/cookey
after be but cool
afternoon bean buy corner
again bear by count
ago beautiful bye country
air because cousin
airplane/plane become C cover
airport bed cow
call
all bee cry
can
alone beef cut
candy
always before cute
cap
a.m./A.M. begin
car D
and behind
carry
animal bell dad/daddy
cat
another belt dance
catch
answer between dark
chair
ant bicycle/bike daughter
chalk
any big day
change
apple bird deep
cheap
arm black dentist
check
around blanket desk
chess
arrive blue die
chest
as boat dinner
chicken
ask body dirty
child
at book dish
chin
aunt boot do
church
away borrow doctor/Dr
city
both dog
class
B bottle doll
clean
bowl dolphin
baby clock
❙• 119 •❙
door fish
down flag H J
draw floor hair jacket
drink flower half jam
drive fly hand jean
dry follow happy jump
duck food hard just
foot hat
E for hate K
each fox have keep
ear free he kill
early friend head kind
east frog heavy king
easy from helicopter kitchen
eat front hello knee
egg fruit help knife
either full here know
elephant fun hi
end
G
high L
enjoy hobby
lady
evening garden hold
lamp
every get home
land
excuse girl hope
late
expensive give horse
laugh
eye glad hospital
learn
glass hot
F left
go hour
leg
face goat house
lesson
fall gold how
let
family good hungry
letter
far grandma/grandmother
I life
farm grandpa/grandfather
light
fast gray/grey I like
fat great idea lion
father green if listen
field grow ill little
find in live
fine inside long
finger into look
finish it loud
❙• 120 •❙
love neck park refrigerator/fridge
low need pass rest
lunch nephew pay rice
never pear rich
M new pencil ride
mad nice people right
mail niece pepper ring
make night person river
man no/nope pick road
many noon pig room
map north play round
market nose please run
may not pocket
maybe now point S
meat number police sad
meet nurse poor safe
milk pork same
minute
O post sandwich
mirror of potato say
miss/Miss off pretty school
mom/mommy office problem sea
money often pull season
monkey oh puppy seat
month okay/OK purple see
morning old push sell
mother on put send
mouse once set
mouth open
Q shall
move or queen she
movie other question ship
Mr. out quick shoe
Mrs. outside quite shop
Ms. over short
much R shoulder
music P rabbit shout
must page rain show
paint read sick
N pants ready side
name paper rectangle sing
near parent red sister
❙• 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
Website Address Contents Rating

Vocabulary viewer, flash card maker, games and
worksheets
www.barryfunenglish.com ★★★★★
※ the same with Korean English textbook of fifth
& sixth grade
www.britishcouncil.org/kids.
Games, songs, stories and lots of activities ★★★★★
htm
www.englishraven.com/main Free educational resources & materials for teachers

★★★★★
.html of EFL/ESL to young learners and teenagers
www.english-4kids.com Word puzzle, power-point and flashcards download ★★★★
www.mes-english.com Free flashcards for download, games and worksheets ★★★★
Dice, board game, word search, crossword puzzle,

www.toolsforeducators.com ★★★★
and domino maker
Classroom labels, word cards, photo cards, hand-

www.senteacher.org ★★★★
writing maker and connective tiles maker,
sitesforteachers.com Lists of famous web-sites for teachers ★★★★
weekstudy.coolschool.co.kr/
Pop songs are available ★★★★
study/pops/pops_list2.htm
Printable flashcards, worksheet generator, games,

www.esl-kids.com ★★★
children's songs and nursery rhymes
www.eslflashcards.com Free ESL flashcards ★★★
Word shape worksheet generator, word search

www.atozteacherstuff.com maker ★★★
handwriting worksheet generator and printable books
Teacher helpers-calendars, forms etc.

www.abcteach.com ★★★
Reading comprehensions
www.kizclub.com Crafts ★★★
www.teacherplus.co.kr Printable worksheets (members only) and flashcards ★★★
Printable children's crafts, coloring pages and more

www.dltk-kids.com ★★★
including projects for educational themes
reading-z.com E-books for reading (level A~Z) and related worksheet. ★★★
❙• 123 •❙
Website Address Contents Rating
Crossword, wordsearch, matching and missing words

www.schoolhousetech.com ★★★
maker
Worksheets, complete lesson plans and lots of other

bogglesworldesl.com ★★★
materials
Sharing web site for English teaching materials.

Very useful for a variety of topics!
www.eslprintables.com ★★★
※ You must upload worksheets you created in
order to download worksheets from the website.
Activities and resources for almost any topic in

www.ac-nancy-metz.fr/ensei
ESL ★★★
gn/anglais/Henry/voc.htm
※ It is listed by topic.
www.genkienglish.net/game Many game ideas that are simple and useful for
★★★
s.htm different age groups
Good for teaching ABCs and simple reading to

www.starfall.com ★★★
younger learners
Interactive site for learning vocabulary & using it

www.de.mingoville.com/co with games & activities
★★★
ntent/view/13/29/lang,ko/ ※ Good for students to use on their own, at
home, or in the computer lab.
Website for students to use to practice English with

pbskids.org ★★★
games, stories, and videos
www.karafun.com Pop songs are available ★★★
www.esl-galaxy.com Printable worksheets and word search ★★★
www.diaryproject.com Numerous diaries whose topics are various. ★★
Free worksheet for Phonics, reading, language arts,

schoolexpress.com ★★
and handwriting
kids-space.org UCC made by children from the world ★★
Many English songs and games good for young

jr.naver.com/english ★★
students
www.stickersandcharts.com Printable stickers ★★
www.esltower.com Grammar and vocabulary worksheets ★★
❙• 124 •❙
. Related Story Books
3rd Grade
Lesson Story book Published by
People say 'Hello' Will Barber

1. Hello, I'm Minsu.
Goodnight, moon Margaret Wise Brown
Brown bear, brown bear, what Bill Martin, Jr

do you see?
2. What's This?
It looked like spilt milk Charles G. Shaw
Happy birthday, Sam Pat Hutchines

3. Happy Birthday!
Happy birthday, Moon Frank Asch
From head to toe Eric Carle

4. Wash Your Hands.
Clap your hands Lorinda Bryan Cauley
The very hungry caterpillar Eric Carle

5. I Like Apples.
What do you eat? Rick Wetzel
How many? Rozanne Lanczak Williams

6. How Many Cows?
Ten black dots Donald Crews
Can you read a map? Rozanne Lanczak Williams

7. I Can Swim.
I'm special Kimberly Jordano
Barney bear gets dressed Rozanne Lanczak Williams
8. It's Snowing. The jacket I wear in the snow Shirley Neitzel
What's the weather like today? Rozanne Lanczak Williams
❙• 125 •❙
4th Grade
Lesson Storybook Published by
How's the weather? Rozanne Lanczak Williams
1. Nice To Meet you. What's the weather like today? Rozanne Lanczak Williams
What will the weather be like today? Paul Rogers
Go away, dog Joan L. Nodset

2. Don't Do That.
Get off your train John Burningham
I'm older than you are Young Mi Kim

3. How Old Are you?
Ten, nine, eight Molly Bang
What time is it? Rozanne Lanczak Williams

4. What Time Is It?
Time to... Bruce Mcmillan
I love my family Kathleen Beal

5. Who is She?
Do you want to be my friend? Eric Carle
A color of his own Leo Lionni

6. Is this your cap?
Little blue, Little yellow Leo Lionni
Henny Penny H.Werner Zimmermann

7. Sorry, I can't.
Rooster's off to see the world Eric Carle
Good choices for cat and dog Rozanne Lanczak Williams

8. How much is it?
On market street Arnold Lobel
❙• 126 •❙
5th Grade
Bambi Disney (Story teller series)
1. How Are You? The snowman Raymond Brigg
Little red riding hood Classic Tales (Oxford)
Today is Monday Eric Carle

2. What Day Is It Today?
Cookie's week Cindy Ward
Cat on the mat Brian Wildsmith
Learn to read
3. It's Under the Table Pigs (Creative Teaching Press)
Rosie's walk Pat Hutchins
Caps for sale Esphyr Slobodkina

4. What a Nice Day!
Amelia Bedelia Peggy Paarish
Learn to read
5. Where Is On the go (Creative Teaching Press)
Namdaemun(Sungnyemun)?
City Sounds Jean Marzollo & Sophia Latto
Time/Seasons and Weather Ladybird

6. I Get Up at Seven
Time Ladybird
Every Day.
Clocks and more clocks Pat Hutchins
Goldilocks and the three bears Classic Tales (Oxford)
7. She's Tall. What am I? N. N. Charles, Leo & Diane Dillon
The ugly duckling Classic Tales (Oxford)
Let's pretend Harper Collins Publishers

8. Let's Go Swimming.
The shoemaker and the elves Classic Tales (Oxford)
My river Shari Halpern

9. Whose Boat Is This?
It's mine! Leo Lionni
In the night kitchen Maurice Sendak

10. Do You Want Some
The very hungry caterpillar Eric Carle
More?
Strawberries are red Candlewick Press
The snowman Raymond Briggs

11. What Are You Doing?
Brown bear, brown bear,
what do you see? Eric Carle
❙• 127 •❙
5th Grade
In a people house Theo. LeSieg

12. This Is a Bedroom.
Look-alike Jr. Joan Steiner
(A Look-Alike Picture Puzzle Book)
My friends Taro Gomi

13. What Did You Do
Yesterday? Scary cat runs away Learn to read
(Creative Teaching Express)
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)
16. Did You Have a Nice Learn to read

Barney bear, world traveler
Vacation? (Creative Teaching Express)
6th Grade
Snow white and the seven

1.Where Are You From? Classic Tales (Oxford)
dwarves
2. Is This York Street? Home alone 2 - Lost in New York adapted by Jordan Horowits
Round and round the seasons go Learn to read

3. I Like Spring. A tree is nice Janice Mary Udry
The four seasons Rozanne Lanczak Williams
Flower Garden Eve Bunting & Kathryn Hewitt
4. When is Your Birthday? When this box is full Patricia Lillie & Donald Crews
What's going on? Learn to read

5. May I Help You? The elephant rock Paul McGuire
Peanut butter and jam Angela shelf Medearis

6. Can I have Some water?
What do we need? Learn to read
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6th Grade
I love my family Kathleen Beal

7. My Father Is a Pilot.
Rosemary Border
The biggest dad (Oxford Storyland Readers)
On our vacation Anne Rockwell

8. What Will You Do
This Summer? Dinosaurs travel Laurie Krasny Brown &
Marc Brown
Alma Flor Ada

The picnic and F. Isabel Campoy
9. How Was Your Vacation?
The treasure hunt - The pet sitters Barbara Hoskins
I'm as quick as a cricket Audrey Wood & Don Wood

10. I'm Stronger than You.
The hare and the tortoise Aesop's fable (Brimax Classics)
The Three Billy Goats Gruff Favorite Bedtime Tales

11. What Do You Want
to Do? I want to see... Jim Henson's Muppet babies
Little Red Hen Ladybird

12. Will You Help Me,
Please? Henny Penny H.Werner Zimmermann
The good bad cat John Sandford

13. That's too Bad.
D. W. thinks big Marc Brown
Homestay friends-kid power Barbara Hoskins (Oxford)
14. Would You Like to The town mouse and the country Classic Tales (Oxford)
mouse
Come to My House?
Hanukkah lights, Hanukkah lights Leslie Kimmelman & John Himmelman

(A Trophy Picture Book)
Time to... Bruce Mcmillan (Scholastic)
Judith Grey
15. It's Time to Go Home. What time is it? (A Giant First-Start Reader)
The ten-second race Diana Tomko
Joan Steiner
Look-alike Jr. (A Look-like Picture Puzzle Book)
16. So Long, Everyone!
Friends Helme Heine
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. Hangul, the Korean Alphabet
1 Official name
The modern name Hangul (한글) was coined by Ju Sigyeong in 1912. Han (한) meant "great"
in archaic Korean, while geul (글) is the native Korean word for "script".
2 History
Invented and promulgated by Sejong the Great, the fourth King of the Josun Dynasty in 1446,
Hangul, or the Korean alphabet, originally had 28 letters. Four letters of the original 28
disappeared from use in the long history of more than 500 years, and at present, only 24 letters
are in use.
King Sejong explained the need for the new script by saying that the Korean language was
different from Chinese; Chinese characters (known as Hanja) was too difficult for the common
people to write. Likewise, only privileged aristocrats (Yangban), usually male, could read and
write fluently. The majority of Koreans were actually illiterate before the invention of Hangul.
Hangul was designed so that even a commoner could learn to read and write; a document
called Haerye says, "A wise man can acquaint himself with them before the morning is over; a
fool can learn them in the space of ten days."
3 Characteristics
The Korean letters are phonetic symbols, not hieroglyphs, and the language has an abundant
vocabulary of sensitive and emotional expressions. Thus, the abundance of onomatopoeic,
simulation, adjective and exclamatory words are distinguishing characteristics of the Korean
language.
4 Letters
There are 24 letters in the Korean alphabet, ten vowels as medials and fourteen consonants
used both as initial and final letters. Besides these, there are also double consonants, formed by
and based on the original single consonants. The Korean alphabet can be written not only side
ways but also vertically.
The design of the vowels can be explained according to the principles of yin and yang and
vowel harmony. The consonant letters were designed according to articulatory phonetics.
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5 Phonetic value
The individual letter has a phonetic value and an independent form. When two or more letters
are written together, they form syllables, just as in Latin.
It is very helpful for foreign readers to note the spelling rules and the manner in which the
symbols are combined to make syllables and words.
The table below illustrates the vowels and consonants.
Vowels ㅏ ㅑ ㅓ ㅕ ㅗ ㅛ ㅜ ㅠ ㅡ ㅣ
(모음) (a) (ya) (eo) (yeo) (o) (yo) (u) (yu) (eu) (i)
ㄱ ㄴ ㄷ ㄹ ㅁ ㅂ ㅅ ㅇ ㅈ ㅊ
Consonants (g,k) (n) (d,t) (r,l) (m) (b,p) (s) (ng) (j) (ch)
(자음) ㅋ ㅌ ㅍ ㅎ
(k) (t) (p) (h)
6 Expressions
Thank you. 감사합니다. (Gam-sa-ham-ni-da.)
I'm sorry. 미안합니다. (Mi-an-ham-ni-da.)
Excuse me. 실례합니다. (Sil-rye-ham-ni-da.)
Good morning? 안녕하십니까? (An-nyong-ha-sim-ni-ga?)
Please speak more slowly. 좀 더 천 천 히 말 씀 해 주 십 시 오 .
(Jom-deo-cheon-cheon-hi-mal-seum-hae-ju-sip-si-o)
How's the weather today? 오늘 날씨가 어때요? (o-neul-nal-si-ga-eo-dae-yo?)
Let's review the last lesson. 지난 수업을 복습해 봅시다.
(Ji-nan-su-eop-eul-bok-seup-hae-bop-si-da)
Open your books to page 10. 책 10쪽을 펴세요. (chaek-sip-chok-eul-pyeo-se-yo)
Let's watch the video. 비디오를 봅시다. (bi-di-o-reul-bop-si-da)
Look at the blackboard. 칠판을 보세요. (chil-pan-eul-bo-se-yo)
Come up here./Come to the front. 앞으로 나오세요. (ap-eu-ro-na-o-se-yo)
Let's play a game. 게임을 해 봅시다. (ge-im-eul-hae-bop-si-da)
Is everything clear? 이해했나요? (i-hae-haet-na-yo?)
Try again. 다시 해 보세요. (da-si-hae-bo-se-yo)
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. Korean Folk Tales
The Myth of 'Dan-Gun', the First King of Korea
Once upon a time, there lived Hwan-in, the lord of Heaven. He had many sons and one of
them was Hwan-woong. Hwan-woong wanted to come down to Earth so he could have the
whole world under his control.
"If I ruled the Earth, I would make a great country."
So he asked his father, Hwan-in,
"Let me go down to the Earth and take care of the human world."
"Well, that's a great idea. I'll let you go. Go to Taeback Mountain and take these gods with
you."
Hwan-in gave him the God of Rain, the God of Clouds, the God of Wind and 3,000 people
from heaven.
When he reached Tae-back Mountain, he found a city and named it Sinsi which means 'City of
God'. He became the king of one country and took care of it.
Hwan-woong let the three gods control the wind, rain, and the light on Earth.
He instilled moral codes, laws and taught the people various arts and agriculture.
In other words, he taught people the difference between right and wrong and how to farm and
fish for their food.
One day, two animals, a bear and a tiger, visited Hwan-woong and begged him to help them
become humans.
"Your Majesty! We want to be humans. Let us know how to be humans," said the bear.
"Please advise us. How can we become humans?" said the tiger.
"Well, it is very difficult," Hwan-woong replied.
"Don't worry, your Majesty! We would do anything if we could become humans."
"Okay, I'll give you a chance," Hwan-woong said.
"You must stay in a cave for one hundred days to become humans. You have to stay out of
the sunlight. Can you do that?"
"Of course," the tiger and the bear said with a smile.
"It is an easy thing to do," they said earnestly.
"And one more thing! You must eat twenty heads of garlic and a bundle of mugwort everyday
for 100 days. Only the garlic and the mugwort!" said Hwan-woong.
The tiger and the bear made up their mind and entered the cave.
Not long after, the tiger became completely exhausted and decided to leave the cave.
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"I can't eat them anymore. This is ridiculous," said the tiger.
"We have to endure this to become humans. Just hold on a bit longer," said the bear.
But despite the bear's advice, the tiger gave up and ran away.
So the bear was left alone in the cave. Though it was dark and uncomfortable, the bear
remained patient. Twenty one days had passed since the bear entered the cave. Moved by the
bear's sincerity and its firm determination, Hwan-woong visited the bear and turned him into a
beautiful woman. Hwan-woong named her 'Woong-nyuh'.
At first Woong-nyuh was very grateful and overjoyed about becoming a human but soon, she
got disappointed that she didn't have a child.
So she prayed under a tree that she could someday soon have a baby.
Hwan-woong was touched by her prayer and married her.
Woong-nyuh gave birth to a son, who was named Dan-gun.
He surpassed all the other children in every way.
And he took after his father, Hwan-woong.
One day, he went to his father.
"I'd like to make a wonderful country for all people to live in," Dan-gun said.
"That's a great idea. Set up a new country and rule it wisely. Go and find a much bigger piece
of land," said Hwan-woong.
He left his father's land with many people and animals to take to the new land.
Dan-gun established the country in Asadal, which is in the northern area of Pyeong-Yang in
North Korea, in 2333 B.C.
He became the first human king of Korea. His land was named 'Go-Jo-Sun' which is the first
kingdom of Korea.
More about Dan-gun and Go-Jo-Sun

Dan-gun is known as Dan-gun-wang-gum as well. Dan-gun means a "priest" and Wang-gum
means a "king". The government of 'Go-Jo-Sun' was very different from today's because
Dan-gun, the king of 'Go-Jo-Sun', was also a priest. We call this kind of government a
theocracy.
Dan-gun is still respected as the first King of Korea, the founder of Korea. Korea celebrates it's
National Foundation Day on Oct 3rd, when Dan-gun established the first kingdom of Korea,
'Go-Jo-Sun'. There is still a temple which commemorates Hwan-in, Hwan-woong, and Dan-gun's
souls.
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The Golden Axe and the Silver Axe
Once upon a time there lived a good woodcutter. He was very poor, so he used to go to the
forest to cut down trees in order to make a living.
One day while he was chopping a tree near a pond, his old axe fell into the pond by mistake.
He said to himself, "Oh, no! If I don't have that axe, I can't cut down trees. Then I will not be
able to earn any money. How can I take care of my parents?" He was so sad and upset that he
cried. The pond god listened to the woodcutter's crying and arose from the pond. "Why are you
sad?" the god asked the woodcutter. "I am a woodcutter. While I was chopping the tree, my axe
fell into the pond. If I don't have the axe, I won’t be able to earn any money," the woodcutter
answered.
The pond god disappeared. A little later the god soon appeared with a silver axe. "Is this silver
axe yours?" the god asked. "No, it isn't," the woodcutter answered. The god disappeared again.
This time he came back with a golden axe and asked, "Is this golden axe yours?" The
woodcutter answered, "No it isn't." Finally, the pond god showed him an old rusty iron axe. "Is
this yours?" The woodcutter answered, "Yes, yes, yes! That's an iron axe. That's mine." He was
so happy to find his old iron axe.
The pond god was so happy with his honesty that he said "You are very honest. I will give
you all three axes as a reward." The god gave him all three axes. The woodcutter and his
parents lived happily ever after.
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The Tale of Shim Cheong
Once upon a time, there lived an old blind man, Mr. Shim. He had a daughter named Shim
Cheong. Her mother died three days after she was born, so Mr. Shim lived alone with his
daughter. Even though Shim Cheong was very young, she worked so hard to serve her blind
father. She was well-known as a devoted daughter in the village.
One day, Mr. Shim was crossing the stream. When he was trying to cross a narrow wooden
bridge over the stream, he lost his footing and fell into the water. A Buddhist monk was
passing by at that moment and he pulled Mr. Shim out of the water. The monk looked at him
for a second and told him softly, "I pity the blind. If you donate 300 bags of rice to Buddha,
you will be able to see."
After the monk left, Mr. Shim began to worry. When Cheong got home late that night, she saw
her father's worried face. Cheong asked what happened to her father. Mr. Shim told her the
whole story.
One day, a group of sailors came into the village. They were sailing to China with their cargo,
and wanted to buy a maiden so that they could sacrifice her to the angry sea dragon. Shim
Cheong heard that these men would pay any price for a maiden. She immediately went to the
sailors and told them that she would sell herself to them. People in the village were so sad, but
they were so impressed by her devotion.
A strong wind began to blow and high waves rocked the ship. The ship was lost in a terrible
storm in the middle of the sea. Cheong threw herself into the angry waves. The sailor prayed
for her. Suddenly, the sea became quiet.
After several days, When Shim Cheong opened her eyes, she found herself lying in a beautiful
room she'd never seen before. The sea dragon king was so impressed by her love and devotion
to her father that he saved Cheong and wanted to do something wonderful for her. He put her
in a big lotus flower and sent her back into the world.
Some fishermen saw the big lotus flower floating in the sea and they took it to the king. When
the fishermen delivered the lotus flower to the king he was stunned by its beauty. Then the
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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.
"Hey, I think it came from around here," someone said.

"Right, the beautiful song came from this house," said another voice.
Three scary ogres went into the house and found the old man trembling with fear.
"Ooh.. I'm sorry. Please don't hurt me! I just wanted to sing because..." stammered the old man.
"Don't worry, old man. We don't want to hurt you."
"We heard your beautiful song and we really like your voice. Can you sing the song one more
time?"
The Old Bumpy Man was scared, but he sang the song and the ogres danced around merrily.
"Wow, you're a really good singer. Where is that beautiful voice coming from?"
The Old Bumpy Man had a good idea.
"My voice comes from this bump on my face, of course."
"Really? Let's trade your bump for our gold," the ogres told him happily.
"Are you joking? You can get rid of my bump?"
"That's easy. It's magic. You just close your eyes for a second."
"Boom-Boom-Bang"
The Old Bumpy Man's bump was gone, and he got a bunch of gold! It was his lucky day. He
walked away, singing his song happily.
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The story of The Old Bumpy Man and the ogres spread around his small town. There lived
another bumpy old man in the next town. He heard the story, too.
"Ogres will trade bumps for gold? Now, it's my turn to get rid of my bump!"
He went to the mountain to find the haunted house. He started singing a song loudly, but he
was not a good singer. He had a terrible voice. Suddenly, he heard the ogres coming.
"A-Ha! They are coming. I will be rich pretty soon."
"Hey, old man. Does your voice come from your bump too?" The ogres asked him angrily.
"Of course. Just like the other bumpy old man. Do you want to trade it for something?" The
greedy old man asked.
"What? These bumps don't help me sing songs at all!" shouted one of the ogres,
"YOU ARE A LIAR! We came here to give you back your bump! We don't want it."
"Boom-Boom-Bang"
A new bump became magically stuck to the other side of his face.
"Oh, no. It is not fair. This is not even my bump. Please take it back."
"Get out of HERE, right now!" the ogres shouted.
Ever since then, everyone called him 'The Bumpy Bumpy Old Man', because he was a greedy
liar. He was the only man who had two ugly bumps on his face.
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A Tale Of Brotherly Love
A long time ago, there lived a father and two brothers in a small village. The two brothers
loved each other so much that they shared almost everything. One day, their father sadly passed
away. With his last breath, he proclaimed his dying wish to his sons: "You should love each
other forever." So the elder brother divided the rice pads and other fortunes that his father left
into two and handed one half to his younger brother.
As time passed by, both of them grew up and got married.
When the younger brother got married, his older brother said "I'm really proud of you. If you
need any help, you should let me know." It meant that their bond was still strong even though
they no longer lived together. The two men worked on the farm really hard for their families.
There was never enough food, however, because they had to support their own families with the
divided rice pads and the shared fortune.
It was Fall and the harvest started. "Brother, thanks to your help, we will have more rice than
last year. I'm happy," said the younger brother.
"I don't think so. You work harder than me. I am the one who should say thank you," said the
elder brother.
Each of them piled bundles of rice on their own rice pads to make a heap. When it was dark
both of them went back to their own home. The elder brother couldn't sleep late at night. He
tossed and turned, thinking that his younger brother should have more rice than him. So the
elder brother went to the heap of rice which stood over the middle of his rice pad. He took a
few bundles of the rice and carried it to his brother's. He left the rice there, carefully without a
sound. His heart became filled with joy. What he wasn't aware of, is that his dear brother was
doing the same thing that very night, when he did not see.
The next day, he noticed something very strange. It was hard to believe that there wasn't any
difference in his rice heap. So he whispered, "I will go to brother's rice heap again, and bring
him more tonight. He has a wife and a baby. He needs more rice than I do."
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After everyone in his family fell asleep, he sneaked out of his house and headed for his
younger brother's rice pad. It was the blackest of nights. On the way there, he saw someone
walking in the dark. When the person got closer, the full moon which had been hidden by thick
clouds revealed itself and shone brightly. When their profiles became illuminated by the
moonlight, they suddenly recognized each other. The one standing in the dark dropped bundles
of rice, and so did the elder brother.
"It was you, Brother! What are you doing here?"
"It was you who put the rice onto my heap last night!"
They began weeping and hugged each other. The moon, watching over what they had been
doing, smiled upon them and touched them with its gentle light, like a soft and fragrant breeze.
From that day on, of course, the brothers worked even harder helping and loving each other and
they lived happily ever after.
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The Boy Who Became a Cow
Long ago, there was a boy who was as lazy as a sloth. He wouldn't even lift a finger. He took
a nap whenever he wanted and he day-dreamed while lying on his back all day long. He
sometimes skipped meals because he didn't want to get up.
So his mother nagged him a lot by shouting, "Wake up! How could you live without eating any
food? You should feed yourself." But he didn't budge an inch.
His mom got so worried about him and said, "If you act like a lazy cow you'll become a cow."
"A cow? Would I rather be a cow?" asked he. In fact he was curious about becoming a cow
because he thought that if he became one he would not have to work, eat or listen to his mom.
His mom became speechless with his reply for a moment then yelled, "Do you know what you
are saying? If I were you I would go to the mountain to gather some firewood." The boy was
annoyed so he decided to leave his home.
After walking a long distance, he found an old man making cow masks. He asked him if he
could try one on. The old man said "You should beware. If you put on this mask, you will
certainly become a cow!"
What the old man said made him happy, so he put on the mask. After bringing the mask to his
face, it became stuck there. Suddenly, his arms turned into cow's legs. Surprisingly his own legs
turned into hind legs. He trembled with joy.
The old man took the boy, who was now a cow, to the cattle market and sold him to a farmer.
The farmer slapped his back and said "You look strong. You will work hard for me, won't
you?" The old man said to the farmer, "Do not feed the cow with radish. If it eats radish, it
will die."
On arriving to the farmer's farm, the cow, who was the lazy boy, had to work from early
morning all day until evening. The farmer lashed angrily at his back with a whip, saying,
"Faster, faster, such a lazy cow."
The boy who was now a cow wanted to tell the farmer that he was just a boy and that he
wanted to go back home. But all he could say was "Moo moo".
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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
❙• 146 •❙
loud noise. "Bang! Pop!" Lots of scary goblins and terrible monsters appeared and shouted
angrily, "We're here to take all your treasure from you. You are so mean and greedy." Nolbu's
family was shocked.
Kind and honest Heungbu felt sorry to hear the terrible news about his elder brother and wanted
to help him.
"Oh, my poor brother! Don't worry! I'll take care of you."

"I'm sorry, Heungbu! Forgive me, I should have treated you well. I'll be a good brother from
now on, I promise," he said, honestly.
"Of course, we are brothers," Heungbu agreed.
The two brothers hugged and laughed happily.
❙• 147 •❙
Kongji and Patji
Once, there lived a good couple. They had a beautiful daughter named Kongji. Kongji was such
a nice girl. One day her mother passed away after a long illness. Her father remarried because
he thought that Kongji was lonely. The stepmother had a daughter of her own, Patji who was
lazy and greedy. The stepmother was nice when Kongji's father was around. But behind his
back, she treated her badly. A few months later, her father became sick and died. The
stepmother gave good food and nice clothes to Patji, her step sister. The stepmother kept Kongji
hard at work.
"Kongji, fill this jar with water, until I come back."
No matter how hard Kongji tried, the jar was still empty, because there was a big hole at the
bottom of the jar. When Kongji began crying with sorrow, a big toad appeared and blocked the
hole so that she could fill the jar with water.
The stepmother was surprised,
"How could she have filled the jar?" she wondered.
The next day the stepmother called up Kongji again.
"Kongji, pull out all the weeds from the field."
Kongji worked very hard but she couldn't finish even half of it. When she was crying, a cow
appeared and pulled out all the weeds from the field.
"It is impossible to finish all that in one day," thought the stepmother. She got really angry
when she knew Kongji finished the job on time.
One day, a handsome prince was passing through their village. Everyone went out to see the
prince. The stepmother and Patji dressed up nicely and went out to see the prince.
"Kongji, if you want to see the prince, pound all this rice on the mat, then cut the millet. But
you will never finish it in time. Ha Ha Ha...."
Kongji couldn't pound all the rice by herself. When she was crying desperately, a large flock of
birds flew in and pecked the rice at a great speed and got the work done in a second.
"Now I can go see the prince but I have nothing to wear," she said to herself sadly.
Suddenly, some mice appeared and brought a pretty dress and shoes.
Kongji put on the dress and was running quickly not knowing that the prince was passing by.
She accidentally left a shoe behind.
The prince recognized Kongji's sweetness and kindness.
"Who is that girl? Find the owner of the shoe."
The prince's servants searched for the owner of the shoe all around the country. Many girls
❙• 148 •❙
argued for the ownership of the shoe. But the shoe didn't fit anyone's foot. Finally the prince
came to Kongji's house.
"It's surely Patji's shoe." the stepmother shouted. But Patji couldn't fit her foot in the shoe
because her foot was too big. The prince finally asked Kongji to put on the shoe. The shoe fit
her foot perfectly. The prince realized that Kongji was the one who lost her shoe. The prince
and Kongji got married and lived happily ever after.
❙• 149 •❙
. Frequently Asked Questions
Q1. In what ways should grammar be taught in the Korean Elementary English class?
Grammar is an important part of learning English. However, in the past, grammar has been
over-emphasized and communicative competence has been neglected. Now, the Korean
government is trying to pay more attention to communicative competence and less to grammar.
This however, does not mean that grammar should be ignored.
It is important for teachers to teach and explain simple grammatical concepts that students will
use in every English class. For example, "I am", "She/He is". It is also essential to teach
grammar when lack of grammatical knowledge causes communication problems. Teachers should
keep the students' cognitive levels in mind when teaching grammar. Grammar becomes more
important as the level of the student becomes higher.
Q2. Fluency vs. Accuracy. Which one is more important?

The communicative approach is the basis of the Korean English Curriculum. Therefore, the
ultimate goal is to raise the ability of the students to communicate in English. So, the focus is
to get students to speak in English in a way that is understood. While speaking accurately is
desirable, it is highly recommended that teachers do not constantly correct errors. If teachers
constantly correct students' mistakes, they risk losing the interest and confidence of their students.
Q3. Which method of error correction is preferred?

There are four basic types of error correction. They are explicit correction, recast, clarification
request, and elicitation.
■ Explicit correction is when the teacher explicitly corrects an error. For example:
S. I can run fastly.
T. You should say, I can run fast. You should not add ly at the end of fast.
■ Recast is when the teacher repeats the sentence in its correct form. For example:
S. Where you go yesterday?
T. Where did you go yesterday?
■ Clarification request is when the teacher asks a student for clarification. For example:
T. How long have you had your glasses?
S. Two.
T. What do you mean? Two what?
❙• 150 •❙
■ Elicitation is where a teacher encourages a student to say the correct sentence by asking
some questions. For example:
S. The rabbit ate.
T. The rabbit ate what?
S. The rabbit ate carrots.
Clarification and elicitation are the preferred methods of error correction. Through using either of
these two methods, the teacher is not telling the student that he or she is wrong or that he or
she has made a mistake. These methods also allow the students to think for themselves. Explicit
correction, on the other hand, can prohibit the use of conversation and can also embarrass the
students in front of their peers as they are being told that they have made a mistake. Using
recast as a method of correction is not highly effective as students do not necessarily distinguish
the difference between what they said and what the teacher said.
Q4. In what ways can a teacher motivate Korean Elementary students?

Generally, students are motivated to study a foreign language when they feel that they are
learning something useful and fun. It is important for an English teacher to promote English as
valuable and useful. Students should be made aware of the fact that English is a worldwide
language and that being able to speak English is regarded as highly important.
There are various songs, chants and activities in the book. If they are used in a fun, exciting
way, students will enjoy learning English and will therefore be naturally motivated.
Q5. What are appropriate ways to discipline students?

It is important for the teacher to set the objectives, goals and rules of the class as soon as
possible. Through doing this, students can immediately be aware of what is expected of them
and this will limit misbehaviors. If students fail to follow the classroom rules and show a lack
of effort, they should be disciplined. The Korean co-teacher will have training and experience in
how to deal with such situations so it is important for the NSET and the Korean co-teacher to
communicate well about any problems with students. The students' homeroom teachers are also
able to help with any discipline problems.
❙• 151 •❙
Q6. How should teachers approach teaching students of a variety of different levels in
one class?
There are usually many students in one class. This makes it difficult to give students individual
attention. Teachers are required to develop ways to deal with the fact that there are students at
different levels within one class. Group learning and/or peer learning is one way to overcome
the problem. The teacher should also organize the seating arrangement in the class in a way that
will work best for him/her.
Teachers are advised to use a variety of teaching methods and materials as different students
learn more effectively in different ways. The use of reading materials and worksheets can
provide a good platform for the NEST to help the more advanced learners and for the Korean
teacher to provide help for the students who need supplementary learning.
Q7. Is the use of phonics recommended in a Korean Elementary English class?

Phonics refers to the relation between a sound and an alphabetical letter. But Korean students
can not be exposed to enough language input to find out that relation inductively. Therefore
teaching phonics explicitly is important. The teacher should dedicate appropriate amount of class
time in teaching phonics.
Q8. How can the teacher teach culture in the English Class?
The Korean English Elementary curriculum does require the NEST to provide some level of
cultural content in the class. This should be taught in order to help the students communicate
appropriately in social situations. The basis for teaching culture is that the students will have a
deeper understanding of how to speak and behave in different social circumstances when using
English.
Q9. How much emphasis should be placed on pronunciation?

English is the common medium for communication between people from various countries. Since
it is a worldwide language, it is spoken in many different accents. In Korean English Elementary
schools, the focus is to ensure that students are speaking clearly and that their speech is
comprehensible. The accent which they speak in is not a factor of high importance. Teachers
should correct pronunciation only when it is not understandable.
❙• 152 •❙
Q10. What are NSETs required to do during their non-teaching hours at school?
Any time spent not teaching during working hours should generally be used to prepare for future
classes. This time is an opportunity for the NSET and the Korean teacher(s) to discuss lessons,
ideas etc. Also, during this time, teachers should make teaching materials (flashcards, games
materials etc.) and lesson plans. This time should be used wisely and teachers should ensure
that they are well prepared for the next day.
Q11. How can teachers motivate students to be active and answer questions in class?
Students generally tend to not answer questions for two reasons:
1. the students do not understand the question
2. the students are not interested in the class
It is important for teachers to try to be patient with students. The Korean teacher can help the
NSET to distinguish whether students are not responding due to a lack of understanding or a
lack of interest. Teachers should ask questions using simple language which will help the
students to be comfortable in responding. Teachers can ask simple Yes/No questions to make the
task easier for students. Also, small rewards such as stickers can also encourage and motivate
students to participate.
Q12. How much translation by the Korean teacher is appropriate in a co-teaching class?
The best co-teaching classes do not require any translation. The Korean teacher's role is not to
translate everything the NSET says. Translation may occur in a class to simply confirm the
students' listening comprehension. English should be the main language in the classroom and the
teachers should speak clearly and at an appropriate level for the class. Teachers can ask
advanced students to translate instructions in Korean and the Korean teacher can confirm whether
or not the students understand.
Q13. How can a teacher include all of the students in a class?

In any class, good students are usually active participants. However, not all students like to
participate. Teachers must develop effective methods to motivate students to be active
participants. One good method is for a teacher to learn students' names. Generally, students like
to hear their name and it can help the teacher have a better relationship with a student.
Dividing the class into groups can promote peer learning. The teacher can ask questions to
individual groups and ask for every member of the group to answer together. This helps shy
❙• 153 •❙
students and slower learners to participate without feeling embarrassed. Teachers should always
try to be patient with slow learners and praising them can help them to be more confident in
the future.
Rewards such as coupons, stickers and certificates are excellent ways to encourage learners. They
are useful tokens of praise.
Q14. What is the dress code for Elementary school teachers in Korea?
It is widely believed that teachers are role models for students. Also, Elementary Schools in
Korea are professional environments. Therefore, teachers are required to dress semi-formally.
While formal business attire is not required, teachers must be presentable and smart. Teachers
should not wear clothes that are too revealing or too casual such as low cut tops, skimpy skirts,
sweat suits etc.
Q15. What level of language should a teacher use in the classroom for communicating?
The teacher should be aware of the overall level of the class and try to speak in a level of
English most appropriate for that class. It is encouraged that teachers speak in exaggerated tones
of voice and that they speak using simple sentences. English Elementary teachers should try to
restrict their vocabulary and simplify their language so that the students can understand the
teacher as much as possible. The use of physical movements such as gestures and miming is
highly recommended as it can further enhance students' comprehension.
❙• 154 •❙
References
● Arthur, H. 2003. Testing for Language Teachers (2nd ed.) Cambridge: Cambridge
Language Teaching Library.
● Diane Larsen-Freeman. 2003. Techniques and Principles in Language Teaching.
Oxford: Oxford University Press.
● Harmer, J. 1998. How to teach English: Longman.
● J. Michael O'Malley and Lorraine Valdez Pierce. 1996. Authentic Assessment for
English Language Learners: Practical Approaches for Teachers. NY: Pearson
Education.
● Lynne Cook, Ph.D. 2004. Co-Teaching: Principles, Practices, and Pragmatics. New
Mexico Public Education Department Quarterly Special Education Meeting.
● 서울특별시교육연수원. 2005. Teacher training program for co-teaching with NSET

in Elementary schools.
● 김인옥. 2008. Co-teaching Workshop. 서울특별시서부교육청
● 나서영. 2007. 교실수업개선연구대회수업지도안. 서울특별시교육청

● 노경희. 2002. 초등영어습득론. 서울: 한국문화사.
● 서지은. 2006. 초등 3,4학년을 위한 스토리텔링 활용방안. 한남대학교 교육대학원.
● 우지연. 2007. Analysis of Native Speaker Teachers and Korean English Teachers'
Co-teaching Classes. 한국교원대대학원.
● 윤현진. 2007. The Effect of Team Teaching on Elementary English Education. 광주교
육대대학원.
● 이완기. 2000. 초등영어교육론(3rd ed.). 문진미디어: 서울용산구.
● Seo, Duk-Il. 2005. Gateway to Speaking Korean
● 이재근, 이은정. 2007. 동화를 활용한 의사소통기능 중심 학습자료 개발 연구.

초등영어교육(vol.13, No.1).
❙• 155 •❙

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Preface

Greetings & Some Expectations for NSETs

In order not to stagnate in the face of global development, Korean

I would like to take this opportunity to highlight some of the expectations

You as NSETs are expected to:

2. design your lesson according to student's English proficiency level.

3. plan your lesson based on the authorized textbooks.

4. develop a co-teaching plan through collaboration with co-teacher(s).

5. have a strong sense of creativity and motivation.

6. simplify your spoken English.

8. try to learn more about your school's vision and philosophy.

1. Goals of Elementary English Curriculum ························································ 3

2. Contents of Elementary English Curriculum ················································· 5

3. Teaching and Learning Methods ······································································ 12

4. Teaching Methods for Elementary Learners ················································ 14

6. Composition Principles and Features of Textbook ······································ 21

8. The Yearly Plan of Teaching ············································································· 34

1. Nice to Meet You ··································································································· 49

2. Don't Do That ·········································································································· 57

3. How Old Are You? ································································································· 65

4. What Time Is It? ··································································································· 73

5. Who Is She? ············································································································· 81

6. Is This Your Cap? ·································································································· 89

7. Sorry, I Can't ··········································································································· 97

8. How Much Is It? ·································································································· 105

1. Communicative Functions and Sample Sentences ···································· 115

2. Vocabulary ·············································································································· 119

3. Useful Websites ···································································································· 123

4. Related Story Books ···························································································· 125

5. Hangul, the Korean Alphabet ·········································································· 130

6. Korean Folk Tales ······························································································· 132

7. Frequently Asked Questions ··········································································· 150

∎ References ·················································································································· 155

2. Contents of Elementary English Curriculum

3. Teaching and Learning Methods

4. Teaching Methods for Elementary Learners

6. Composition Principles and Features of Textbook

8. The Yearly Plan of Teaching

2.1 System of Contents

Language skills Spoken Language Written Language

Receptive skills Listening Reading

Productive skills Speaking Writing

Skills Levels Standards

Skills Levels Standards

Students are able to

⑧ briefly understand the purpose of simple dialogues

Students are able to

⑦ have conversations with proper gestures and expressions

Students are able to

④ have an interest in written words around them

Skills Levels Standards

Students are able to

⑦ understand the situation and the purpose of a conversation after

Students are able to

⑦ use idiomatic expressions relating to their daily lives according to

Students are able to

④ understand the relationship between sound and spelling

Students are able to

④ listen to some words and write them

Skills Levels Standards

Students are able to

⑧ listen to simple expressions and know the order of what happened

Students are able to